Learning and Teaching Glossary

School of Health and Social Care - Learning and Teaching Glossary

Draft 1

Introduction

There are many glossaries in existence which seek to define the terminology surrounding learning and teaching, this glossary aims to demystify some of the terms we frequently refer to in the school. It is by no means the definitive list and I urge you to read wider around this to gain a clearer understanding and appreciation of the terminology associated with learning and teaching.

Examples of module/ course delivery has been included to help place the terminology into context and where applicable show how these link to the university e-Learning Modes of Engagement.

Index:

• A-Z list of terms

• Examples of module/ course delivery

• References

• Additional resources

A-Z

Asynchronous learning:

Refers to learning which takes place in an environment where the instructor and the learner are not simultaneously present. Learning in which interaction between instructors and students occur intermittently with a time delay. Examples are self-paced courses taken via the Internet or CD-ROM, Q&A mentoring, online discussion groups, and email (Rennie, 2004).

Blended Learning:

also see: http://www.slideshare.net/georgeroberts/blended-learning-towards-a-meaning-for-today

There is no standardised agreed definition of what we mean by blended learning, in a study carried out for the Higher Education Academy, Sharpe et al (2006) suggest the term blended learning was attributed in the 1980s to the model of blending distance learning with face to face support developed by the Workers Education Association (WEA), Ruskin College and Open University. Sharpe et al (2006) does however, point out that the term is now rather ill-defined and that it can mean different things to different people/institutions/ organisations.

Bullen et al (2008) describe blended learning as "Educational provision where high quality e-learning opportunities and excellent campus based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased"...."Harnessing technology to enhance Learning, Teaching and Assessment". While Rennie (2004) indicates that it is "a training curriculum that combines multiple types of media. Typically, blended learning refers to a combination of classroom-based training with selfpaced elearning".

Rather than offer what they identified as another insufficient definition, Sharpe et al (2006) presented eight dimensions that encompass the possibilities of blended learning:

1. delivery: different modes (face-to-face and distance education)

2. technology: mixtures of (web based) technologies

3. chronology: synchronous and a-synchronous interventions

4. locus: practice-based vs. class-room based learning

5. roles: multi-disciplinary or professional groupings

6. pedagogy: different pedagogical approaches

7. focus: acknowledging different aims

8. direction: instructor-directed vs. autonomous or learner-directed learning.

Clark (2003) identify further components of blended learning offering twelve groups, comprised of the following:

Distance education:

Educational situation in which the instructor and students are separated by time, location, or both.

Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including written correspondence, text, graphics, audio- and videotape, CD-ROM, online learning, audio and videoconferencing, interactive TV, and FAX.

Distance education does not preclude the use of the traditional classroom. The definition of distance education is broader than and entails the definition of elearning (Rennie, 2004).

Distance Learning:

The desired outcome of distance education. The two terms are often used interchangeably. Learning in which the student and the instructor are separated by time, location or both. Courses are delivered to remote locations via synchronous or asynchronous means including the delivery of content via all electronic media including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, and CD-ROM. Distance learning also includes text-based learning conducted via written correspondence (Rennie, 2004).

e-Learning:

Learning facilitated and supported through the use of information and communications technology. It can cover a spectrum of activities from the use of technology to support learning as part of a 'blended' approach (a combination of traditional and e-learning approaches), to learning that is delivered entirely online (JISC, no date).

e-assessment:

The use of electronic processes for registration of candidates to certification and also the end-to-end assessment processes from the perspective of learners, practitioners, school administrators, learning establishments, awarding bodies and members of the general public (JISC, 2006).

e-portfolio:

The term 'e-Portfolio' often means different things to different people. Fundamentally an 'e-portfolio' is the product created by learners, a collection of digital artefacts articulating experiences, achievements and learning (JISC, no date b).

Flexible learning:

A term used to emphasise the individual nature of a learning experience and could be synonymous with Open Learning (Rennie, 2004).

Learning environment:

The physical or virtual setting in which learning takes place.

