Instructional Strategies for ONLE


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ETC 655 Lesson 2

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Instructional Strategies for ONLE

  1. 1. Instructional Strategies for ONLE Presented by Jane Osbourn For ETC 655
  2. 2. How do online instructional strategies relate to ONLE instructional strategies? Online learning environment allows educators and instructors to exchange ideas and information, work together on projects anywhere around the globe. Many instructional strategies can be utilized in the online learning environment. These objectives must be met to meet objectives. When teachers utilize the online environment for teaching they should encourage resources that provide for the best use of the online learning environment. Picture retrieved from: Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE Quarterly retrieved network
  3. 3. Picture retrieved from Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSEQuarterly retrieved While the online learning environment is designed to bridge the gap between the LMS and the PLE, it purposefully keeps them apart. The ONLE takes a different approach. Mott states: ―The OLN is not intended merely to allow the LMS and PLE paradigms to coexist in harmony, but rather to take the best of each approach and mash them up into something completely different. "The OLN model connects private and secure applications on the organizations network (such as the student information system, content repository, assessments and transcripts) to open and flexible tools and applications in the cloud (such as blogs, social networks and non-proprietary content) via a services-oriented architecture. According to Mott, ‗Significant use of LMS platforms at thousands of institutions by hundreds of thousands of faculty members and students might be taken as prima facie evidence that the technology adds value to teaching and learning. However, usage patterns suggest that the LMS is primarily a tool set for administrative efficiency rather than a platform for substantive teaching and learning activities. These concerns have been exacerbated by rapid growth in LMS-related spending over the past decade, which has led many to question whether the benefits of the technology are worth the cost.‖
  4. 4. ONLE VS Online Learning EnvironmentLMS Strengths LMS WeaknessesSimple, consistent, and structured As widely implemented, time-bound (courses disappear at the end of the semester)Integration with student information systems (SISs), with student rosters automatically populated in courses Teacher, rather than student, centricPrivate and secure (FERPA compliant) Courses walled off from each other and from the wider web, negating the potential of the network effectSimple and inexpensive to train and support (compared to supporting multiple tools) Limited opportunities for students to "own" and manage their learning experiences within and across coursesTight tool integration (such as quiz scores populated in gradebooks) Rigid, non-modular toolsSupports sophisticated content structuring (sequencing, branching, adaptive release) Interoperability challenges and difficulties26PLE Strengths PLE WeaknessesAlmost limitless variety and functionality of tools, customizable and adaptable in multiple configurations and Complex and difficult to create for inexperienced students and faculty membersvariationsInexpensive — often composed of free and open source tools Potential security and data exposure problems (FERPA issues abound)No artificial time boundaries: remains "on" before, during, and after matriculation Limited institutional control over dataOpen to interaction, sharing, and connection without regard to official registration in programs or courses or Absent or unenforceable service-level agreements; no ability to predict or resolve web applicationparticular institutions performance issues, outages, or even disappearanceStudent-centric (each student selects and uses the tools that make sense for their particular needs and Lacks centrally managed and aggregated group rosters (such as class rolls)circumstances)Learning content and conversations are compliable via simple technologies like RSS Difficult and potentially expensive to provide support for multiple tools and their integrations with each otherTable retrieved from: Mott, J. (2010). Envisioning the Post LMS ERA: and with institutional systemsThe Open Learning Network. EDUCAUSE Quarterly retrieved
  5. 5. ONLE VS Online Instructional Strategies The LMS was built in the 1990s before the ONLE. The ONLE helps to incorporate technologies that were not available in the 1990s. The LMS was built on first generation technologies. The ONLE was built from the bottom up and feeds off of other technologies. Many consider the LMS as being outdated. According to Mott, ―The LMS paradigm assumes that since some data must be kept private and secure, all data must be kept private and secure. The OLN rejects this premise and instead seeks to keep data that must be private and secure as private and secure as possible (p.1).‖Picture retrieved from:Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSEQuarterly retrieved
