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Moving Learning Online (MLO) session 3

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The third session is presented by Vinay Markandya and Chris Hill. It explores the pedagogy of online learning, arguing that moving an element of learning online offers an experience to learners that …

The third session is presented by Vinay Markandya and Chris Hill. It explores the pedagogy of online learning, arguing that moving an element of learning online offers an experience to learners that is enhanced, not inferior.

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  • 02/11/11
  • This slide locates each session within the overall series February 11, 2011
  • February 11, 2011
  • Traditional methods are a one way ticket where students learn by doing though these can be de-motivating Alternatives are project based learning & problem based learning Technology makes teachers think about teaching delivery Online learning can be collaborative, directed, anytime, anyplace, not constricted by space and wanted by students/motivationally strong OLL gives students the opportunity to engage with, participate in and control their own learning experiences. OLL is digitally secure and can be used time and again either unchanged or modified for a new audience. 02/11/11
  • Do we need a framework for Online delivery? National framework – Common Inspection Framework The CIF contains three key questions with ten quality indicators Outcomes for learners: standards & wellbeing Provision: Learning experiences, teaching, care & support, learning environment Leadership: management, partnerships, quality & resources All three are measured with greater regard to impact on students & stakeholders Greater focus on self-evaluation & data – both benefit from digitisation. CIF aspects are linked to learning styles theory (below) 02/11/11
  • What affects learning? Immediate environment (sound, light, temperature, design) own emotionality (motivation, persistence, responsibility, and need for structure or flexibility) Cognitive perspective (cognitive processes involved in learning as well as how the brain works) Behavioural perspective ( skills and behavioural outcomes of the learning process) sociological needs (self, pair, peers, team, adult, or varied) physical needs (perceptual strengths, intake, time, and mobility) Advantage to teach and test students in their preferred styles students score higher on tests, have better attitudes, and are more efficient in learning in own preferred styles. Proven effect on retention, achievement & motivation Learning styles will vary amongst any group/s of students So better to incorporate as many learning styles as possible in a learning experience.
  • Using dividers to create discrete areas for teaching & independent learning. (Eg traditional area, break out PC/Mac work stations, break out seminar rooms. Break out audio/visual rooms or any combination of above) Creating virtual classrooms where digital capture and collaborative work are additional features Clearing the floor area and/or using flexible furniture solutions Incorporating student ideas/thoughts into the re-design 02/11/11
  • Physical open & closed pairs Physical circle of knowledge Virtual collaboration using either/both of above (eg through chat rooms, discussion boards, wikis, blogs, electronic portfolios) 02/11/11
  • clear statement of what the learner needs to learn; multisensory resources (auditory, visual, tactile, kinesthetic etc) that teach the required information; activities through which the newly-mastered information can be used creatively; the sharing of creative projects within small groups of classmates; at least 3 small-group techniques; a pre-test, a self-test, and a post-test 02/11/11
  • visual: viewing, reviewing and using text, images, icons and reality demonstrations virtually. Auditory: repeating difficult words and concepts aloud, incorporating small-group discussion, organizing debates, listening to books on podcasts, watching videos, writing oral reports, and encouraging oral interpretation, either analogue or digitally. tactile/kinesthetic/ behavioural perspectives: providing hands-on activities (experiments, etc.), assigning projects, having frequent breaks to allow movement, using visual aids and objects in the lesson, using role play, and having field trips Role-playing and application to on-the-job settings.
  • Tutor needs more skills has to make more choices has to be more professional – because of more choices to make
  • Wanting - technology engaging learners (maybe) - better motivated if can learn at own choice of time and place Doing - practising a mathematical skill - running the UK economy Digesting - using a blog for reflection shared with tutor/peers e.g. ITT - discussion/chat with peers Feedback - instant non judgemental feedback for practising a skill - electronic communication with tutor – not having to wait until next visit/face to face meeting
  • start from different places – self marking initial assessments on line learn at different rates – repeat activities; extension and remedial work have different attitudes and values – may expect to use technology; easier access to learning have different learning styles and preferences - multimedia have different strengths: multiple intelligences – give choices and alternative routes through materials need different assistive technologies – screen readers; input and reading tools
  • music at City of Bath College - Facebook and YouTube social networking. e.g. feedback on peer work. Very popular : a 100% success rate for assignment completion. All music courses now grade 1 / 2 Ofsted; created a real collaborative community. Like real world Asset Training, Bootle ; 11 subcontractors e-portfolio instead of paper (Onefile) reduced assessors' visit times –learners uploading assessments and receiving feedback between visits; improved relationships between assessors and learners – better contact; more motivated and enthusiastic learners Charnwood training use of tablet PCs hospitality industry – access learning at best times Gloucestershire County Council Adult Education : Developing innovative and interactive resources with Xerte; On Moodle – head of a chicken; accessible Southampton City College How well is your VLE being used?” development and implementation of a highly motivational ‘Gold, Silver and Bronze' benchmarking system to evaluate and recognise quality of content and activity on its College Moodle system.
  • All sessions link to RSC support – the online Moodle courses, but more specicifically , the advice and guidance the RSCs offer. These sessions run over a number of months so, rather than wait until the end, get going now with RSC support. February 11, 2011
  • This slide has the Survey Monkey link to the online evaluation form. February 11, 2011
  • Transcript

