Developing Distance and e-Learning Courses in

Report
Inside Government: Enhancing
the Standards and Quality of
UK Postgraduate Education
13th November 2014
Developing Distance
and e-Learning
Courses in
Postgraduate
Education at the
University of York
Richard Walker
University of York, UK
“An institutional commitment to
support the careful growth of
distance learning, particularly to
enable flexible professional
development at postgraduate level.”
(Learning & Teaching Strategy: 2010-2015)
York’s approach to distance learning
York’s approach to distance learning
The University’s distinctive approach to distance
learning is based on:
 Interaction: The programmes harness the
experience that participants bring and
provide an international, collaborative
learning community spanning organisations,
sectors and countries
York’s approach to distance learning
The University’s distinctive approach to distance
learning is based on:

Interaction: The programmes harness the experience that participants bring
and provide an international, collaborative learning community spanning
organisations, sectors and countries
 Rich learning resources: As well as the
specially-developed course materials,
students enjoy full access to the University's
extensive e-Library
York’s approach to distance learning
The University’s distinctive approach to distance
learning is based on:

Interaction: The programmes harness the experience that participants bring
and provide an international, collaborative learning community spanning
organisations, sectors and countries

Rich learning resources: As well as the specially-developed course materials,
students enjoy full access to the University's extensive e-Library
 Support: Students receive extensive
personal academic and pastoral support.
Our programmes offer expert supervision,
module tutors, personal pastoral care and
friendly contact points for day-to-day advice
What do we offer?
Online MSc in Haematopathology
Postgraduate Certificate in Delivery and Change
for Public Services
Postgraduate Certificate and Diploma in Health
Economics for Health Care Professionals (online
programmes with residential element)
Postgraduate Certificate in Defending Human
Rights
MSc in Mathematical Finance
MA in Teaching English to Young Learners
MSc in International Humanitarian Affairs
Coronary Heart Disease Prevention (CPD)
Postgraduate Certificate/ Diploma/ Masters in
Public Policy and Management
PGDip (Lifelong Learning)
Creative Writing, Railway Studies
Postgraduate Certificate/ Diploma/ Masters of
Public Administration
Mentoring the Paramedic Professional (CPD)
Postgraduate Certificate/Diploma/Masters of
Public Administration – International Development
PGDip Heritage, History and Fabric of the Parish
Church
Postgraduate Certificate in Public Management in
the Information Age
HYMS PG Certificate in Medical Education
Postgraduate Certificate in Delivery and Strategy
for Public Services
MSc Economic Evaluation for Health Technology
Assessment
A wide range of delivery modes
(pedagogic models)
Delivery Mode
Programmes
Distance Online Support
• Access to course resources &
discussion space
Haematopathology; MA TEYL; Health
Economics
Online discussion-based (group)
• Weekly group discussions
Public Policy & Management;
International Humanitarian Affairs;
Creative Writing
Online PBL /case-based learning
Coronary Heart Disease Prevention;
Defending Human Rights
Synchronous tutorial model
• 1:1 synchronous online tutorials
Mathematical Finance
Blended discussion & support
PG Cert Medical Education
Portfolio model
Mentoring the Paramedic
Professional
A broad mix of learning technologies
Technologies
Programmes
Web conferencing
• Blackboard Collaborate;
Google Hangouts; Skype
Haematopathology; International
Humanitarian Affairs;
Mathematical Finance; MA TEYL
Discussion boards
• Blackboard / Moodle
Various
Blogs
• Blackboard
Coronary Heart Disease
Prevention; Lifelong Learning
Tablets with digitising pens
Mathematical Finance
Google Sites
Mentoring the Paramedic
Professional
Supporting our learners:
Joining up departmental and central services
Evolution of our offer : from programme-led
support (bottom-up) to joined-up central services
 Academic skills tutorials
 Remote services
 Support from central campus-based teams
Development of a community-level presence
for distance learners, institution-wide
 Distance Learning Student hub
 Dedicated college for distance learners
Stakeholder engagement and benefits
Programme design
 Applied Human Rights: consultation with Amnesty
International / Protection International / Front Line
Defenders on issue they face – key themes
addressed in curriculum
Stakeholder engagement and benefits
Programme design

Applied Human Rights: consultation with Amnesty International / Protection International
/ Front Line Defenders on issue they face – key themes addressed in curriculum
Programme delivery
 Applied Human Rights: senior managers from key
human rights organisations invited as guest
speakers & resident experts on modules
Stakeholder engagement and benefits
Programme design

