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MINERALS INDUSTRY EDUCATION AND TRAINING II

examine the task from different perspectives, to reflect and collaborate) an
approach which is advocated by a number of authors (Herrington et al 2003,
Johnson and Aragon, 2003, Huang 2002). According to Hrastinski (2009),
enhancing online learning can be achieved through enhancing participation.
Strategies for encouraging learners to take part include avoiding information
overload by limiting content and organising instruction around the learning
cycle i.e. providing a learning guide/organiser; addressing individual
differences in learners by providing content in multiple formats and
incorporating games and multimedia (Johnson and Aragon, 2003). Rather
than being superfluous, technologies selected for course delivery should be
engaging and support both leaners and teachers (Caplan, 2004)

In addition to an appropriate mix of activities in online learning appropriate
structure and leadership are crucial for online learners to take a deep and
meaningful approach to learning (Garrison and Cleveland-Innes, 2005).
The content for the online course was designed to encourage contact
between participants and facilitators, use active learning techniques and
providing prompt feedback.

Table 2 shows how the course content has been adapted from the face-
to-face to the online environment. These changes take into account best
practice from the literature and include the use of technologies, multi-
media, chunking of content (including video content that is less than 10
minutes in length), active learning opportunities, feedback from formative
quizzes and links to other resources. This is provided in a supported
framework with structured learning experiences with major components of
the online learning design including appropriate pathways and sequencing
with predefined pathways provided to explore and discover different facets
of the content while providing options to minimise information overload
(Sims et al, 2010; McLoughlin, 2010). To promote interactions between
participants, discussion board topics were created within the course
content. The discussion board was also used to facilitate interactions
between the participants and program leaders. The course is designed to
allow self-paced, asynchronous learning and is open to participants over a
period of approximately eight weeks.

Innovative Practice in Mineral
192 Section 5
Processing Education