    • 1. Moving Learning Online (Session 3) The pedagogy of online learning Vinay Markandya – JISC RSC South East Christopher Hill – JISC RSC East Midlands 12 January 2011 Moving Learning Online: The pedagogy of online learning
    • 2. The Moving Learning Online Series 12 January 2011 Moving Learning Online: The pedagogy of online learning Series aim - to help you answer the question… How can online delivery help us meet our strategic and operational objectives?
    • 3. Session Aims 12 January 2011 Moving Learning Online: The pedagogy of online learning
      • This session aims to:
      • examine how online delivery enhances learning
      • explore the Common Inspection Framework and its basis in learning styles as a quality framework for effective online delivery
      • give a pedagogically sound guide to key choices you make when implementing online learning
      • The session structure matches these aims
    • 4. 12 January 2011 Moving Learning Online: The pedagogy of online learning How does online learning enhance delivery?
    • 5. 12 January 2011 Moving Learning Online: The pedagogy of online learning Does online learning enhance delivery?
      • Technology makes teachers think about teaching and delivery
      • Online learning can be collaborative, directed, anytime, anyplace, not constricted by space and wanted by students/motivationally strong
      • Online learning gives students the opportunity to engage with, participate in and control their own learning experiences
      • Online learning is digitally secure and can be used time and again either unchanged or modified for a new audience
    • 6. 12 January 2011 Moving Learning Online: The pedagogy of online learning The CIF as a framework for moving learning online – based on learning styles
    • 7. 12 January 2011 Moving Learning Online: The pedagogy of online learning Can the Common Inspection Framework be a framework for online learning ?
      • Three Key Questions in the CIF with ten quality indicators:-
      • Outcomes for learners:
        • standards
        • wellbeing
      • Provision:
        • learning experiences
        • teaching
        • care & support
        • learning environment
      • Leadership:
        • management
        • partnerships
        • quality
        • resources
    • 8. Why should we follow learning styles? 12 January 2011 Moving Learning Online: The pedagogy of online learning
      • Proven effect on retention, achievement & motivation
      • Students score higher on tests, have better attitudes, and are more efficient in learning in own preferred styles
      • Advantage to teach and test students in their preferred styles
      • Learning styles will vary amongst any group/s of students
      • So better to incorporate as many learning styles as possible in a learning experience
    • 9. Making changes that are beneficial to every learning style: 12 January 2011 Moving Learning Online: The pedagogy of online learning
      • Changes can be strategic or discrete, including:
      • Room re-design
      • Small group activities
      • Contract Activity Packages
    • 10. 12 January 2011 Moving Learning Online: The pedagogy of online learning 1. Room Re-design
      • Using dividers to create discrete areas for teaching & independent learning in a physical classroom.
      • Clearing the floor area and/or using flexible furniture solutions
      • Creating virtual classrooms where digital capture and collaborative work are additional features
      • Incorporating student ideas/thoughts into the re-design
    • 11. 12 January 2011 Moving Learning Online: The pedagogy of online learning 2. Small Group Activities
      • Physical open & closed pairs
      • Physical circle of knowledge
      • Virtual collaboration using either/both of above
    • 12. 12 January 2011 Moving Learning Online: The pedagogy of online learning 3. Contract Activity Packages
