Youngstown session 2 online learning

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  • We have always learned socially however social media is changing how that happens. The advent of social media has brought an interest in social learning.
  • A course overview/syllabus, including a suggested learning plan for the student and a list of course completion requirements.Interactive learning activities designed that enable learners to integrate and apply course content within their ministry setting.Web-based presentations and webinars from leading youth ministry experts.Required readings contained within a unique reading book for each course that contains all course readings (or students can purchase the six to eight core texts used throughout the program). Reading options are explained in further detail below.A supplemental reading list, where readings are available electronically and via the Internet.Internet-based discovery learning using a list of current web links provided on each course topic.Engaging online discussion questions that address the variety of learning styles, moving learners through an intentional learning process.An optional student-learning journal based upon the online discussion questions.
  • How do we remain learner centered? Ask question, what do they need to know and do? And how can I know they can or have applied it?
  • Motivation is the key to successful learning regardless of the mode or format of learning
  • Learning community
  • It provides a greater range and depth of understanding and encourages creative expression and problem solving. Why is that?
  • Youngstown session 2 online learning

    1. 1. Reaching Beyond the Physical Classroom: Using Online Educational Technology to Offer and Enhance Formation for Adults Charlotte McCorquodale, PhD Ministry Training Source S
    2. 2. Find a Partner and Share S Who, Where, What? S Why did you sign up for this workshop? S What is something you hope we discuss today? S What type of online course would you want to create? Who is your audience?
    3. 3. Where are we headed today?  Purposes of online learning; and reviewing best practices for online learning, including a change of mindset for both teachers and students as they adopt online and blended learning  Overview of how to develop online learning that reaches all learning styles.  Examples of online courses.
    4. 4. Mobile Devices As of May 2013: S 91% of American adults have a cell phone S 56% of American adults have a smartphone S 28% of cell owners own an Android; 25% own an iPhone; 4% own a Blackberry S 34% of American adults own a tablet computer As of January 2013: S 26% of American adults own an e-reader
    5. 5. The % of cell phone owners who use their cell phone to… S Take a picture: 82 S Send or receive text messages: 80 S Access the internet: 56 S Send or receive email: 50 S Record Video: 44 S Download Apps: 43 S Look for health or medical information online: 31 S Check bank account balance or do any online banking: 29
    6. 6. Online Learning vs. Classroom Learning S
    7. 7. How would you define ????
    8. 8. Learning is the process of making meaning. -Robert Kegan
    9. 9. HAS LEARNING CHANGED?
    10. 10. Has learning changed? • Is it more social or individualized? • Is it more formal or informal? • Is it easier or harder?
    11. 11. Have you ever taken an online course? S What grade would you give the learning experience? S What parts were good or effective? S What needed improvement?
    12. 12. IS LEARNING THE SAME WHEN IT TAKES PLACE ONLINE?
    13. 13. Online learning is very different from learning that happens in a face-to-face setting. TRUE OR FALSE S
    14. 14. Online learning is easier than face-to-face classroom learning. TRUE OR FALSE S
    15. 15. Online learning is more difficult for the student. TRUE OR FALSE S
    16. 16. Online learning is more difficult for the teacher. TRUE OR FALSE S
    17. 17. Types of Online Learning  Supplemental or Resource Course  E-Learning Course  Online Only Course  Blended Course
    18. 18. Online Only Course Elements  A Course Overview/Syllabus/Calendar  Types Learning Activities: Surveys, Research, Point & Click Content, Interviews, Tests, Blogs, Wiki’s, etc.  Web-based Presentations &Webinars  Readings: Required & Supplemental  Practical Course Assessments  WWW Links Library  Online Discussions
    19. 19. LET’S PLAY JEOPARDY KEY TO EFFECTIVE ONLINE LEARNING
    20. 20. LET’S PLAY JEOPARDY KEY TO EFFECTIVE ONLINE LEARNING What is intentionality?