Applied Human Rights: consultation with Amnesty International / Protection International
/ Front Line Defenders on issue they face – key themes addressed in curriculum
Programme delivery

Applied Human Rights: senior managers from key human rights organisations invited
as guest speakers & resident experts on modules
Programme evaluation
 Public Policy & Management: work/study
interaction – transfer of theoretical learning to
workplace - reading the theory and then ‘reading it
back in to the organisation’ (Brooks & Roberts, 2014)
 Health Economics: alumni interviews: transferability
of learning (e.g. cost-effectiveness models and value in writing up
NICE / HTA submissions)
Stakeholder engagement and benefits
Programme design

Applied Human Rights: consultation with Amnesty International / Protection International
/ Front Line Defenders on issue they face – key themes addressed in curriculum
Programme delivery

Applied Human Rights: senior managers from key human rights organisations invited
as guest speakers & resident experts on modules
Programme evaluation

Public Policy & Management: work/study interaction – transfer of theoretical learning to
workplace - reading the theory and then ‘reading it back in to the organisation’ (Brooks &
Roberts, 2014)

Health Economics: alumni interviews: transferability of learning (e.g. macro-economic
models and value in writing up NICE / HTA submissions)
Programme review
 Health Economics: engagement with employer
organisations (e.g. Costello Medical Consulting Ltd. to sound out
their views on the programmes we offer)
Maintaining excellence:
Quality management of our programmes
Phases of development
 Getting started
– definition of programme
proposal
 Validation process
– clarifying submission to
University Teaching
Committee
 Programme development
– steps towards development
of course environment
and confirmation of
programme team
 Pre-delivery checks
– upfront planning for launch of
programme
 Delivery issues
– procedural issues to note when
delivering programme
 Programme management
– on-going responsibilities for
programme steering group
– internal programme review cycle
 3-year programme review and
on-going support framework
(Walker & Britcliffe, 2013)
Quality assurance framework
Influenced by best practice
guidance on QA standards for
distance learning: Quality
Assurance - Quality Enhancement
in e-Learning Special Interest
Group (2011) and UCL MSc Health
Care framework (2008)
“Good in reinforcing the message that the majority
of effort should be devoted to the pedagogy and
content development, rather than technical issues.
The framework also helped with the UTC/UPC
validation processes – which were very painful to
prepare documents for, but forced you to think
about accessibility
issues, ….
formatting
and for
“The framework
providesetc,
guidance
forced youprogramme
to have a clear
conception
of what you
teams
which is comprehensive
and
want.”
easy to use – wonderful for anyone starting
(Dr
Alice
Nah,
Centre for Applied
out.
New
programmes
teamsHuman
shouldRights)
make sure
they use it. We use it quite frequently (now our
programme is up and running) and it has been
used to help with the draft of the end of
Module 1 report.”
(Dr David Connolly, former Programme Director
of the MSc in International Humanitarian Affairs)
Quality enhancement and support
through Distance Learning Forum
A forum for distance learning programme managers
and central support staff to share best practice in the
running of DL programmes
CPD activities
 Asynchronous teaching and learning:
A practitioner workshop for distance learning
providers at York (July 2014)
Quality enhancement and support
through Distance Learning Forum
A forum for distance learning programme managers and central
support staff to share best practice in the running of DL programmes
CPD activities

Asynchronous teaching and learning:
A practitioner workshop for distance learning providers at York (July 2014)
Peer observation for distance learning tutors
and programme managers
 Personal development and the sharing of practice:
cross-programme / platform / institution (2011 - )
 fresh perspectives on current tutoring practice
– comparative viewing of platforms / technologies
– ‘side benefits’: unintended benefits
transferable learning approaches
– ‘association with a community of practice’
(Walker & Hall, 2011)
Questions?
Richard Walker
University of York, UK
Brooks, S. and Roberts, E. (in review) ‘Simultaneous Immersion’:
How online postgraduate study contributes to the development
of reflective practice among public service practitioners,
Interactive Learning Environments
Walker, R. & Britcliffe, W. (2013). Building a community-informed
framework for assuring quality in distance learning programmes.
ALT-C 2013. Building new cultures of learning. 10th - 12th
September 2013. University of Nottingham, UK.
https://vle.york.ac.uk/bbcswebdav/xid-4429877_4
Walker, R. & Hall, K. (2011). Peer observation for distance
learning e-tutors: Evaluation of a cross-programme trial scheme.
ALT-C 2011 - thriving in a colder and more challenging climate. 68 September 2011. University of Leeds, UK.
https://vle.york.ac.uk/bbcswebdav/xid-1035354_4
References

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