To begin, I had to decide on how to structure my course content. Using Bubbl.us, I created a mindmap allowing me to streamline my ideas into a more structured design. I decided upon three key learning objectives, with each objective being split into two sections. This left me me with six lessons that I had to cover, which I felt was enough to showcase a variety of different tools and techniques.
I set up my VLE pages in a logical way; I started with my homepage, created six pages for the each of my lessons, and finished by designing a scheme of work. The home page was an introductory area, giving a brief overview of the site along with the benefits of undertaking the course. I didn't want to overload this page with information, as I didn't want it to seem overawing even before any of the course content was taught. The scheme of work was constructed using the table widget, sharing key details and deadlines. As this VLE would be used solely for remote learning, I felt it important to list the key characteristics of the course with the students, as to make them feel involved.
Once this had been completed, I needed to create the pages where my learning and assessments would take place. As each lesson was a standalone topic, I felt that some form of assessment would be needed for each lesson, as opposed to a single formative assessment at the end of the course. This would ensure continual involvement for the students, which would be likely to stimulate motivation. I was very aware that this would all be taught remotely, so I wanted to make sure that students were not allowed to cruise through the course without doing any work. This process made me realise the need to continually assess learners to gain an understanding of their progress, but not to make these assessments overawing. Some of the assessments were structured so they wouldn't feel challenging to the learner, that they could have some form of enjoyment whilst completing them.
I utilised applications such as Pinterest and Kahoot, to add an element of fun to the assessments. I was very aware the a distance course needs to be engaging, as there is no physical presence to influence the learner. These fun activities would not only show progress, but keep the learner interested on the course. Likewise, I embedded a YouTube video into one of my lessons, to make a change from the learner reading all of the content. I used Hot Potatoes to create a missing words quiz, which allowed me to gain an understanding of how the students were finding the complicated terminology of the course. As it is anatomy based, some of the words can be very similar but have very different meanings, so I wanted to give the students a chance to be able to differentiate between them.
The construction of a scheme of work was something I thought was key to the VLE. I wanted to make sure that the learners felt part of a community, not just a lone person working behind a computer screen. The scheme of work was designed to make the learning feel more formal, with deadlines having to be adhered to. This not only allowed me to organise when things needed to be done, but students could work around their life yet know exactly what was expected of them.
Before the construction of the VLE, I was sceptical as to how it would work in a distance learning setting. I've used VLE's before, and have always only used them to submit assignments and look out for announcements. However, through considered construction of this VLE, I can see how learners who cannot physically attend a classroom can still have a fulfilling educational experience. Google sites was easy to use and adapt to what I wanted to design, with many functions allowing for a varied learning experience. I look forward to constructing more VLE's in the future, whether it be for private lessons or in an educational institution.