    21. 21. INTENTIONALITY KEY TO EFFECTIVE ONLINE LEARNING • Instructional design • Communication • Structured Learning Activities • Individual and Community Learning • Orientation and Technical Support
    22. 22. What makes an effective online learning program? S Intentional integration of instructional design S Engagement of learners through practical relevant discussions and learning activities S Appropriate use of technology resources
    23. 23. Developing Content for Online Learning
    24. 24. Principles of Managing Online Learning from Transition from the Classroom to the Web S Developing and managing online courses are time-intensive activities. S Students and faculty must have clear communication guidelines. S Engagement of the learner to promote active learning and community is essential in online instruction. S Online learners benefit from clear assignment guidelines and deadlines. S Online learners benefit from both individual and group activities. S Immediate, relevant, and continuous feedback promote
    25. 25. Tips for Creating Effective Online Education S Orientation & Technical Support S Structuring Course in to Modules or Learning Blocks S Frequency of Communication & Feedback from Faculty S Use of Readings S Use of Learning Journal or Student Blogs S Vary Types of Learning Activities including Use of Asynchronous and Synchronous Learning Presentations S Discussion Board Techniques S Use of Small Group & Collaborative Learning
    26. 26. Keys to Successful Online Learning S Be intentional about learning! S Be persistent in overcoming learning challenges! S Be committed to the learning community!
    27. 27. Technology-Centered vs. Learner-Centered
    28. 28. Motivation is the key to all learning!
    29. 29. Yay, we have the best online learning community!!!!
    30. 30. Online Learning Tools S Coursesites by Blackboard: www.coursesites.com S Moodle: www.moodle.com S Google+ Hangouts: S Webinar Tools:
    31. 31. What to look for in a webinar product/provider?        Interaction tools such as polls and status tools (raise hand, applaud, laugh, step-a-away) Text chat available to participants and speakers Option to Record Audio Options including integrated telephone and VoIP Breakout rooms File sharing and screen sharing functions Multiple screen layouts
    32. 32. Go-to- Webinar Adobe Connect Pro Elluminate Wiz IQ Google Hangout Google Air Skype There are 1000s of virtual gathering tools on line. Here are a few popular ones.
    33. 33. Let’s Hangout… http://www.youtube.com/watch?v=4oouI7KSeao http://www.youtube.com/watch?v=XkpjZ7oA_Qg
    34. 34. Tip #1 Have a Host or Moderator  Orients participants to webinar site  Monitors text chat or backchannel  Feed questions to presenters  Provides tech support for participants and presenter(s)  Possible dialogue partner
    35. 35. Tip #2 Use Polls  When to use a poll?     Different poll types:      Use polls before you provide learning point Introduce participants to each other Test knowledge, skill, or experience on topic Multiple choice Multiple answer Chat question (avoid broad general questions) Yes/No or Agree/Disagree Always have in slide and in polling function How often should polls be used?
    36. 36. Tip #3 Use your different PODS and screen views  Polls  Document Q sharing &A  Text chat pod & multiple text chat pods  Notes pod  Video clips  Application sharing
    37. 37. Use Text Chat Pod for Engagement  For Tip #4 ADD YOUR THOUGHTS HERE participants asking questions  Invite participants to share their experiences related to the learning topic and contribute to learning of others by sharing examples or resources  Using problem-solving questions  Use chat to ask participants to apply learning at the end of webinar
    38. 38. Tip #4 (Tip 4 Continued): Using Text Chat for Engagement  Different group sizes require different strategies    Don’t always allow chatting especially in large groups because it can be distracting, encourage private chats if needed Try using the multiple chat pods by dividing participants into groups such as born from January to June and then July to December or to get learners to pick a question that relates to their experience or knowledge Do not read chat verbatim; highlight comments by skimming and looking for responses that help make teaching point
    39. 39. Tip #5 The Zen of Web Delivery  What makes a good virtual classroom presentation?      Include more images and less words Encourage to simulate a F2F presentation such as to stand when presenting to, have other people in the room with them so that they can get non-verbal feedback (especially if they are new to using the medium for training) Do not to read a script and use a headset so hands are free Remember pause and breathe, especially if things do not go as planned If you are not the presenter then train the presenter on both the technology and tips for success
    40. 40. Tip #5 (Tip 5 Continued) Keep Learners Engaged through Scenarios, Videos, and Storytelling in a Virtual environment     Personalize the presentation with stories at beginning and end or use a story to create a thread through the presentation Use Scenarios Embed Videos Pictures and images
    41. 41. Tip #6 Preparing participants for success  Ask participants to register even it it is free (get a commitment)  Send reminders at least 2-3 days before and the day of the webinar  Make sure you as well as your users get on to the webinar site at least 30 minutes prior to the webinar so that a system check can occur.