  6. 6. Types of ONLE Instructional Strategies Mashup is an online instructional strategy. Mashup is a revolutionary program that helped to play an important role in the evolution of web 2.0. Mashup combines data from two or more sources to create new services. Masups differ from other portals with the following aspects:Portal Mashup Older technology, extension to traditional Using newer, loosely defined "Web 2.0"Classification Web server model using well-defined techniques approach Approaches aggregation by splitting role Uses APIs provided by different content of Web server into two phases: markupPhilosophy/approach sites to aggregate and reuse the content generation and aggregation of markup in another way fragments Aggregates presentation-oriented Can operate on pure XML content andContent dependencies markup fragments (HTML, WML, also on presentation-oriented content VoiceXML, etc.) (e.g., HTML) Traditionally, content aggregation takes Content aggregation can take placeLocation dependencies place on the server either on the server or on the client "Melting Pot" style - Individual content "Salad bar" style: Aggregated content is may be combined in any manner,Aggregation style presented side-by-side without overlaps resulting in arbitrarily structured hybrid content CRUD operations are based on REST Read and update event models areEvent model architectural principles, but no formal API defined through a specific portlet API exists Portlet behavior is governed by standards Base standards are XML interchanged as JSR 168, JSR 286 and WSRP, although REST or Web Services. RSS and Atom areRelevant standards portal page layout and portal commonly used. More specific mashup functionality are undefined and vendor- standards such as EMML are emerging. specific Table retrieved from
  7. 7. Types of ONLE Instructional Strategies  Social networking is a platform to build social relationships. These relationships help people build on common interests. Social networking allows users to share pictures, events, activities and interests within a social networking site.  There are millions of users around the globe that use social networking sites including Twitter, Google Sites, Facebook and MySpace. According to ComScore, up to end of November 2011: Worldwide Unique Visitors 792,999,000 167,903,000 94,823,000 Google+ 66,756,000 MySpace 61,037,000 Others 255,539,000^ "ComScore: Google+ Grows Worldwide Users From 65 Million In October To 67Million In November". December 22, 2011.
  8. 8. Types of ONLE Instructional Strategies Folksonomy or social tagging is used for creating tags to manage content. A broad folksonomy is one in which multiple users tag particular content with many types of terms. According to Vanderwal, “a narrow folksonomy, on the other hand, occurs when a few users, primarily the content creator, tag an object with a limited number of terms. While both broad and narrow folksonomies enable the search ability of content by adding textual description - or access points - to an object, a narrow folksonomy does not have the same benefits as a broad folksonomy, which allows for the tracking of emerging trends in tag usage and developing vocabularies.” Vander Wal, T. "Explaining and Showing Broad and Narrow Folksonomies". Retrieved April 14, 2013 from
  9. 9. Types of online learninginstructional strategies Online collaboration is used for persons to work together online without having to be in the same room together. There are many different ways that people can work together without being in the same room. Online collaboration can be done through Huddle, Wrike, Powerpoint, and Basecamp. All of these programs are open to people simply by using a Blackberry and logging in to complete a group project.
  10. 10. Types of online learninginstructional strategies Online Student Publishing is a great way for students to present their work through e- portfolios. Through the e-portfolios the students can publish their best work Yudu allows students to explore publishing and publish their works for free. AuthorStream is the best way for your students to share and publish their presentations such as PowerPoint, Keynote, and Google Presentations on the web, in my opinion. Weebly is a website builder unlike anything you have ever experienced. This drag & drop website builder makes it simple to create a powerful, professional website without any technical skills required. WikiSpaces For Educators is a great place for your students to publish and share their work. Join the WikiSpaces K-12 Plan.
  11. 11. Types of online learning instructional strategies Online Learning Community is a private learning destination that allows learners to interact through peer to peer learning. There are different types of online learning communities: Synchronous- example instant messaging Asynchronous- example internet forums blogs –example Blogger course management –example Moodle collaborative –example forums social networking – example Flickr social learning
  12. 12. Resources "ComScore: Google+ Grows Worldwide Users From 65 Million In October To 67 Million In November". December 22, 2011. Mashup. (2013). Retrieved April 14, 2013 from pplication_hybrid) Mott, J. (2010). Envisioning the Post LMS ERA: The Open Learning Network. EDUCAUSE Quarterly retrieved ning-post-lms-era-open-learning-network Vander Wal, T. "Explaining and Showing Broad and Narrow Folksonomies". Retrieved April 14, 2013 from