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Addressing and Implementing Effective Methods for Online Teaching and Training
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Addressing and Implementing Effective Methods for Online Teaching and Training


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Presenting different methodologies we use for addressing and implementing effective methods for online teaching and training. Our goal is really to create significant learning experiences for our students and we want to keep them engaged in learning the material. We want to create a high energy environment for learning in the course room and allow our students to consider how these concepts that we are presenting to them in the course can be applied to their professional and personal environments. The Web 2.0 tools encourages to students to share information and knowledge within the course. This builds community, team skills, peer interactions. As students become validated by their peers and share knowledge and information, it increases their self-concept. Web 2.0 content generated by our students and faculty include welcome videos, project and feedback assessment, demonstrations, and student presentations for both end of term projects and client presentations.

Presented at Sloan International Conference, Orlando, FL., 2013

Published in: Education, Technology
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  • 1. ADDRESSING AND IMPLEMENTING EFFECTIVE METHODS FOR ONLINE TEACHING AND TRAINING Carol Edwards, MS. Kaplan University Coral Springs, Florida Allison P. Selby, MS. Kaplan University Asheville, North Carolina 1
  • 2. ADDRESSING AND IMPLEMENTING EFFECTIVE METHODS FOR ONLINE TEACHING AND TRAINING “Critical education deliberately tries to stimulate the student to reformulate his goals, his cognitive map of the world, the way he thinks, and his view of his role in society.” Bowen, 1997, p.35 2
  • 3. ADDRESSING AND IMPLEMENTING EFFECTIVE METHODS FOR ONLINE TEACHING AND TRAINING AGENDA  Significant learning  Online adult learner traits  Engage learners for success  Implementing Web 2.0 technology  Web 2.0 tools 3
  • 4. SIGNIFICANT LEARNING EXPERIENCES 4  Strive to create to create significant learning experiences that are engaging, high-energy, involve lasting change and add value to the students’ lives (Fink, 2013).  We endeavor to apply, a theory of learning in which “people learn when they relate new information and skills to what they already know, actively practice the new information and skills in a supportive environment, and get feedback on their performance” (Cromley, 2000, para.30).
  • 5. SIGNIFICANT LEARNING OUTCOMES 5  Foundational Knowledge: Basic understanding of HTML concepts and programming language  Application: Developing the ability to troubleshoot and code HTML pages, applying critical, creative and practical thinking.  Integration: Connecting concepts and practice from class to workplace application and complex projects.  Human Dimension: Develop self-authorship and teamwork skills.  Caring: Develop motivation and enthusiasm.  Learning how to Learn: Engaging in self-directed learning. (Fink, 2013)
  • 6. ONLINE ADULT LEARNERS Traits of Online Adult Learners: • Adult learners need to know what they will gain from the learning and how this learning experience or Web 2.0 technology would enhance their job skills or their personal lives (Fidishun, 2005). • The theory of Andragogy is based upon six principles for the adult learning experience. The six principles of adult learning are: 1) the learner’s need to know; 2) the learner’s self-concept; 3) the role of the learner’s experiences; 4) the learner’s readiness to learn; 4) the learner’s orientation to learning and 6) the learner’s motivation to learn” (Knowles et. al., 1998; Fidishun, 2005). • Integration of personal and professional experiences in the learning process, being self-motivated (Palloff & Pratt, 2003). • Implementing web-based learning to encourage adaptive path to support adult students need to learn (Fidishun, 2005). 6
  • 7. ENGAGED LEARNERS & WEB 2.0 Implementing Web 2.0 as a method to engage students: • The use of the technological tools in the e-learning classroom will enable the adult learner to mature from a dependent learner to becoming more self-directed (McGrath, 2009). • Use of Web 2.0 technologies within an online course encourages peer interaction and knowledge sharing among peers (Conrad and Donaldson, 2011). • Kovach, Ding, and O’Neil (2010) have suggested enhancing the learning experience with student generated podcasts and video productions. (as cited in Revere, L., & Kovach, J. V., 2011, p. 121). • Online learning environments can integrate Web 2.0 technologies such as chat sessions, blogs, wikis and peer assessment to promote learner-centered engagement (Revere, L., & Kovach, J. V., 2011). . 7
  • 8. IMPLEMENTING WEB 2.0 Uses for videos and blogs Students: • Student-generated blogs for displaying group projects Blogs for course resources • Student-generated blogs for displaying individual work Video demonstrations for technology coursework • Video recordings presenting projects to peers and (i.e. demonstrating software, coding projects) instructors Video recordings explaining upcoming projects • Video recordings demonstrating solutions to clients and partners (i.e. Internships and Capstones) Video recordings for student feedback on projects • Reflection Faculty • • • • Considerations: >> Classroom Management >> Privacy >> Security >> Cost 8
  • 9. WEB 2.0 APPLICATION Web 2.0 content generated by our students and faculty: • Faculty created welcome video for start of new term. • Faculty recorded video demonstrating coding techniques for Web development for group presentations. • Faculty provide develop video recordings for feedback and project assessment. • Students creating blog for final course presentation for Web marketing course. • • • Students recording videos demonstrating final Capstone projects. • Demonstrating how to implement security crack software. • Reviewing how to generate reports from expense tracking software. Students recording training videos for client presentations. Students recording videos to demonstrate their new knowledge and joy of learning . 9
