module specification

Facilitating Online Learning & Collaboration focuses on the facilitative aspects of the design, delivery and management of learning, teaching, feedback and assessment processes online. The syllabus addresses the use of supportive technologies such as online journals, online discussions and blogs, as well as the management and assessment of collaborative group activities within virtual learning environments. The principles, models and methodologies of delivering and/or supporting learning and teaching using online means are investigated within the context of participants’ own professional development needs. Successful completion of the module will allow participants to apply the practice, principles and processes of collaborative online learning within their own professional context.

Facilitating Online Learning & Collaboration aims to

• develop confident, informed and critically reflexive HE practitioners who are able to design, deliver, facilitate and evaluate a variety of online learning, teaching, feedback and assessment processes and
• enable HE practitioners to create authentic and active cognitive, social and teaching presence and learner support within their virtual teaching environments and professional contexts for all forms of flexible learning and teaching - whether by synchronous or asynchronous, and by distance or blended, means of delivery.

The module will cover sessions that include

• Facilitating online learning processes in a virtual learning environment
• Blended and distance models of learning delivery
• Synchronous and asynchronous learner support and learning and teaching delivery, informed by an awareness of the social and cultural contexts of learners
• Getting students online and keeping them engaged using synchronous and asynchronous online learning processes and methods
• Methods of evaluating learner performance by online means
• Designing and delivering formative assessment and feedback in an online learning environment
• Integrating open educational resources, such as social media and reusable learning objects, within a formal learning management system
• Conducting applied research into online learning
• Interacting with and contributing to in a community of practice as an advocate and mentor

Taught sessions will consist of a combination of workshop-style and online tutorials containing a mix of tutor exposition and participant activity, and discussions both face to face and electronically mediated.

Throughout the taught sessions, the application of concepts to participants’ work settings and the relevant theoretical implications will be emphasised and used as illustration.

Other directed activity and opportunities for participant-initiated discussion will be facilitated in module sessions.

Tutorial support will be included particularly to support preparation of the portfolio.

In order to succeed the participant should be able to


1. Demonstrate a systematic and comprehensive understanding of the professional processes used for engaging and keeping learners online.
2. Demonstrate a systematic and comprehensive understanding of the professional processes used for facilitating the activities of online learners.
3. Moderate, assess and evaluate online learning, assessment and feedback in a critical and informed manner
4. Design, deliver, facilitate, moderate, assess and evaluate collaborative learning activities  in a critical and informed manner
5. Design, deliver, facilitate, moderate, assess and evaluate online discussions in a critical and informed manner
6. Describe the current national and institutional policy context for e-learning and the role of e-learning in education in relation to their own professional contexts
7. Demonstrate a critical understanding of theoretical models and frameworks that inform the facilitative learning, teaching and assessment  processes within an online environment
8. Apply theoretical models and principles appropriately  and effectively within their professional context

In order to meet the SEDA professional values

Participants should be able to demonstrate:

•    Reflexive attitudes to e-learning practice,
•    Openness to ongoing change;
•    Commitment to the educational endeavour
•    Self-confidence and enthusiasm as educators
•    Co-operative and supportive attitudes towards peers
•    Positive attitude to individual differences between students.

Learner performance will be assessed by a portfolio which includes the following:

• A group presentation in which each participant is marked individually
• An individual presentation delivered wholly by online means to peers, tutors and moderators
• A scholarly reflective paper of 3000 words which details the experience of piloting an online facilitative and learning and teaching innovation within the partipant’s actual or intended  professional workplace.

Participants will be assessed on the basis of the learning outcomes and using the MALTHE marking scheme (see appendix), and with reference to the SEDA values and attitudes, which are:

• An understanding of how people learn
• Scholarship, professionalism and ethical practice
• Working in and developing learning communities
• Working effectively with diversity and promoting inclusivity
• Continuing reflection on professional practice
• Developing people and processes

• Garrison, D R., (2011). E-Learning in the 21st Century: A Framework for Research and Practice. (2nd Ed.). Routledge
• Helen Beetham, H. & Sharpe, R. (Eds.) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-learning.
• Sharpe, R., Beetham, H. & De Freitas, S. (Eds.)(2010)  Rethinking Learning for a Digital Age: How Learners are Shaping their Own Experiences.  Routledge
• Stefani, L., Mason, R. & Pegler, C. (2007). The Educational Potential of e-Portfolios: Supporting Personal Development and Reflective Learning (Connecting with E-learning).Routledge
• Haythornthwaite, C. & Andrews, R N L. (2011) E-learning Theory and Practice. Sage