Sports Media promotes Blended Learning. Blended Learning is learning which combines online and face-to-face approaches.

To support Blended Learning, Sports Media gives the opportunity to all persons and organisations who are related to physical education & sports to register for free to the Sports Media's Open Campus - an Open Source Web-based Learning Content Management System - and to create their own online courses related to P.E. & Sports.

Educators can quickly assemble, package, and redistribute Web-based instructional content, easily retrieve and import prepackaged content, and conduct their courses online. Students learn in an adaptive learning environment.

Content:

1. How to implement Blended Learing ?
2. Pedagogy of e-learning: some tips
3. Explore the Sports Media's Campus
4. Register for free
5. Manuals
6. What is ATutor ?

top - How to implement Blended Learning ? ( practical booklet from the Department of Education and Training - Australia. )

• How do I start using computers and the Internet in my teaching?
• How do I plan the orientation session?
• How do I take student characteristics into account?
• How do I avoid being flooded by emails and assessable work?
• How do I stay in control of what happens?
• How do I use online resources effectively?
• How do I motivate and support learners?
• How do I get learners to work as a group?
• How do I build in the face-to-face component?
• How can I build more support for online learning?
• How do I ensure access and technical support?

Additional reading: Strategies for Building Blended Learning

1. Why to start with e-learning?: The use of e-learning has the potential to enhance any module or programme. ELearning offers the potential for improving active learning opportunities and flexible approaches to learning for students, providing it is used appropriately. Students increasingly expect higher education institutions to provide ICT-enabled learning opportunities. Employers are increasingly using e-learning for in-house training for staff. E-Learning can facilitate the type of distributed learning which is often a result of collaborations and partnerships between different providers. In some situations a “blended” approach which integrates aspects of e-learning with more traditional approaches to learning and teaching is an effective way of introducing students and staff to the potential which e-learning holds for enriching the learning experience.
2. Enhancement of the student learning experience for campus-based programmes: The previous section identifies why all modules can be and should be enhanced in some way by the use of e-learning, at least at a basic level. The academic planning process also needs to identify which existing or new modules, part-modules or programmes could use e-learning approaches to further enhance the flexibility for students who, for example, are on work-based placements, are studying part-time, are required to undertake group work, are studying in the workplace, or wish to access teaching and learning materials and resources from home. The analysis needs to take into account:
   - Student access to necessary equipment and facilities
   - Support levels (technical and pedagogic) needed
   - Staff development
   - Skills training for students
3. Distance learning utilising e-learning: The academic planning process needs to identify which existing or new modules or programmes could benefit from an e-learning approach. Such programmes and modules may be delivered with or without local support near to the learner. The analysis needs to take into account:
   - Potential market for e-learning
   - Infrastructure and technical support available in the local centre (if appropriate)
   - Student access to necessary equipment and facilities
   - Support levels (technical and pedagogic)
   - Staff development for Bolton Institute staff
   - Staff development for local centre staff (if appropriate)
   - Skills training for students
   - Curriculum design and teaching, learning and assessment approaches
   - Validation and quality assurance implications, including evaluation
   - Enrolment, tracking and monitoring issues
4. Teaching, Learning and Assessment: There needs to be a very clear link between the e-learning strategy and the learning and teaching strategy. There is also a need for wide dissemination of high quality research into the pedagogy of e-learning. The normal processes of curriculum design and development, identifying the appropriate learning outcomes, deciding on the appropriate forms of assessment (including computer-based assessment), and identifying the types of learner support and learning resources which will be required will need to be followed. In addition, the e-learning context can require a reexamination of the role of the tutor. The e-tutor can find themselves in the role of a learning facilitator promoting collaborative learning. This may require a shift of emphasis, depending on the approaches which have been taken in the past. Some staff will feel this to be a natural extension of how they have traditionally operated, but for others there may be a staff development requirement to support the shift. Students also may need to be supported in recognizing their individual responsibilities as e-learners, and particularly where collaborative learning is an expectation throughout a module or programme.
5. Learner Support and skills training for students: It is generally agreed that the type of support required for successful on-line learning can make significant demands on tutors, course administrators, central learning services and IT staff. Therefore, there must be an understanding from the outset – conveyed clearly to the student – about what support will be available for the module or programme and when, and who will be offering that support.Many students now join higher education institutions with high levels of ICT skill. Some have their own PC’s or laptops. Others have very little experience of using PC’s. It is necessary to undertake regular audits of the skill levels and access to PC’s which students have in order to tailor training and facilities appropriately. Training for students in using ICT is offered by both Learning Support and Development and academic staff in some Subject Groups. There is a need to ensure that consistent , focused training is provided across all subjects in line with the “Learning to Learn” aspect of PELT (Policy for the Enhancement of Learning and Teaching).

We have created an Instructor Account . Login:

Login Name: test
Password: test

Explore the campus and create a course.

• Select Create a New Course to set up the initial framework for your course. You will be placed into your course framework when you submit the intial setup, after which you may begin adding content. Your new course, and its properties, can be managed on the Tools page, under the heading Instructor Tools .

1. surf to the campus
2. create an account
3. only registered instructors are able to create courses in the Campus. To become an instructor in the Campus, please inform us by submitting us your full name.
4. If you are approved by Sports Media - you'll be informed via e-mail.

Manuals:

- instructor
- learners/ students

IMPORTANT

Accounts Termination and Expiration: accounts that remain inactive for 6 months.

What is ATutor?

ATutor is an Open Source Web-based Learning Content Management System (LCMS) designed with accessibility and adaptability in mind.