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Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
Online Learner Engagement H Briggs6
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Online Learner Engagement H Briggs6

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e-handout for online learner engagement presentation

e-handout for online learner engagement presentation

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  • Online Learner Engagement Henry Briggs Walden University Principles of Distance Education Dr. Keith Pratt
  • Learner engagement is essential to the effectiveness of education. Distance education is even more critical and demanding of learner engagement to be effective.
  • Content in distance education is presented in different media format. For distance education to continue to evolve and be effective the learner must be engaged in the process. Distance education is able to be used by educators and learners of all ages, ethnic background, geographic locations and economic situations.
  • Questions to be analyzed and answered are: How to engage the learner? What strategies can be used and why?
  • How? Build world-wide groups, communities through collaborative work with no constraints on geographical location of the groups and communities. Also, if open source software no cost software can be used by these groups.
  • Effective instruction to engage the learner will need a blueprint of a master plans which will map out the way to allow instruction for engagement.
  • Some electronic tools that are or can be used are: Computers Web-cams Cell Phones
  • iPhone 3G (s) Voice control Twitter blogs Pownce Google Jaiku And any data communication or learning device that will lead to knowledge acquisition.
  • Of course we talk about the electronic technology and software of online learner engagement but The Human Tool, The brain, In combination with initiative and self-motivation of the learners will be utilized.
  • Using the computer is an excellent tool for teaching Bloom”s six levels of cognitive thinking. Understanding this will enable online instructors to create modules of learning to engage students on each level.
  • According to Robert Gagne the nine principles needed to engage learners online. They are: 1. Gain the learner's attention 2. Inform learners of objective 3. Stimulate recall of prior Knowledge 4. Present the content 5. Provide guidance 6. Elicit performance 7. Provide feedback 8. Assess Performance 9. Enhance retention and transfer, (Integrating Instructional Design in Distance Education). It incorporates and extends Bloom's taxonomy for thinking
  • Building a community of inquiry will foster the principles of engagement. This community needs: Teacher Presence Social Presence Cognitive Presence
  • Within The Community of Inquiry there is: [Discourse, Collaboration, Meetings, and any connections to assist the engagement process]
  • Teacher Presence includes the teacher providing feedback,Cues,message tailoring, setting climate; selecting content
  • Social Presence is facilitated by: Synchronous and asynchronous audio/video, blogs, wikis,twitter, face book,Text messaging, video conferences, e-mail, Threaded discussion, setting climate Many more tools used for collaboration and contacts.
  • Cognitive Presence consists of [Critical thinking, problem solving, Research, reflection, selecting content]
  • Educational Experience & Knowledge Construction will be obtained within the community of inquiry.
  • Why use certain researched-based method of learning? The Researched- based constructivist method of teaching and learning suited to online format of distance education.
  • Constructivist Theory of Learning is researched-based and suitable to the online format. John Dewey and Jean Piaget are two of the constructivist theorist.
  • John Dewey view of learning states, "If you have doubts about how learning happens, engage in sustained inquiry: study, ponder, consider alternative possibilities and arrive at your belief grounded in evidence." Constructivist Learning requires inquiry as a key component.
  • Jean Piaget view states, “To understand is to discover, or reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition”. The construction and creation of knowledge will take place in a community of inquiry. We teach for creation not replication in the community of inquiry.
  • The connectivist theory of learning as defined by George Siemens and Stephen Downes. They believe the digital age of knowledge acquisition occurs via networking.
  • George Siemens states: The Global Web is central for learning in the digital Age. We are in the age of communication and collaboration with the web at its center.
  • Stephen Downes: Knowledge is constructed by making connections in the digital age.The connections by the web will help individuals construct knowledge. Web inquiries, research and collaboration is how we learn and teach in distance education.
  • The instructional strategies of the constructivist and connectivist, will give credibility to the online format. Many traditionalist in the educational community do not view online teaching as credible, however with the use of researched-based theories of learner that is suitable to the online format some of the negative views will change.
  • Learner engagement via online education is available to individuals all over the world. Here we have a picture of Huli Wigmen of Papua, New Guinea using laptop computers. One of you in the audience could communicate and collaborate with the Huli Wigmen.
  • Working together we can lift the world to new heights of knowledge acquisition by learner engagement.
  • As technology evolve there will be more avenues to engage learners. New strategies will be developed, and there will be more opportunities for online education to continue to be adopted into society. In this presentation, I used a computer, LCD player, electronic screen, web-cam, clip-art, sound, pictures, PowerPoint and other software and hardware. Being enabled to present the content in various formats will also enable the learner to engage in the lesson. The next presenter will give additional thoughts to ponder for us to learn additional ways to engage online learners.
  • I thank each and everyone of my classmates, instructor and references for my journey to this presentation. I want to thank each one of you for attending this lecture today and thanks to all in the online community that viewed this presentation.
  • Transcript