  • 10. WEB 2.0 TECHNOLOGY 10
  • 11. WEB 2.0 TECHNOLOGY Animoto  Video styles (templates available).  Can use own images and audio.  Stock images/audio available for use.  Can add text and transitions.  Video hosted on Animoto space and links available to either embed in course or email.  Free accounts limited to 30 sec videos. 11
  • 12. WEB 2.0 TECHNOLOGY Jing  Screen capture and video recording.  Able to record narration with video.  Can specifically select areas of screen to record vs. entire screen.  Video capture saved as .swf file and can be stored on free Screencast account or emailed.  Free accounts limited to 5 min video. 12
  • 13. WEB 2.0 TECHNOLOGY Blogger  Available through Gmail account.  Several templates available for layout and design.  Easy to use interface to post and add images.  Can customize URL.  Privacy settings available. 13
  • 14. WEB 2.0 TECHNOLOGY Edublog  Establish class blog and enroll students to set up individual accounts.  Strong privacy and security features.  Set up survey and quizzes.  Easily add pages and images.  Large variety of templates available for layout and design. 14
  • 15. IMPLEMENTATION Animoto  Used as a team project.  Students showcased the members of their team.  Some students created a personal Animoto. 15
  • 16. IMPLEMENTATION Jing  A screen capture and video recording program designed by Techsmith. It’s available as a free program and is a perfect solution for recording demos for students.  Students frequently use the video capture programs for final project presentations. 16
  • 17. IMPLEMENTATION Blogger  Student presentations in Web Marketing course.  Students collaborated with local non-profits to design marketing plans.  Final marketing plans presented to client and class in blogger. 17
  • 18. IMPLEMENTATION Edublog  Designed for educators, both for individual accounts and for schools and universities.  Full privacy and security of the blog materials with the option of restricting access to the blogs through required passwords.  Quizzes, Google Maps, surveys and forms available. 18
  • 19. FINAL OUTCOMES Summary  The students:     Engaged in significant learning. Applied and implemented Web 2.0 technology. Bridged the gap between concept and application. Utilized the learning personally and professionally. “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” Albert Einstein 19
  • 20. REFERENCES Bowen, H. R. (1997). Investment in Learning. Baltimore: John Hopkins University Press. Conrad, R. M., & Donaldson, J., A. (2011). Engaging the online learner. Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass. Cromley, J. G. (2000, December). Learning with computers: The theory behind the practice . Retrieved from National Center for the Study of Adult Learning and Literacy: Fidishun, D. (no date, circa, 2005). Andragogy and technology: Integrating adult learning theory as we teach with technology. Fink, L. D. (2013). Creating significant learning experiences, 2nd. Ed. San Francisco, CA.: Jossey-Bass. McGrath, V. (2009). Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy. Adult Learner: The Irish Journal Of Adult And Community Education, 99-110. Model of Andragogy. Adult Learner: The Irish Journal Of Adult And Community Education, 99-110. Palloff, R. M., & Pratt, K. (2003). The Virtual Student. A profile and guide to working with online learners. San Francisco: Jossey-Bass. Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. The Quarterly Review of Distance Education, 113-124. 20
  • 21. BIOGRAPHY 21 Carol Edwards-Walcott is currently a faculty member in the School of Information Technology at Kaplan University. She is a graduate of American Intercontinental University where the focus of here studies was Information Technology and Instructional Technology. She is currently a PhD student at Northcentral University where her focus is in e-Learning in higher education. She has taught and been involved in different roles in many academic settings from K-12 and higher education. She has developed, revised and taught many courses in academia. She has mentored students and served on a variety of committees including the committee of Academic Appeals as both a member and a chair, and the SRT committee, sister to the Faculty Curriculum Committee. She is the faculty advisor of the KUACM and KUACM-W an innovative organization at Kaplan. Carol Edwards, MS. Kaplan University Carol is currently a Merlot Board member, peer reviewer for Merlot, the Forest Journal and the eLearning institute. She is a CAEL certified portfolio evaluator. Her current areas of interest are Learning in higher education, innovative technologies and curriculum. She is a Notary Public, a licensed marriage counselor and marriage officer. She enjoys reading and gardening. 954-614-1253
  • 22. BIOGRAPHY 22 Allison Selby has taught in higher education for the last ten years. She has developed and taught various digital media courses for many schools, including The University of the Arts, Drexel University and Chestnut Hill College, Philadelphia. Currently, she is faculty with Kaplan University, School of Information Technology. She has served on various committees including degree plan mapping and research, the School Review Board and Faculty Curriculum Committee. Allison is a graduate of Chestnut Hill College, Masters of Science, Educational Technology. She is presently enrolled in Portland State University, Graduate School of Education for the Educational Graduate Certificate in Service-Learning and Community-Based Learning in Postsecondary Education. Her current interests are focused on high-impact experiential practices and particularly how they can be integrated in an online environment. Her primary focus is extending service-learning and internship opportunities for adult students through virtual solutions. Allison P. Selby, MS. Kaplan University 828-318-5082
  • 23. THANK YOU! PLEASE CONTACT US FOR FURTHER DISCUSSION AND VISIT OUR SITE: HTTP://ALLISELBY.EDUBLOGS.ORG/ Carol Edwards, MS. Kaplan University Coral Springs, Florida Allison P. Selby, MS. Kaplan University Asheville, North Carolina 23