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Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
Motivating Online Learning
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Motivating Online Learning


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  • 1. Online Learning
    • Pankaj Khare
      • Programme Officer
    • Commonwealth Educational Media Centre for Asia
    • COL, New Delhi
  • 2. What motivated us to come to this Workshop ?
    • To learn about multimedia?
    • To understand the capabilities of CBT?
    • I need to have an online course?
    • I can do better through online than print?
    • I am fascinated by computers?
    • My institution asked me to attend?
    • I wanted to come to Delhi?
    • Other Institutions are doing online courses so we have also to do it and learn multimedia?
    • My learners are willing to have e-learning courses?
  • 3. From Learners point of view… What will drive them to go online?
    • It is available so they want to do it?
    • Other friends are doing it?
    • They have no access to F2F institutions?
    • They can do better through online than F2F?
    • The courses offered online are not available in F2F?
    • Their parents are insisting to do the course online?
    • They are computer literate and thus more comfortable with online courses?
    • They are employed and thus have no time to learn through F2F?
    • They want quick jobs and in society computers are in demand?
    • They want to upgrade the knowledge?
  • 4. Vocational : Extrinsic : Seeking qualification for a better job Intrinsic : Acquiring skills for own future desires Academic : Extrinsic : Want to pass exams, get good grades Intrinsic : Pursuing own intellectual interests Personal : Extrinsic : Prove one’s capability to others Intrinsic : Desire for self improvement Social : Extrinsic : Extracurricular sports, club activities Intrinsic : ?? MOTIVATION COVERAGE Source : Paul Kawachi
  • 5. Motivational Tools… From facilitator’s point of view
    • Need assessed curriculum design…
    • Balanced course content ?
    • Constant communication
    • Timely feedback
    • Availability
    • Constant encouragement
    • Tracking the learners
  • 6. From Institutional point of view…
    • Pre-admission counselling
    • Creation of support system
    • System maintenance and technical support
    • Timely feedback on administrative aspects
    • Post course opportunity guidance
    • Powerful information system
  • 7. Support… 1. Web-based course material 2. E-mail 3. Computer conferencing 4. Teleconferencing 5. Audios/Videos 6. CBT/tutorials 7. Internet-based resources 8. On-line chat sessions 9. Telephone 10. Library (conventional/digital) 11. Feedback from tutor (on tasks) 12. Radio counseling 13. Guidance received from TLC 14. Support from Institution 16. Print Materials
  • 8. Terms and Concepts
    • Face to Face (Attendance)
    • Distance Learning
    • On-line learning
    • Computer based training (CBT)
    • Blended Learning
    • Flexible Learning
    • Learning Management Systems
    • Content Management Systems
    • Electronic Blackboards
    • Change Management
    • e-Learning
  • 9. E-Learning
    • To use computer technologies to create, foster, facilitate and deliver learning anywhere, anytime
    • The “e” in e-Learning stands for :
    • Ease of use
    • Effectiveness
    • Engaging
    • Empowerment
  • 10. Instructional Design Process
    • Analyze – needs, levels, goals
    • Design – objectives, experiences
    • Build – appropriate tech, media
    • Deploy – pilot, scale-up
    • Evaluate – results Vs objectives
  • 11. Analyze - needs
    • What do learners want to learn?
      • Why are they learning?
      • How much they want to learn?
      • What kind of knowledge they seek?
    • Where & When will they learn?
  • 12. Analyze - levels
    • Current levels of knowledge
    • How can they learn best?
      • Language skills
      • Typing skills
      • Physical abilities
      • Motivation levels
    • Are they techno-friendly?
  • 13. Design
    • Translate each objective into :
    • High level goals – Lesson Plans
    • Low level goals – Learning Objects
    • How achieving each goal will affect:
      • Skills, Knowledge, Beliefs, Attitudes
  • 14. Design : One Idea at a time
    • Learning Object Concept
      • Lowest unit of complete instruction
      • Can stand on its own
      • Many objects make a Unit
      • One idea – One learning experience!
      • Evaluate learning at this level
  • 15. What are "learning objects" "modular digital resources, uniquely identified and metatagged, that can be used to support learning." -- National Learning Infrastructure Initiative "any digital resource that can be reused to support learning"  -- David A. Wiley "The main idea of 'learning objects' is to break educational content down into small chunks that can be reused in various learning environments, in the spirit of object-oriented programming"
  • 16. What are "learning objects" "Any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning“ LO Metadata Working Group
  • 17. One slightly lengthier characterization
      • Learning objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk.  Learning objects are much smaller units of learning.
        • Are self-contained – each learning object can be taken independently 
        • Are reusable – a single learning object may be used in multiple contexts for multiple purposes
        • Can be aggregated – learning objects can be grouped into larger collections of content, including traditional course structures
        • Are tagged with metadata – every learning object has descriptive information allowing it to be easily found by a search
  • 18. What this means
    • Teach in small packets – LO concept
      • Each LO is a “micro-lesson”
      • Conveys a single concept, skill or fact
      • Immediately lets the learner practice
      • Allows immediate feedback and reinforcement
    • Keep presentations short and simple
      • Eliminate unnecessary material – move to “More”
      • Limit no. of items on lists, etc
      • Simplify text and graphics
  • 19. Data Tracking Methods
    • Storing data files
      • Each learner data is a file stored locally
      • Quick, inexpensive but not secure
    • E-Mail data tracking
      • Generating a message that contains the data
    • Using a Database
      • More efficient but requires expertise
    • Learning Management Systems
  • 20.