The learning design is based on a single sustained task (divided into three phases) with online resources and a range of support mechanisms. The Learning Design Sequence is illustrated as follows.

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WHAT STUDENTS DO

The unit is based upon a task where the student takes on a role in a scenario set in a fictitious university. The context is one where the student is required to evaluate a website that has been set up as an exemplar for a consortium of universities planning to develop a joint online course. The prototype unit is well presented and employs the multimedia aspects of the internet well, but it uses a very didactic, content-oriented approach. The students then, in collaboration with other students (‘representatives from the other universities’) recommend a set of guidelines for website development, and then redesign the original website (or one of their own choosing) according to those guidelines.

All the tasks are presented in the form of a memo, and are presented in a realistic manner to reflect the kind of evaluation and design tasks that might be expected of academics.

Example screen display of a "memo"

All these tasks require a knowledge of contemporary thought and research in online learning, and the resources to investigate this are provided on the unit website. While comprising a single sustained task, the activity can be evaluated at three points. So whilst there is one main task it is comprised of three sub-tasks that make up the assessable components of the unit.

CRITICAL ACTIVITIES

In many ways, all the tasks are critical to this design. Any one of the tasks could be conducted in isolation but it is the cumulative experience of the three that characterises the learning design.

SIGNIFICANCE OF ACTIVITIES AND THEIR ORDER

The significance of the activities is that the student is able to reflect on the evaluation and design of learning environments from an informed perspective. The evaluation allows students to assess an inadequate learning environment and reflect on why the site does not work. The next task is the collaborative building of a model, (based on an extensive reading of literature and research) and the third is the design of a learning environment according to the model. The sequence is logical in that students evaluate a site based on their reading, design a model of their own and then apply it.

ACCESSIBLE RESOURCES

Resources can be accessed by clicking on appropriate objects in the interface:

• Online readings, online journals and databases can be accessed from the journals bookcase.
• URLs from the computer in the carrel, including annotated URLs that students add.
• a list of useful books and online bookstores can be accessed from the bookcase.
• an electronic diary can be accessed from the desk drawer.
• a discussion board is available by clicking on the compute.

The subject Home Page

All the resources are available throughout the entire semester, although they are not static. The resources grow as students add their own and the site is updated.

RESOURCES IN CONTEXT

The significance of the resource set is similar to one that might be provided by a friendly adviser, who knowing the task that needs to be performed, advises a range of resources that might be helpful. In effect this help and assistance sets the student on an appropriate path, but ultimately each student or group will take a different route.

VARYING THE RESOURCE SET

Because of the nature of the activities, none of the resources are essential. The means to be able to find resources are important, such as the databases, but readings are provided as a starting point only. Students could access items in their local library if they preferred. However, if used well the site provides an excellent work space and launch pad for a range of appropriate resources that are useful in completing the tasks.

SUPPORTS SUPPLIED

The unit is offered entirely online, so support is provided through a discussion board, email and through collaborative activities with other students in small groups (3-4 students). Also there is administrative support where students have access to all the appropriate contacts re technical difficulties, log-in problems, etc.

These constitute the principal forms of support, but there are three additional elements that support students:

• Firstly, the reflective diary is a support in that the student is able to share learning observations, issues and problems with the tutor in a very private way—only the student and tutor have access to these personal observations. The tutor can pick up on any emerging problems through these means.
• Secondly, there are several supporting documents which explain the philosophy and background to some of the features if the unit, such as collaboration, and why it is so useful in an online learning environment.
• Thirdly, the FAQ feature serves as support; this is updated based on main issues that surface in each iteration of the subject, so that any problem and its solution (provided by the teacher or other students) can be used as an example for others.

ESSENTIAL SUPPORTING ELEMENTS

The unit uses forms of support that are found in many online learning environments but which many would claim are essential to support isolated students. Email contact and the discussion board are essential support elements that are critical to the learning setting. The collaborative groups are also important elements of effective student support.

SIGNIFICANT SUPPORT STRATEGIES

Support is crucial in an online unit of this nature. The isolation felt by students must be addressed by regular and informative email messages from the tutor. The discussion board can also be pivotal in ameliorating problems created by distance. Encouragement is needed in vast amounts, both for individual students and as a community of learners within the discussion board. The importance of collaboration between isolated and remote students cannot be overemphasised. Although there are instances where it does have problems, when it works it provides immeasurable support.