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Elearning two point zero

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Presentation by Tiina Sarisalmi and Brian Holmes on learning using web 2.0 technologies at the eTwinning annual conference, Budapest, 1 April 2011

Presentation by Tiina Sarisalmi and Brian Holmes on learning using web 2.0 technologies at the eTwinning annual conference, Budapest, 1 April 2011

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  • 1. Web 2.0 tools have revolutionized social interaction on the web, what about learning?
    What are the implications of new technologies and eLearning 2.0 for teachers?
    eLearning 2.0
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
  • 2. Teachers today
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    eLearning 2.0 Wiki for eTwinning Conference 2011
  • 3. Context of my researchResearching online communities
    PhD/Doctoral Programme in E-Research and Technology Enhanced Learning: supervisor Dr Julie-Ann Sime
    Part-time distance learning, University of Lancaster, UK
    Two years learning in an online cohort + two years thesis
    My research area: online learning communities (Holmes, 2010)
    Influence on competence development ?
    Influence of social aspects ?
    Blog: http://holmesbrian.blogspot.com/
    http://www.lancs.ac.uk/fss/centres/csalt/csalt/tel_docprog.htm
  • 4. 21st century information society
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    • Digital universe grew from 487 billion to 800 billion gigabytes (0,8 Zettabytes) in 2009
    • 5. In 2020 the digital universe will be 44 times as big as it was in 2009
    • 6. 70% of the information will be generated by individuals
    What kind of challenges will this set for learning/teaching?
  • 7. 21st century eknowledge
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    • Knowledge is constantly changing and being modified, socially constructed in collaborative networks and learning communities, under continuous scrutiny and critique, challenged, updated and developed in innovative and informal groups, contextualized culturally and socially.
    • 8. Knowledge is not owned by academics or teachers, but transparent and shared and inherently shifting.
    What sort of skills do we need to cope with the growing amount of information and continuously changing knowledge?
  • 9. Key skills
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
  • 10. 21st century key skills
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    How can we integrate practicing and learning these key skills in all different school subjects across the curriculum?
  • 11. Framework for 21st century learning
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
  • 12. Research backgroundWeb 2.0 & social media in education
    Comparison of buzzwords from social media and from ‘progressive’ education (Ryberg, 2010)
    Web 2.0 is not just a technology, it is a philosophy: participative, active, shared. Knowledge is dynamic, distributed, situated
    Learning is not the primary goal, but the outcome of participation
    Progressive education tends towards this philosophy, but tensions remain
  • 13. Elearning 1.0 vs.elearning 2.0
  • 14. Research resultsWeb 2.0 can support (more) effective learning
    “…bringing up new things, makes my students want to pay attention. and they really liked that a teacher of them knows some things that they dont!! now i know where to find sources to make my lessons more interesting, more fun, more colourful”
    “Of course it has changed everything because we are not only using the textbook, which is so boring and difficult for them, but they are creating something new starting from what they learn at school”
    “I feel good, when you see that their ideas come to life and that they have good ideas and they share their ideas with their mates”
  • 15. Research resultsAnd teachers also benefit from using web 2.0
    “It helped me to know my pupils better ... It helped me to know my pupils and their abilities in computers.”
    “I learned to use them in my classroom. I thought at the start that it would be difficult but when we start to make practice in this lab, I started to use them… I become more competent in deciding what I can use in my classroom.
    “Now, I feel more confident and quite well prepared for working with web 2.0 tools in my everyday life and especially in my professional life.”
  • 16. Learning pyramid
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    Survey results
  • 17. Research resultsOnline collaboration and communities
    Collaboration …
    • involves discussion, practice and explaining to others
    • 18. encourages reflection, critical thinking and meta-cognition
    • 19. helps relationships to grow and a group to become a community
    A community …
    • encourages mutual support
    • 20. engenders trust, reciprocity and shared values
