Teaching at a distance.
WHAT CHANGES
Attention is harder to hold Engagement must be designed in Technology becomes a dependency Assessment integrity is harder
WHAT TO ESTABLISH BEFORE STARTING
Whether learners have the connectivity and devices required.
WHY FIRST
A programme learners cannot access fails regardless of quality.
WHAT TO DESIGN FOR
The constraints learners actually face: limited data, unreliable power, shared devices.
WHAT THAT MEANS PRACTICALLY
Materials that work offline Recordings that can be downloaded Lower-bandwidth alternatives to video Sessions that do not require constant connection
WHAT TO AVOID
Long live sessions as the only delivery Requiring cameras continuously Material only available online
WHAT MAKES ONLINE LEARNING WORK
Short segments Frequent activity Clear structure Prompt feedback Human contact
WHY HUMAN CONTACT MATTERS MOST
Completion rates collapse without it.
WHAT TO BUILD IN
Regular contact with a person, not only content.
WHAT TO ESTABLISH ABOUT ASSESSMENT
How you will maintain integrity.
WHAT OPTIONS EXIST
Assessment designed so copying does not help Supervised assessment at intervals Assessment of application rather than recall
WHAT TO TRACK
Completion, not only enrolment.
WHY
Enrolment measures marketing; completion measures the programme.
WHAT TO DO ABOUT LEARNERS FALLING BEHIND
Contact them, individually and early.
