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SOLSTICE 2007 Conference, Edge Hill University 1
From Text to Screen: Challenging Approaches to CreatingLearning in an Online Environment
Catherine Naamani
University of Glamorgan,cnaamani@glam.ac.uk ABSTRACT
The aim of this paper is to explore different approaches to course design within theblended learning continuum in the context of an externally funded, collaborative project -the development of an online Master’s Programme.The research literature identifies two main categories of curriculum design – thesystematic approach, described by the models of Pask, (1973), Keller (1983), Gagné(1985) and Dick & Carey (2001), and latterly, approaches which promote a moreconstructivist model as described by Hoyle (2005).A multi-specialist team comprising a project coordinator/instructional designer, multi-media developers, an editor and an e-resources librarian/rights officer was recruited forthe project. This core team worked with subject specialists from both an academicbackground and in the film industry to develop the award over 13 months.The project adopted three models of materials development:• the adaptation and re-use of existing e-learning materials;• ‘translating’ existing lecture notes for an online environment; and• the development of modules from scratch.The paper uses examples to explore the extent to which each of the above models iseffective in terms of identifying good practice in blended learning curriculum design. Italso discusses the challenges associated with rethinking module design for onlinedelivery and issues connected to multi-specialist team-working in higher education.The findings suggest that the most effective way of developing materials is to undertakea complete redesign. ‘Translating’ lecture notes tends to result in a content heavyproduct, which takes longer to develop because of issues relating to structure,availability of resources and so forth. The re-use of existing e-learning materials can beequally difficult unless some initial thought is given to planning the development. Thefindings also indicate that while many academic staff may still be uncomfortable with theconcept of working with a multi-specialist team, the result is generally an enhancedlearning experience, both f-2-f and online
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SOLSTICE 2007 Conference, Edge Hill University 2
KEYWORDS
Learning design; Course design; Film; Blended learning; Pedagogy
INTRODUCTION & BACKGROUND
In May 2005 the Film Academy at the University of Glamorgan was successful inobtaining funding from Skillset (the Sector Skills Council for the Audio Visual Industries)and the Higher Education Funding Council Wales, to develop a range of awards andcourses for the film industry. As part of this initiative, the MA in Film Producing &Business Management was developed to be delivered both face-to-face at theUniversity, and online to a potentially global target audience. The project was acollaborative one on a number of levels – the Screen Academy Wales was apartnership of six Higher Education Institutions and CYFLE, the Training Company forthe Welsh Television, Film and Interactive Media Industry; the award itself wasdelivered by three faculties within the University; the online version of the award wasdeveloped by a multi-specialist team comprising a project coordinator/instructionaldesigner, an editor, two multi-media developers and a resources librarian. This coreteam worked with academics from the different faculties, representatives from industryand the Screen Academy to develop the modules. The core development team hadextensive experience of developing awards for online delivery while the experience ofthe academic staff involved ranged from having no experience at all, to havingdeveloped full modules and awards for online delivery.The timeframe for development was especially tight. Development started in November2005 and by January 2007 all modules had been developed.The aim of this paper is to explore different approaches to course design within theblended learning continuum in the context of an externally funded, collaborative project -the development of an online Master’s Programme. It uses examples to comparedifferent models of module development in order to identify good practice in blendedlearning curriculum design. It also discusses the challenges associated with rethinkingmodule design for online delivery and issues connected to multi-specialist team-workingin higher education.
THE LITERATURE
A review of the relevant literature identifies a range of themes and issues related to thedevelopment of courses for an online learning environment. These include the need forwhat Bell & Bell (2005:644) describe as ‘…comprehensive staff development…whichgoes beyond a simple ‘driving lesson’ approach’. Other advocates for effective staffdevelopment include Caplan (2004), Kawalilak & Corbett (2006) and Pasian & Woodill(2006). Linked to this, others (Ayers, 2004; Bongalos et al, 2006; Kawalilak & Corbett,2006) discuss the role of and continued resistance to technology and online learning.We are also seeing increased discussion around effective project management of e-learning projects. Commentators like Arami & Wild (2006) and Pasian & Woodill (2006)suggest that much of the research relating to e-learning projects comes under thecategory of software development or IT project management. This, they suggest,
 
SOLSTICE 2007 Conference, Edge Hill University 3
ignores what they go on to describe in terms of an appropriate approach to e-learningproject management which focuses on culture change (Ayers, 2004), the need foreffective communication, awareness of the culture in which a project is based and thechallenges associated with a multi-disciplinary team approach.The aim of this paper however, is to compare different approaches to curriculum designand to identify examples of good practice in terms of creating an effective learningexperience.There is notable emphasis in the research literature on the link between goodinstructional design models, pedagogy and curriculum design for the development ofcourses for online delivery. Moallem (2001:113) suggests that:Employing instructional design principles and modules in creating WBI can helpensure that what is produced is of high quality and is able to present significantchallenges to students.Generally speaking, the literature tends to categorise curriculum or instructional designinto two main categories; a more traditional, systematic approach (for example, Pask,1973; Gagne, 1985; Dick & Carey, 2001), and more recent constructivist approachessuch as those described by Hoyle (2005) and Oblinger & Hawkins (2006).Systematic instructional design techniques include the ADDIE model (Analyse, Design,Develop, Implement, Evaluate) (Strickland, A.W., 2007), which breaks down the designprocess into a series of well-defined stages starting with identifying aims and objectivesand analysing the learning environment and the needs of the learner. In the next twostages, materials are first designed and then developed before the final stages ofdelivery and evaluation. Dick & Carey’s (2001) Systems Approach presents a similarmodel. In both, the process is a simple one, fairly linear in approach and as a result, hascertain advantages especially with regard to developing instructional materials of aprescriptive nature.Gagné’s (1985) Nine Events of Instruction offers a slightly more complex model ofinstructional design. Gagné’s (1985) approach focuses on the learner experience takingthem through a series of stages which start with attracting the learner’s attention andfinish with assessing performance. The approach has a clear association with Keller’s(1983) ARCS (Attention, Relevance, Confidence, Satisfaction) model which focuses onthe motivational aspects of course design.All these models have their roots in behaviourist learning theory and are usedextensively for course design with some justification on the premise that they ‘…areguidelines or sets of strategies, which are based on learning theories and bestpractices’ (Moallem, 2001:113). The assumption is that by following a series of stepsand stages, it is possible to create an effective learning experience.A number of authors (Moallem, 2001; Caplan, 2004; Hoyle, 2005; Brown, 2006;Oblinger & Hawkins, 2006) however, have begun, if not to question the systematic
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