    42. 42. Tip #7 Use Multiple Voices  Have multiple presenters or guests to present a case study example on topic  Create dialogue with host/moderator  Invite participants to speak or ask questions or make comments (but don’t ask for volunteers)  For large webinars create a participant panel in advance
    43. 43. 4-MAT LEARNING THEORY A Cycle of Learning that Addresses ALL Learning Styles S
    44. 44. Understanding Learning Theories • There are many theories on learning, we will look at the 4-MAT System developed by Dr. Bernice McCarthy from her book, About Learning • Two major elements or movements in how people learn (David Kolb and Kurt Lewin): o Perceiving: How we both experience and take in the experience o Processing: How we react, confront, and become the creators we are meant to be.
    45. 45. Perceiving This line represents how we take in the things we learn.
    46. 46. Sensing/feeling We perceive in two ways. We sense/feel our experiences and then we think our experiences. Thinking
    47. 47. Scholars have describe these two aspects of perceiving in many ways. Sensory (Piaget) Perception (Jung) Subject (Kegan) Heart (Caap) Concrete and Direct Experience (Kolb an Hunt) Apprehension (Dewey) Sensing/Feeling (McCarthy) Representative (Piaget) Object (Kegan) Judgment (Jung) Head (Caap) Abstract Conceptualization (Kolb an Hunt) Comprehension (Dewey) Thinking (McCarthy)
    48. 48. This line represents what we do with what we take in. Processing
    49. 49. We process in two ways: Reflecting and Acting Processing Acting Reflecting We process what we learn, we deal with it in some way that helps us to use it and to integrate it so that it becomes a permanent part of our lives.
    50. 50. Scholars have describe these two aspects of processing in many ways. Extension (Kolb) Intention (Kolb) Extraversion (Jung) Introversion (Jung) Outsight (Jones) Insight (Jones) Action Mode (Diekman) Receptive Model (Diekman) Doing (McCarthy) Reflecting (McCarthy)
    51. 51. Dr. Bernice McCarthy’s 4MAT Learning Cycle Sensing/feeling Why? If ? Reflecting Acting How? What? Thinking
    52. 52. A Cycle of Instruction
    53. 53. Right and Left Mode Processing We know, too, that learning entails interaction between the right and left brain. Left – Operates best through structure, sequence. Prefers language, is sequential, examines the elements, has number sense. Works to analyse or break down information. Right – Operates out of being, comprehends images, seeks patterns, creates metaphors, is simultaneous. Strives to synthesize, consolidate information. http://www.intelliscript.net/test_area/questionnair e/questionnaire.cgi
    54. 54. The interplay between right and left is crucial to higher learning and thinking.
    55. 55. What is your 4MAT learning style? http://www.aboutlearning.com/assessments/learning-type-measure Type Four: Dynamic Learning Doing and feeling. Seeking hidden possibilities, exploring, learning by trial and error, self-discovery. Creating original adaptations. Key question: If? Type One: Imaginative Learning Feeling and watching, seeking personal associations, meaning, involvement. Making connections. Key question: Why? Type Three Common Sense Learning Thinking and doing. Experimenting, building, creating usability. Tinkering. Applying ideas. Key question: How? Type Two: Analytic Learning Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think. Formulating ideas. Key question: What?
    56. 56. What’s your learning style?
    57. 57. Charlotte McCorquodale www.slideshare.net charlotte@ministrytrainingsource.org S

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