With the growth in interest in online learning in recent years, possibly boosted by the near hysteria around MOOCs, there’s a realisation that teaching for effective learning online requires some considerable skill in tutoring, a knowledge of how to design distance learning resources and a level of confidence that ensures that the pedagogy is in the foreground whatever technological systems are being used. In some cases (with notable and excellent exceptions), the MOOC experiment has provided a rather public demonstration of institutions that were not particularly known for their support of distance learning, staggering their way, slowly, painfully (by trial and error) towards a realisation that there might actually be more to this online learning lark than sticking up a set of canned lectures and MCQs. Those who have long worked in the field, undertaken and published research, designed, evaluated and revised variants spanning technology-supported, blended, online and flexible learning (labels and definitions abound in this space) have valuable experience to share as well as, of course, much to learn themselves in terms of alternative models and perspectives.

For the lecturer or academic staff member new to online teaching, the prospect of taking responsibility for a cohort of distance learners and having a teacher-student relationship that is mediated through particular technologies can be real knee-knocking (ie anxiety inducing!) stuff!

Of course, the technology itself can help, with plenty of ‘hints and tips,’ case studies and resources available online. In addition, the judicious use of social networking tools such as twitter can help to build up a personal learning network of peers and keep everyone up to date with the latest trends (and the horror stories!).

There are also a number of professional development courses available which cover both the pedagogies and the technologies for online learning. Some of these focus on particular aspects such as the promotion of learner engagement (e.g. Gilly Salmon’s model of ‘e-tivities’), the facilitation of online discussion (her ‘e-moderating’ skills), issues around assessment design and implementation, etc.

Adding to this mix is a new module which we will be offering from September 2014, much of the content of which has been developed through the Epigeum-led international consortium of higher education institutions. Our module ‘Teaching Online’ will be available in two variants (of 5 or 10 ECTS) and should provide a solid foundation for those new to this mode of teaching. It will be facilitated by experienced practitioners and technologists and provide plenty of scope for discussion, as well as opening up a range of case studies spanning the variety of approaches that are now possible in terms of learning design, facilitation and student learning.

The module can be taken as part of our Professional Development Framework in Academic Practice, or simply on a ‘standalone’ basis and is open to anyone, anywhere. There is a standard fee charged (for 5 or 10 ECTS modules) and details of that will be available soon. There are fee-waiver schemes for local academic staff within our university and there may be other arrangements too for partner institutions. Again, information about this will be provided shortly and to anyone who registers an interest in the module.

If you would like to register an interest in this module, please complete this short form and we’ll be in touch.