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

Published in: Education, Technology
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  • 1. INSPIRE<br />Designing an online community for students interested in STEM and NASA<br />
  • 2. Traditional vs. Online <br />
  • 3. Keys to Online Learning Successthe Environment<br />Activities<br />Relevant content<br />Applicable knowledge construction<br />Clear expectations and rules of conduct<br />Thoughtfully designed and delivered with goals and outcomes<br />
  • 4. Keys to Online Learning Successthe Participant<br />Flexible to different ways of learning<br />Build understanding and meaning<br />Self-directed and self-actualized<br />Learner motivated<br />Time management<br />Comfortableness with technology<br />
  • 5. Facilitation Cont.<br />Online learning needs to:<br />“Be facilitated or guided by fully accessible teachers or instructors skilled in both science content and pedagogy in an e-learning environment”<br />“Promote frequent interaction between teacher and learner to allow continuous monitoring and adjustment of the dynamic learning environment”<br />NSTA 2008<br />
  • 6.
  • 7.
  • 8. Characteristics of the INSPIRE Environment<br /><ul><li>Choice of Activities
  • 9. NASA content interesting to HS students
  • 10. Students use knowledge for activities
  • 11. Initial Agreement, points for activities
  • 12. To inspire, engage and educate students</li></ul>Activities<br />Relevant content<br />Applicable knowledge construction<br />Clear expectations and rules of conduct<br />Thoughtfully designed and delivered with goals and outcomes<br />
  • 13.
  • 14.
  • 15. INSPIRE Support for Online Learning Success the Participant<br />Flexible to different ways of learning<br />Build understanding and meaning<br />Self-directed and self-actualized<br />Learner motivated<br />Time management<br />Comfortableness with technology<br /><ul><li>Speakers, chats, reading material, video
  • 16. Activities, competitions, questioning
  • 17. Students encouraged to ask questions
  • 18. Student advisory board
  • 19. 24/7 access
  • 20. Tech support on demand, computers for high needs</li></li></ul><li>
  • 21. Facilitation in INSPIRE OLC<br />Incorporate instructional design practices that allow for individual decision making<br />Connect learners – both students and science educators<br />Collaborative learning experiences with experts and other learners<br />Conduct ongoing evaluation<br /><ul><li>Individual work spaces
  • 22. Live and asynchronous events
  • 23. Collaborative work spaces, competitions for teams
  • 24. Evaluation includes web stats, analysis of interactions, student surveys, parent surveys</li></li></ul><li>
  • 25. The FutureWhat role will these play?<br />Second Life/TSL<br />Social Networking, Twitter, Blogs<br />HCI – Computers that predict – Just in time, just in time learning<br />Cloud computing<br />Wikis<br />The Google<br />
  • 26.
  • 27. Results<br /><ul><li>1800 students involved
  • 28. Students are online an average of twice a week
  • 29. Chats attended by10to100 students
  • 30. 1892 Different discussion threads
  • 31. 585students completed1435activities as indicated by point collection</li></li></ul><li>Results Cont.<br />According to students, the OLC…<br />Provides contextual information<br />Integrates knowledge<br />Has clear goals<br />Provides relevant skills and resources<br />Has a variety of spaces that engage<br />
  • 32. Future Questions<br /><ul><li>Are there cycles of participation?
  • 33. Do students stick with their rate of participation and choices of activities? If not, what causes change?
  • 34. Why do students participate in chats? Why don’t others participate? What do participants gain?
  • 35. Do students participate throughout high school?
  • 36. What activities are added, dropped or changed over time? Why?</li></li></ul><li>Thanks!<br />brad@techforlearning.org<br />hilarie@techforlearning.org<br />
  • 37. References<br />Brown, J.S., Collins, A. &amp; Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.<br /> <br />žCognition &amp; Technology Group at Vanderbilt (March 1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52-70. <br />žKim, A. (2000). Community Building on the Web: Secret Strategies for Successful Online Communities. Peachpit Press, NY <br />žLave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press. <br />žLave, J., &amp; Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.<br />
  • 38. References Cont.<br />Lesser, E. L. and Storck, J. (2001) &apos;Communities of practice and organizational performance&apos;, IBM Systems Journal 40(4), http://www.research.ibm.com/journal/sj/404/lesser.html. Accessed October 22, 2006. <br />žLuppicini, R. (2007). Online Learning Communities: Perspectives in Industrial Technology and Distance Learning. Information Age Publishing, NY<br />žMerrill, H., DiSilvestro, F. and Young, R. (2003). Assessing &amp; 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.<br />žPalloff, R. and Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom (2nd Ed). Jossey-Bass, NY.<br />žPreece, J. (2000). Online Communities: Designing Usability and Supporting Socialability. Wiley, NY.<br />
  • 39. References Cont.<br />Smith, M. K. (2003) &apos;Communities of practice&apos;, the encyclopedia of informal education, www.infed.org/biblio/communities_of_practice.htm.<br />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. <br />žTu, C. (2004). Online Collaborative Learning Communities: Twenty-One Designs to Build an Online Collaborative Learning Community. Libraries Unlimited, NY.<br />žWenger, E. (1998) &apos;Communities of Practice. Learning as a social system&apos;, Systems Thinker, http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml. Accessed October 23, 2006.<br />

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