In recent weeks, the MA TESOL course team has had a series of discussions on how BlackBoard might be used to increase the opportunities for interaction between our distance students - both to enable a more collaborative approach to learning, and also to reduce the students' sense of isolation as distance learners. Since BlackBoard was introduced to the programme in September 2008, it has been used to enable easier transfer of content to students, and the discussion board has been used for informal discussion. BlackBoard has also enabled the introduction of podcasts, which are easily produced, edited and accessed using online tools. 

Today I met with Julie, who is producing the optional module on Materials Development, and Terese, Beyond Distance's new learning technologist. We  explored possible ways to modify the campus-based Materials Development module  for an online audience. It was very exciting to discuss ways in which a highly process-driven (as opposed to content-driven) module could be made to work online. We worked through Julie's excellent discussion topics and group processes for the module, all of which been tried and tested in the classroom, and talked about how they might be adapted for an online setting.

The following aspects needed consideration:

1. How to 're-chunk' the course so that a seven-week programme could be paced over six months.
2. The use of asynchronous communication for ongoing discussion throughout the course, with regular deadlines for responses to particular questions. The activities need to be well paced to ensure that students benefit from the collaboration.
3. The possible use of synchronous communication (to be negotiated with students at the start of the course) for the final presentation of materials produced by students, for peer comment and feedback. The format of the presentation, and the particular synchronous tools to be used (Wimba? Adobe Connect?) are yet to be determined, and there are the usual questions around time zones to be addressed. If a synchronous session proves to be impossible, we will need a Plan B that will enable students to present their materials and comment on each others' work asynchronously.
   
4. The need for students to commit themselves at the start of the six-month semester to participating in the course, and to working within the stipulated deadlines.
   

This was just the beginning of a process, which will still undergo further discussion within the MA TESOL team. We DUCKLINGs in Beyond Distance are looking forward to seeing how the process unfolds, and to supporting Julie and other MA TESOL colleagues in this development.

Gabi Witthaus