Introduction to Positive Psychology (Distance Learning)

As noted in an earlier post, the main context for me undertaking the MSc in T-eL (though I am
increasingly seeing this more as the PGCert in T-eL as I can't see me continuing past the first year of the course as I have found it very difficult to create the time and space for studying!) is the development of distance learning versions of modules that form the MSc Applied Positive Psychology (MAPP). The intention is that we will work towards validation of a 'distance' MAPP this year for this to be available from September/October 2015. The business case for this has already been approved and so we are now preparing validation documents ahead of a validation event towards the end of April, early May, 2015.

Our first step towards this was through the development and delivery of a 'distance learning' version of the Intro to Positive Psychology module that forms the opening module of the MAPP. This ran for the first time in semester 1 of 2014-15 at the same time I was beginning the MSc (or should I say PGCert!) in T-eL. I am therefore using this as a backdrop for the learning on the T-eL course as an opportunity to critically reflect on the process of developing and delivering materials from a T-eL perspective.

The module recruited seven students. Three based in the UK, two based in Denmark, one based in Italy (and New York - she relocated for part of the semester), and one based in Canada (Vancouver). This is a small cohort, but a size I was happy with given that we hadn't actively advertised the course, and a smaller group might be easier to manage for the first time running the module.

The module materials (including module feedback) can be found in my PGCert Bb organisation. The Bb module shell itself can be made available as this also has all announcements, etc. [its module code is PS726]. Overall, the module seemed to run well and was well-recieved. Some key reflections are:

• Being prepared - I was underprepared. The practical running of the module was a challenge to keep up with, partly due to me having taken on some additional teaching as a Visiting Lecturer at another institution over this time. I would have liked to have had much more of the materials prepared ahead of time, but in practice I was creating the 'presentations' as they were needed on a week-by-week basis (sometimes on the day they were due to be uploaded!). These were Adobe Captivate presentations based around Powerpoint presentations with an audio narrative. I am deeply grateful to Dave Bull in the Open4Learning unit as it was he that was taking my Powerpoint and narrative and turning this into the Captivate presentation. It was he that had to cope with me sending him the file on the day it was due and it was he that had to get this converted and uploaded the same day! Thank you Dave. And my apologies. :-)
• Preparing the students - Had I been more prepared, I would have better prepared the students. Both for what was expected in terms of assessment, as well as preparing them for online studying. As I now reflect on the importance of 'access and motivation' (stage 1 of Salmon's (2000) model), I realise that I could (indeed, should) have placed more attention on supporting students in terms of the basics of how the course would work, accessing Bb, how to get IT support if needed, etc. I think I was fortunate that no major issues of this nature arose, though in future I need to ensur students are provided with enough resources and support at this early stage.
• Community - As the course progressed, I became more aware that more could be done to encourage and support greater student-to-student interaction. This is something we see clearly in the 'attendance' version of this module (and the related modules on the MAPP) when students are with each other in person one weekend each month. Online learners did engage with the discussion boards and communicated with each other in that way. We also used the discussion boards to allow discussion of the poster assignments towards the end of the module and this seemed to work well (students commented on each others' posters and asked questions, and a discussion and sharing of experiences emerged quite naturally). One aspect of the 'attendance' version of the module that I didn't incorporate into the 'distance' version was co-coaching, where students coach each other with assignment work. I felt this might be too difficult to do, but I now realise that Skype could allow this easily and it will be especially important to include this element in future versions of this module (and the other 'distance' MAPP modules).

This latter point, regarding 'community', was picked up in some of the informal module feedback from one of the students. She felt the group did not develop a 'cohort identity'. I agree, and more could be done at the early stages to encourage and support this. If one was to relate to Salmon's (2000) model, then it would be to some extent at stage 1, but primarily as stage 2 (online socialisation) of this model where greater emphasis could be placed on supporting students to develop their individual and group online identity. This aspect of community, and cohort identity, becomes an important feature of the MAPP and needs to also be an important feature of the 'distance' MAPP.

UPDATE [12 May 2015]: The MAPP 'distance', or MAPP-FDL, as it became... has now been validated!

Reference
Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page.

How do I make time for studying?!

A quick confession [I had orginally written 'A quick rant...' I decided this was more of a confession than a rant]... In an earlier post, I asked 'How will I learn?'. In that, I noted that I would find it difficult to create the time and space to prioritise the work I needed to do for this course. And it has come to pass.

Occasionally I am asked, typically by one of the students on the MAPP, 'how is your course going...?'. I am usually reluctant to answer as I am very much aware that I am doing very little work that is dedicated studying or the course. Yes, I am spending much of my time reflecting on various aspects of t-eL as part of preparing and delivering courses that involve t-eL, and in seeking to validate a fully distance learning MSc course, but this does not include reading and writing that directly forms part of my coursework.

If nothing else, I now have a greater empathy for students on the MAPP, many of whom are in full-time employment, have families, and are studying in their 'spare' time. It is a challenge.

Development: Stage five of the five stage model

This final stage of the model is where learners are more independent in their learning and demonstrate greater critical thinking and self-reflection. Relating this to the distance learning module I have been running that is now reaching its conclusion, while it may be true that some of the students have reached this stage, it is fair to say that this is probably not typical. And I think it is understandable and reasonable to not expect this to be the case. This is a single module over 14 weeks. The module itself, while offered as a stand-alone course, is designed to be a introductory course/module that forms part of a bigger whole.

As and when we have the MAPP-DL running, we might expect students in the second semester modules to be reaching this stage (or reaching it more quickly) as they are already comfortable with the learning technologies, they are continuing to work with a student cohort they have socialised and exchanged with (if appropriately supported) and they are building their knowledge further.