Welcome to Best Practice Models

This page gives more information about the Best Practice Models project run in the Learning Development and Innovation team at Staffordshire University and details of how you can get involved.

Aim of the E-learning Best Practice Models Project at Staffordshire University:

  • to identify and model good practice in facilitating eLearning using descriptions which practitioners (both novice and experienced) can adopt easily as part of the course design process to enhance learner-centred, flexible learning.

The Models are shareable descriptions of e-learning practice. They are presented as short, clear summaries of good practice and research made available to all e-learning practitioners in an online community of practice. Full details with case studies, how-to guides and discussion forums are all available when you join the community.

e-Design Template

The e-Design template is based on a range of models for design that incorporates the principles for e-Learning. See below for more details and join the community to see case studies and discussions about this model.

1. e-Learning Principles:

  • E-Learning is designed in timed chunks that emphasises time on task and expectations more
  • E-Learning is assessed using a range of types (self/peer/tutor) and options/choices more
  • E-Learning includes a variety of interactions between student/ tutors/ peers/ externals more
  • E-Learning is accessible, activity-led, collaborative and designed in phases that support, scaffolds and increases learner independence  more

2. Delivery patterns (scenarios):

Technology can support learning in a variety of delivery patterns. Here are some examples of delivery patterns that include different amounts of online and face-to face.

  • Distance e-Learning (collaborative): All teaching and learning is online with a focus on collaborative and group work. This will include a range of activities including online discussions, online tutorials, accessing online resources, creating and sharing resources, online assessment etc. See sample activities mapped to the principles here: Distance e-Learning (collaborative)
  • Blended e-Learning (integrated): This includes online activities to prepare for and reflect on classroom sessions. Each teaching and learning session is planned with three integral parts: (1) an online preparation, (2) the face-to-face and (3) an online reflection, follow-up, assessment etc part. See sample activities here: Blended e-Learning (integrated)
  • Blended e-Learning (concentrated): In this model students have some face-to-face sessions, but study mainly online. The face-to-face sessions will include lectures/workshops/labs etc and the online learning will include online discussions, online tutorials, accessing online resources, creating and sharing resources, online assessment etc. See sample activities here:  Blended e-Learning (concentrated)
  • e-Supported: In this model, all teaching is face-to-face, but students have access to a wide range of resources and informal learning opportunities online. See sample activities here: e-Supported

3. Suggested e-learning activities:

Choose your e-learning activities depending on the type of teaching and learning activity you want to use. These activities are based on the Hybrid Learning Model from The University of Ulster. For more ideas for technologies that support specific teaching and learning activities try the e-Learning Sampler or Phoebe Pedagogic Planner. Click the links below for detailed models with suggestions for activities that embed the principles:

  • Receives - Traditional didactic transmission of information, lecture, content delivery, recommended reading etc. E-learning activities can include using Blackboard, reading online resources (documents, wikis, websites, mindmaps and e-journals) listening to a podcast or video, joining a video-conference or  web-conference, receiving micro-blog (Twitter) or RSS updates
  • Debates - Learning through social interactions, collaborative, challenging discussions, debates etc. E-learning activities can include online discussions, group collaboration on a wiki, interviews in a web-conference, Twitter messages
  • Experiments - Learner manipulating the environment to test personal hypotheses, lab work, workshops etc. E-learning activities can include virtual world simulations (e.g. Second Life) , using an online laboratory, manipulating online data 
  • Creates - Creating something new, producing work, essays, projects, etc. E-learning activities can include creating websites in Pebblepad, creating and/or sharing creation of a wiki, writing a personal blog, creating  mindmaps, creating a digital story, creating a podcast  or digital video and posting to a sharing site.
  • Explores - personal exploration by learner, literature reviews, internet searches, information handling etc. E-learning activities can include social bookmarking
  • Practices - application of theory and its assessment, feedback, exam, quiz, exercises, work-based learning etc. E-learning activities can include computer-marked online quiz, using Electronic Voting Systems
  • Imitates - learning from observation and imitation, modelling, simulation, practicals, role-plays etc. E-learning activities can include online web-conference, web-quest, virtual world simulations,
  • Meta-learns - self reflection at the end of the learning process, self-organised learning, etc. E-learning activities can include writing a personal blog, using  an e-portfolio, creating a digital story or sharing learning in Twitter

4. Risks and Opportunities:

What do you need to think about when using technology to deliver learning? These guides include the risks, opportunities and suggestions for dealing with risks for the following tools:

5. Case Studies:

Case studies of modules/courses mapped to the template are available in the Best Practice Models community.


6. Try it Yourself:

  • You can download a Word version of the e-Design Template here. Use it to plan a series of e-activities that embed the principles above.