      • clear statement of what the students needs to learn
      • multisensory resources (auditory, visual, tactile, kinesthetic etc) that teach the required information
      • activities through which the newly-mastered information can be used creatively
      • the sharing of creative projects within small groups of classmates
      • at least 3 small-group techniques
      • a pre-test, a self-test and a post-test
    • 13. Multi-sensory resources 12 January 2011 Moving Learning Online: The pedagogy of online learning
      • Visual :
      • viewing / reviewing text, images, icons and demos virtually.
      • Auditory:
      • incorporating small-group discussion, using chat rooms & discussion boards, listening to books on podcasts, watching videos, recording reports digitally.
      • Tactile/ kinesthetic/ behavioural perspectives : providing hands-on activities, having frequent breaks to allow movement, using visual aids and objects in the lesson, using role play & digital simulation, engaging in field trips and application to on-the-job settings.
    • 14. 12 January 2011 Moving Learning Online: The pedagogy of online learning Making sound pedagogical choices when you choose online learning
    • 15. How does online learning fit with effective pedagogy? 12 January 2011 Moving Learning Online: The pedagogy of online learning
      • Online learning:-
      • doesn’t change our understanding of effective learning: complete the sentence “people learn best when …”
      • fits within our understanding of learning
        • social constructivist - developing understanding through discussion/interaction
        • deep and surface learning – remembering or higher level cognitive skills
      • adds more tools to the teaching and learning toolkit that teachers can draw on
    • 16. How does online learning fit with pedagogies? 12 January 2011 Moving Learning Online: The pedagogy of online learning Phil Race Ripples in a pond model
    • 17. How does online learning meet individual learning needs? 12 January 2011 Moving Learning Online: The pedagogy of online learning
      • Online learning is the only practical way to achieve differentiation when teacher time is restricted
      • Learners:
      • start from different places
      • learn at different rates
      • have different attitudes and values
      • have different learning styles and preferences
      • have different strengths - multiple intelligences
      • need different assistive technologies
    • 18. What parts of the curriculum are best suited to online learning? 12 January 2011 Moving Learning Online: The pedagogy of online learning
      • What’s the best blend of online and face to face learning?
      • Who should do it?
      • How do we choose the online elements?
        • what do learners tell us?
        • what do we have already that works?
        • what do we do least well?
        • what would give most benefit to learners?
        • what would free up the most tutor time to concentrate on individuals
    • 19. What Next? 12 January 2011 Moving Learning Online: Title of Online Presentation Session Goes Here Using Footer Tool Visit the Moodle course that supports this series at: http://moodle.rsc-em.ac.uk/ Book to attend the next session: Session 4: Strategic components of increased efficiency, consistency and compliance http://www.rsc-southeast.ac.uk/events/index.html Talk to your RSC about the support available to help your strategic planning to make moving learning online a reality JISC RSC East Midlands [email_address] JISC RSC South East [email_address]
    • 20. Feedback 12 January 2011 Moving Learning Online: The pedagogy of online learning We always value your feedback and would be most grateful if you could use the following link to complete a very quick online evaluation survey for this event: Survey Monkey Feedback Survey URL

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