    • 21. can help with self-confidence, self-awareness and self-esteem
    What role do you think teachers play in supporting online collaboration between pupils in a community?
  • 22. Planning an elearning process
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    • Teacher's role is crucial in the planning phase:
    • 23. sets the pedagogical goals and integrates the process in the curriculum
    • 24. plans the procedures
    • 25. makes the schedule
    • 26. chooses and provides appropriate tools
    • 27. provides appropriate instructions
    • 28. When the process starts, the focus immediately shifts on the students.
  • Research resultsSuccess depends a lot on the preparation
    Results of my research suggest you should…
    Prepare activities to encourage learning by doing
    Include time for reflection, the sharing of stories and social contact
    Be creative and make learning fun
    Have clear learning objectives and encourage shared expectations (agree netiquette: do’s and don’ts)
    Plan for collaboration with joint activities (group projects) and recognise it (assessment)
    Encourage mutual support (chat facility, café area, etc)
  • 29. At the beginning of the process
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    • At the beginning the teachers' role is bigger in moderating the conversations and encouraging the students to take initiative.
    • 30. The teacher helps the students to find their web personality and their best learning style.
    • 31. The teacher encourages and supports, helps in crisis, but keeps distance.
    • 32. When the students face problems, they have the teacher to turn to for help. 
    • 33. On the other hand, the students should be encouraged to first try to solve the problems themselves and help each other.
  • Research resultsModerator skills are important
    Results of my research suggest you should…
    • Act as a role model, behaving the way you would like your pupils to behave
    • 34. Be ‘present’, but help your pupils to become autonomous
    • 35. Acknowledge good collaboration and support those who are left alone
    • 36. Encourage critical thinking through messages that open up discussion, provoke reflection and encourage solutions
    • 37. Most of all, avoid the temptation to teach
  • Towards the end of the process
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    • Towards the end, the students should take responsibility of their own learning and of the process/project.
    • 38. The teacher lets the students take initiative. It's important that the students help and support each other. Teaching your peers is an essential part of collaborative learning.
    • 39. One of the most common mistakes is that the eModeratortakes a central role in the conversations or imposes her/his own ideas too strongly.
    • 40. Instead, new and creative student-generated ideas and propositions are encouraged.
  • Elearning tips for teachers
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    • In learning, the process is much more important than the end product.
    • 41. Mistakes are an essential part of a learning process and often a very effective way to learn. They're nothing to be afraid of.
    • 42. When given a general goal, support and appropriate tools, students usually come up with amazingly creative solutions.
    • 43. Project learning is always as much learning to learn as learning the actual subject matter.
  • Research resultsA few things to consider
    Social interaction helps pupils to get to know one another: it is the glue that binds a community
    A community is there to support learning and exists for as long as it is useful
    Balance preparation with flexibility; provide scaffolding, not a cage
    Think about how you will deal with pupils who don’t participate, fail to collaborate or behave badly
    Learn from your peers – there is now a lot of valuable experience in eTwinning
  • 44. Evaluation of the process
    April 1st, 2011
    Tiina Sarisalmi & Brian Holmes
    Possible methods
    Evaluation criteria
    taking part actively
    supporting peers
    creative solutions
    carrying out tasks and keeping to schedule
    eLearning 2.0 Wiki for eTwinning Conference 2011
    eLearning 2.0 in Google Docs
  • 49. References
    Holmes, B. (2010) eTwinning Learning Events: Using Online Learning Communities for Teachers' Continuous Professional Development Online Educa conference, Berlin (Online http://www.slideshare.net/holmebn/holmes-e-twinning-learning-events-5823952)
    Ryberg, T. (2010) Social Media Practices and Assessment, Irreconcilable Differences or True Romance?, Online Educa conference, Berlin (Online http://eacea.ec.europa.eu/llp/events/2010/documents/online_educa_berlin_2010/thomas_ryberg%20oeb%202010.pdf )
    This presentation: http://www.slideshare.net/holmebn/elearning-two-point-zero
    Thank you
    Brian.Holmes@skynet.be
    http://holmesbrian.blogspot.com/
    tiina.sarisalmi@kolumbus.fi