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NSTA Saturday Evening Presentation On Inspire 3 18 2010
 

NSTA Saturday Evening Presentation On Inspire 3 18 2010

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A brief review of the design and success of the NASA INSPIRE online learning community.

A brief review of the design and success of the NASA INSPIRE online learning community.

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    NSTA Saturday Evening Presentation On Inspire 3 18 2010 NSTA Saturday Evening Presentation On Inspire 3 18 2010 Presentation Transcript

    • INSPIRE
      Designing an online community for students interested in STEM and NASA
    • Traditional vs. Online
    • Keys to Online Learning Successthe Environment
      Activities
      Relevant content
      Applicable knowledge construction
      Clear expectations and rules of conduct
      Thoughtfully designed and delivered with goals and outcomes
    • Keys to Online Learning Successthe Participant
      Flexible to different ways of learning
      Build understanding and meaning
      Self-directed and self-actualized
      Learner motivated
      Time management
      Comfortableness with technology
    • Facilitation Cont.
      Online learning needs to:
      “Be facilitated or guided by fully accessible teachers or instructors skilled in both science content and pedagogy in an e-learning environment”
      “Promote frequent interaction between teacher and learner to allow continuous monitoring and adjustment of the dynamic learning environment”
      NSTA 2008
    • Characteristics of the INSPIRE Environment
      • Choice of Activities
      • NASA content interesting to HS students
      • Students use knowledge for activities
      • Initial Agreement, points for activities
      • To inspire, engage and educate students
      Activities
      Relevant content
      Applicable knowledge construction
      Clear expectations and rules of conduct
      Thoughtfully designed and delivered with goals and outcomes
    • INSPIRE Support for Online Learning Success the Participant
      Flexible to different ways of learning
      Build understanding and meaning
      Self-directed and self-actualized
      Learner motivated
      Time management
      Comfortableness with technology
      • Speakers, chats, reading material, video
      • Activities, competitions, questioning
      • Students encouraged to ask questions
      • Student advisory board
      • 24/7 access
      • Tech support on demand, computers for high needs
    • Facilitation in INSPIRE OLC
      Incorporate instructional design practices that allow for individual decision making
      Connect learners – both students and science educators
      Collaborative learning experiences with experts and other learners
      Conduct ongoing evaluation
      • Individual work spaces
      • Live and asynchronous events
      • Collaborative work spaces, competitions for teams
      • Evaluation includes web stats, analysis of interactions, student surveys, parent surveys
    • The FutureWhat role will these play?
      Second Life/TSL
      Social Networking, Twitter, Blogs
      HCI – Computers that predict – Just in time, just in time learning
      Cloud computing
      Wikis
      The Google
    • Results
      • 1800 students involved
      • Students are online an average of twice a week
      • Chats attended by10to100 students
      • 1892 Different discussion threads
      • 585students completed1435activities as indicated by point collection
    • Results Cont.
      According to students, the OLC…
      Provides contextual information
      Integrates knowledge
      Has clear goals
      Provides relevant skills and resources
      Has a variety of spaces that engage
    • Future Questions
      • Are there cycles of participation?
      • Do students stick with their rate of participation and choices of activities? If not, what causes change?
      • Why do students participate in chats? Why don’t others participate? What do participants gain?
      • Do students participate throughout high school?
      • What activities are added, dropped or changed over time? Why?
    • Thanks!
      brad@techforlearning.org
      hilarie@techforlearning.org
    • References
      Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
       
      žCognition & Technology Group at Vanderbilt (March 1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70. 
      žKim, A. (2000). Community Building on the Web: Secret Strategies for Successful Online Communities. Peachpit Press, NY 
      žLave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press. 
      žLave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
    • References Cont.
      Lesser, E. L. and Storck, J. (2001) 'Communities of practice and organizational performance', IBM Systems Journal 40(4), http://www.research.ibm.com/journal/sj/404/lesser.html. Accessed October 22, 2006.
      žLuppicini, R. (2007). Online Learning Communities: Perspectives in Industrial Technology and Distance Learning. Information Age Publishing, NY
      žMerrill, H., DiSilvestro, F. and Young, R. (2003). Assessing & Improving Online Learning Using Data from Practice. Presented at the Midwest Research-to-practice Conference in Adult, Continuing and Community Education, The Ohio State University, Columbus, OH, Oct. 8-10.
      žPalloff, R. and Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom (2nd Ed). Jossey-Bass, NY.
      žPreece, J. (2000). Online Communities: Designing Usability and Supporting Socialability. Wiley, NY.
    • References Cont.
      Smith, M. K. (2003) 'Communities of practice', the encyclopedia of informal education, www.infed.org/biblio/communities_of_practice.htm.
      žSong, L., Singleton, E., Hill, J. and Koh, M. (2004). Improving online learning: Students perceptions of useful and challenging characteristics . The Internet and Higher Education. Vol. 7, Issue 1, pgs 59-70. 
      žTu, C. (2004). Online Collaborative Learning Communities: Twenty-One Designs to Build an Online Collaborative Learning Community. Libraries Unlimited, NY.
      žWenger, E. (1998) 'Communities of Practice. Learning as a social system', Systems Thinker, http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Accessed October 23, 2006.