Learning object:

A reusable, media-independent collection of information used as a modular building block for e-learning content. Learning objects are most effective when organized by a meta data classification system and stored in a data repository (Rennie, 2004). Learning objects can then be integrated into learning and teaching materials, once created they can be reused, referred to RLOs (reusable learning objects).

MLE (Managed Learning Environment):

The total interactive online 'space' that brings together student learning materials, staff support, and usually other electronic facilities such as the management of student records and access to library resources (Rennie, 2004).

Brookes Virtual is an example of this http://www.brookes.ac.uk/mediaworkshop/vle-gateway/) It brings together learning materials via the VLE, staff and student support and information via email, PIP and the Wiki and library resources.

M-learning:

Mobile learning, or learning on the move. Learning that takes place via such wireless devices as cell phones, personal digital assistants (PDAs), or laptop computers (Rennie, 2004), this would also include web pads.

Online course:

A unit of study that is primarily based on Internet-based resources; synonymous with elearning (Rennie, 2004).

Online Learning:

Synonym for e-learning. Learning delivered by Web-based or Internet based technologies, also called web-based learning (Rennie, 2004).

Online Learning Communities:

Meeting places for learners on the web to interact and collaborate; usually between people who are sharing common interests, needs, or knowledge or who are taking the same e-learning experience(Rennie, 2004).

Open learning:

A system designed to make a wide range of learning opportunities available to students by the removal of barriers such as geographical or time constraints and rigid entry requirements, thereby giving learners optimal control over their own learning (Rennie, 2004).

Problem-Based Learning (PBL):

An instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems (Rennie, 2004). This can be delivered and facilitated through a variety of approaches asynchronous or synchronous, face to face or at a distance, in fact any 'blend'.

RIO (reusable information object):

A collection of content, practice, and assessment items assembled around a single learning objective. RIOs are built from templates based on whether the goal is to communicate a concept, fact, process, principle, or procedure (Rennie, 2004).

RLO (reusable learning object):

A specific chunk of content and code that represents an assessment, exercise, instructional content, etc. In theory, RLO's can be used in many different courses. A discrete chunk of reusable learning that teaches one or more terminal objectives. A collection of RIOs, overview, summary, and assessments that supports a specific learning objective (Rennie, 2004).

Self-paced instruction:

Training the enables learners to complete instructional segments on their own, without the guidance of an instructor (Rennie, 2004).

Self-paced learning:

An offering in which the learner determines the pace and timing of content delivery.

(Rennie, 2004).

Student centred learning:

Putting the needs/requirements of the student as a top priority in the design and allocation of institutional learning resources. Such modules/courses tend to be more flexible from the student perspective (Rennie, 2004).

Synchronous learning:

Refers to learning that takes place in an environment where the instructor and the learner are simultaneously present, although perhaps at different locations.

A real-time, instructor-led online learning event in which all participants are logged on at the same time and communicate directly with each other. In this virtual classroom setting, the instructor maintains control of the class, with the ability to "call on" participants. In most platforms, students and teachers can use a whiteboard to see work in progress and share knowledge. Interaction may also occur via audio- or videoconferencing, Internet telephony, or two-way live broadcasts (Rennie, 2004).

Technology Enhanced Learning Environments:

Technology enhanced learning environments refers to the specialist area that encompasses virtual and physical technology enhanced learning environments (incorporating physical learning spaces, institutional virtual learning environments, personalised learning environments and mobile and immersive learning environments) (HEFCE, 2009).

Virtual classroom:

The online learning space where students and instructors interact (Rennie, 2004).

VLE: Virtual Learning Environment. The total combination of the online learning platform, learning resources, and style of elearning delivery that is made electronically available to students (Rennie, 2004). Link to Brookes VLE - https://vle.brookes.ac.uk/webct/entryPageIns.dowebct

Webinar(Web + seminar):

A small synchronous online learning event in which a presenter and audience members communicate via text chat or audio about concepts often illustrated via online slides and/or an electronic whiteboard. Webinars are often archived as well for asynchronous, on-demand access (Rennie, 2004).

