Carol Gray, a doctoral researcher at Birmingham Law School, shares her experience with us on designing online courses…
“To teach is to learn twice”, as the saying goes.
Have you ever found yourself explaining your research to other people, then wondering how much they have taken in? Ever been tempted to set them a quick quiz to test this? (Okay, that’s probably going a bit too far….)
What about your key stakeholders or colleagues? Wouldn’t it be good to share your results with them in a format that allows the learning to count as Continuing Professional Development (CPD)? Many professionals are now required to complete a certain number of hours of CPD per year, and this can be a powerful recruitment tool for short courses.
So, why don’t you think about turning your research topic into an on-line learning module? On-line learning has become a hugely popular form of learning, either on its own or mixed with face-to-face sessions as “blended learning.”
How do you start to design a course?
Tip number 1: find a high-quality course provider to work with.
I was lucky that an ex-colleague is now running a company that provides on-line CPD for veterinary nurses. She sounded positive about my ideas to turn my research on informed consent into an on-line module, targeting vets and vet nurses.
Tip number 2: get to know the course platform before you start designing the module.
I volunteered to act as an additional course tutor for an existing on-line module, to see how presentations, discussion boards and assessment tasks worked.
Tip number 3: sign up to do the “Managing your research project” PGCARMS module!
There is nothing quite like a looming assessment deadline to get your creative juices flowing. The project management module has been eye-opening, and crucial to developing the “completer-finisher” skills that were sadly lacking in my skills set. The module requires you to justify what you are doing, to plan it down to the last detail and to anticipate problems and risks, all of which are central to the completion of a project such as this. I failed to spot the main risk involved in my plan, which was that my supervisor was less than enthusiastic about the whole idea! After some negotiation, we managed to reach a compromise that allowed me to develop the module (and use it for the PGCARMS module assessment) but not to run it until I complete my PhD.
Tip number four: make use of the many MOOCs (Massive Open Online Courses) that are available, and free!
I participated in a “Designing e-learning for health” course run by the University of Nottingham on FutureLearn, and it was a great way to try novel approaches, share learning with others and add specific skills to my learning development kit. You can also pick up some “best practice” ideas for on-line learning.
So now I have a module that is ready to run, has been approved by the on-line CPD business owner, and will be available to both vets and nurses in the (hopefully!) near future. I am excited to think that I can share my passion for informed consent with other veterinary professionals, and would encourage anyone else with a topic that would work as an on-line course to investigate this possibility.