What can we gain from these models?
The educational models described in the previous section provide a framework to help guide your thinking while designing courses using a VLE. Each of these models provides just one way of viewing how you could design a course using a VLE - so your design will be based around a single model.
Example 1 - using Mayes' model
For example, if you were to design a course based around Mayes' Conceptualisation Cycle you may start off by considering how your course fits with his view of primary, secondary and tertiary courseware. It may be useful to outline this in a table. For example, a short course in which students are asked to read articles on Mayes' theory and discuss their ideas could be outlined as follows:
| Activities for students | Feedback/dialogue | Resources | |
| Primary | Students can access course readings | No explicit feedback | Article1.doc and Article2.doc Can be downloaded from the VLE |
| Secondary | Students asked to read articles 1 and 2 and discuss (in groups) the importance of vicarious learning | Feedback from peers through the online discussion and from the tutor who is moderating the discussion | Discussion forum (within the VLE) |
| Tertiary | Students asked to create a short course which will allow for vicarious learning. They present their ideas on how vicarious learning will occur in class by creating a PowerPoint slide show within the VLE. The students then discuss ideas online with peers and the tutor using audio-conferencing or a discussion board. | Feedback from peers and the tutor during discussions | Slide shows uploaded to coursework area within the VLE Discussion forum (within the VLE) or audioconferencing |
Example 2 - using Salmon's model
The same course could be planned using Salmon's model. In this case, you would focus on each of the five steps and may map out your course as follows:
| Activities for students | Feedback/dialogue | Resources | |
| Stage 1 Access and motivation | Students asked to logon to the VLE | Tutor ensures students can logon and access all areas of the VLE | |
| Stage 2 Online socialisation | Students asked to introduce themselves and respond to at least two others | Welcome message from tutor and from other students | Discussion forum within VLE |
| Stage 3 Information exchange | Students asked to post the URL of their favourite course website and say why they have singled it out. They then respond to at least two others. | Responses from tutor and from other students | Discussion forum within VLE |
| Stage 4 Knowledge construction | Students asked to read articles 1 and 2 and discuss (in groups) the importance of vicarious learning | Feedback from peers through the online discussion and from the tutor who is moderating the discussion | Article1.doc and Article2.doc Discussion forum (within the VLE) |
| Stage 5 Development | Students asked to create a short course which will allow for vicarious learning. They present their ideas on how vicarious learning will occur in class by creating a PowerPoint slide show within the VLE.Students discuss ideas online with peers and the tutor using audioconferencing or a discussion board. | Feedback from peers and the tutor during discussions. | Slide shows uploaded to coursework area within the VLE Discussion forum (within the VLE) or audioconferencing |
Note that the Salmon model focuses on ensuring your students build the skills necessary to interact online, whereas the Mayes' model focuses on interaction and dialogue. It is important that you as the tutor consider which model is the most appropriate for your course and for your students.
Constructive alignment: John Biggs
John Biggs' idea of constructive alignment (Biggs, 1999) has been one of the most significant in learning and teaching in tertiary education. This approach asks:
'What do we (as the tutor/s) want students to be able to do as result of learning?'
The basis of this concept is that learners construct their own learning through appropriate activities. Therefore the role of the tutor is to develop a learning environment which can support the activities that assist the learners to meet the desired outcomes. In other words:
'How can we as the tutor/s align the planned learning activities with the learning outcomes?'
Success is dependent on the alignment of:
the curriculum;
intended learning outcomes;
teaching methods used;
assessment tasks.
The alignment process involves:
defining the intended outcomes
selecting teaching/learning activities likely to help and encourage students to attain these outcomes
Engaging students in these learning activities through the teaching process
Assessing students' learning outcomes using appropriate assessment methods
(The Higher Education Academy, 2002)
There are a number of resources on Biggs' work on the website of the Higher Education Academy. These can be found by searching the resource database. The Higher Education Academy's subject centre for Engineering also has a very pragmatic introduction at: http://www.engsc.ac.uk/er/theory/constructive_alignment.asp.
It is therefore essential when you are developing your course in a VLE to focus not only on developing materials but on the learning activities that will help assist your students' learning and meeting the learning outcomes of the course.