Examples of module/ course delivery:

Examples attempt to identify the nature of the module/course delivery ; the environment in which learning and teaching occurs and the learning and teaching activities which take place within it.

Module U40921 Understanding complex needs 1:

This module uses a blended approach to facilitate learning, including online learning activities. Taught elements of the module are delivered both in the classroom, and through online learning activities. (Mode 2).

On-campus delivery via a blended approach; learning and teaching activities are comprised of the following components: elearning/ online learning and face to face, asynchronous, tutor lead and student lead learning activities.

Module U45532 Essentials of Cancer Care:

This module uses a blended approach to facilitate learning, including online learning activities. Taught elements of the module are delivered both in the classroom, and through online learning activities. Students are required to engage with online learning activities and complete a workbook (Mode 2).

On-campus delivery via a blended approach; learning and teaching activities are comprised of the following components: elearning/ online learning and face to face, asynchronous and synchronous, tutor lead and student lead learning activities.

Module P46650 Planning and Managing Clinical Trials:

The module is available as distance learning and uses a blended learning approach which includes a detailed workbook supplemented by electronic learning materials hosted in the VLE (Mode 3).

Off campus delivery at a distance; all resources are provided for the student, library resources are available electronically, within the time scale of the module students study at their own pace, in the location of their choice and at a distance from the tutor, there is no face to face contact. Support is entirely at a distance via phone, mail, email and the VLE. Students and tutors come together to form a community of learning.

Course - Virtual Skills Laboratory

An on-line, open learning environment, developed for student self paced learning and opportunity to 'refresh' skills developed through activities taught within modules.

The course is hosted within the VLE containing a variety of resources and information to support the development of clinical and communication skills. All resources are provided for the student, resources are available electronically, students study at their own pace, in the location of their choice, there is no face to face contact (Mode 1).

References:

Bullen P, Russell M, Alltree J (2008) Blended Learning Curriculum Design - Transforming Culture. Available at:http://www.jisc.ac.uk/media/documents/programmes/elearningpedagogy/experts%20julypb.ppt(accessed 08/0409).

Clark D (2003) Blended learning. Available at: http://www.epic.co.uk/content/resources/white_papers/Epic_Whtp_blended.pdf(accessed 08/0409).

HEFCE (2009) Technology Enhanced Learning Environments. Available at: http://www.jisc.ac.uk/whatwedo/themes/elearning/tele.aspx (accessed 30/04/09).

JISC (no date a) e-learning. Available at:http://www.jisc.ac.uk/whatwedo/themes/elearning.aspx(accessed 08/04/09).

JISC (no date b) e-Portfolios: An Overview. Available at: http://www.jisc.ac.uk/whatwedo/themes/elearning/eportfolios.aspx(accessed 08/0409)

JISC (2006) e-assessment. Available at: http://www.jisc.ac.uk/whatwedo/themes/elearning/assessment.aspx(accessed 08/04/09)

Sharpe R, Benfield G, Roberts G & Francis R (2006) The undergraduate experience of blended e-learning: A review of UK literature and practice undertaken for the HigherEducationAcademy. Available at: http://www.heacademy.ac.uk/assets/York/documents/ourwork/research/literature_reviews/blended_elearning_full_review.pdf(accessed 08/04/09)

Rennie F (2004) JISC e-Learning Models Desk Study. Stage 1: General Glossary. Available at:http://www.essex.ac.uk/chimera/projects/jisc/Stage%201%20General%20Glossary%20%20(Version%201).pdf(accessed 08/04/09)

Additional resources:

Chimera Project - http://www.essex.ac.uk/chimera/projects/jisc/The overall aim of the project is to support practitioners, evaluators and designers in the creation, assessment and application of effective e-learning solutions.

Learning Circuits - http://www.learningcircuits.org/glossary ELearning Glossary.

This page was developed by Jill Pawlyn with contributions from members of the SHSC Elearning Sub Group. Created 24/04/09 Updated 30/04/09.