We asked three NSS Liaison Officers to reveal their secrets and share their advice More...
Published: Sep 19, 2014 12:37:23 PM
From designing experiments to writing papers, Dr Hazel Smith explains how first-year Biology students took on the challenge of completing an intensive research project More...
Published: Sep 18, 2014 11:28:00 AM
UCL's Dr Ros Duhs engages Italian students in hands-on learning More...
Published: Sep 18, 2014 11:13:24 AM
UCLU Student Choice Teaching Award-winner Marie Fournier, SELCS, on the educational value of Tintin and mastering Moodle More...
Published: Sep 3, 2014 11:18:58 AM
Three major CPD distance learning problems and their solutions
17 March 2014
Dr Rosalind Duhs explains how to avoid the pitfalls commonly faced when creating distance learning courses for continuous professional development (CPD)
1 The loneliness of the long distance learner
This is a phrase coined by Helene Duranton in her research into social networking and student support. But loneliness can be avoided. At the UCL Teaching and Learning Conference 2014 on 3 April, UCL staff will hear Dr Etienne Wenger-Trayner discuss his theories on communities of practice – groups that share an activity and learn to develop as they interact.
Create an online community of practice by encouraging learners to comment on each other’s work, including drafts and personal blogs that chart their progress.
2 The gap between learning and professional life
Feedback tells us that people who complete CPD courses often don’t apply what they’ve learned when they return to their work. That means a lot of CPD is wasted time. We can remedy this issue by clearly linking learning and assessment to professional life.
In longer courses, you could introduce the use of blogs about how participants are using their learning and suggest they create videos about how they have applied new approaches to their professional lives.
3 High drop out rates
Feedback is important as it keeps learners in touch with their learning. If you look into distance learning CPD dropout rates, you’ll find they are incredibly high – from 20 per cent up to 70 per cent for some moocs. And that’s because people don’t feel involved in their communities of learning.
The traditional view of education has learning being passed from a single point – the lecturer – to students. However, multi-directional learning can help increase engagement among disparate groups. You may consider assigning people to groups so they can get feedback from their peers. We also find that quizzes can help as people can test their learning and get instant feedback.
You can also get in touch with Ros directly by sending an email to email@example.com
Page last modified on 17 mar 14 16:42
Tell us about the inspiring teaching and learning taking place in your department: email firstname.lastname@example.org