    • 1. Online Learner Engagement Mr. Henry Briggs Walden University Principles of Distance Education EDUC-7102-2/EDUC-8842-2 Dr. Keith Pratt 8/08/09
    • 2. Abstract Learner engagement is essential to the effectiveness of education. Distance education is even more critical and demanding of learner engagement to be effective.
    • 3. Online Learner Engagement
    • 4. Online Learner Engagement Questions To Be Analyzed and Answered
    • 5. Build world wide groups, communities through collaborative work How?
    • 6. With Blueprints Building A Community Of Learners
    • 7. Electronic Tools
    • 8.  
    • 9. The Human Tool
    • 10.  
    • 11. Robert Gagne”s Instruction To Engage Learners Online 1. Gain attention 2. Inform learners of objective 3. Stimulate recall of prior Knowledge 4. Present the content 5. Provide guidance 6. Elicit performance 7. Provide feedback 8. Assess Performance 9. Enhance retention and transfer, (Integrating Instructional Design in Distance Education).
    • 12. Community of Inquiry Blue Print for learner engagement
    • 13.  
    • 14.  
    • 15.  
    • 16.  
    • 17.  
    • 18. Why? Researched based Constructivist method of teaching and leaning suited to online format of Distance Education
    • 19. Theories of Learning the Constructivist
    • 20. John Dewey stated, "If you have doubts about how learning happens, engage in sustained inquiry: study, ponder, consider alternative possibilities and arrive at your belief grounded in evidence." ( www.thirteen.org ) Constructivist Learning requires inquiry is a key component of constructivist learning.
    • 21. Jean Piaget states, “To understand is to discover, or reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition” (Piaget, 1973).
    • 22. Theories Of Learning Connectivist
    • 23. George Siemens: The network is the central metaphor for learning in the digital age.
    • 24. Stephen Downes: Knowledge is constructed by making connections in the digital age.
    • 25. Researched based learning theories will give credibility to the online format.
    • 26. Huli Wigmen of Papua, New Guinea using laptop computers. Learner Engagement via Online Education is available to individuals all over the world
    • 27. Working Together To Lift The World To New Heights
    • 28. Conclusion As technology evolve there will be more avenues to engage learners. New strategies will be developed, and there will be more opportunities for online education to continue to be adopted into society. In this presentation, I used a computer, LCD player, electronic screen, web-cam, clip-art, sound, pictures, PowerPoint and other software and hardware. Being enabled to present the content in various formats will also enable the learner to engage in the lesson. The next presenter will give additional thoughts to ponder for us to learn additional ways to engage online learners.
    • 29. References Anderson, T. (2008). The Theory and Practice of Online Learning; Published by AU Press, Athabasca University, Edmonton, AB. Bloom's Taxonomy; The Learning Framework; retrieved from: http://faculty.citadel.edu/carnegie/general%20info/bloomstaxonomy.htm Integrating Instructional Design in Distance Education; retrieved from: http://ide.ed.psu.edu/idde/9events.htm on 7/29/09. Clipart downloaded 6/27/09 www.bing.com Clipart downloaded 6/23/09 www.fotosearch.com Clipart downloaded 7/1/09 www.iphone.com Lippincott, J. K. (2006). “Learning, Engagement, and Technology” http://www.cni.org/staff/joanpubs/acrl_Lippincott.doc Oblinger, D. G., Barone, C. A., Hawkins B. L., (2001). Distributed Education and Its Challenges: An Overview Palloff, R. M., Pratt, K. (2005). Collaborating Online; Learning Together in Community, John Wiley & Sons, Inc., A Wiley Imprint; publisher Jossey-Bass San Francisco, CA. Piaget, Jean. (1973). To Understand is to Invent. New York: Grossman. http://unesdoc.unesco.org/images/0000/000061/006133eo.pdf What is the history of constructivism, and how has it changed over time? (downloaded 7/29/09). http://www.thirteen.org/edonline/concept2class/constructivism/index_sub4.html Wikipedia, Connectivism (Learning Theory). Retrieved from; http://en.wikipedia.org/wiki/Connectivism_(learning_theory ) on 7/19/09.

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