Maximize Learning Online

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Whether presenting to colleagues, training staff, or leading classes for the public, many librarians find themselves in a teaching role. Now that there are so many approaches to teaching online, how …

Whether presenting to colleagues, training staff, or leading classes for the public, many librarians find themselves in a teaching role. Now that there are so many approaches to teaching online, how can we ensure that people learn in the online environment? This presentation addresses different approaches to teaching online, including webinars, screencasts, and self-directed elearning modules. With each approach, methods are suggested to facilitate learning through participation and meaningful interactivity.

Presentation for ILEAD USA Colorado, June 2013.

More in: Education , Technology
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  • What is learning? Idea of change, transformation, something is different for the learner, they are adapting to new informationLearning is not about acquiring information, it’s about change – our job is to facilitate the transformation, not to transmit the informationwhat do you want learners to do differently – this isn’t about acquiring knowledge, it’s about change
  • Stay focused on outcomes: What do they need to do? What do we want to happen?Sometimes you will see – know, do, feel – what do we want them to know, do, and feelExample of privacy and confidentiality in library customer service:I want them to know there’s a statute in Colorado about privacy and that they can be in violation if they don’t follow itI want them to keep customer records private and confidential – follow procedures that ensure thisI want them to feel an ethical and legal responsibility to do this – if they don’t and are lax, they probably aren’t a good fit
  • “We need to get this information into everyone’s head!”Communication model – pour our info/knowledge into learner like they’re a vesselImage from communication elearning – difference between communication and learningRef desk example – I need to take a civil service exam. You need to take a civil service exam? How can I help? This is not learning, it’s communication
  • Learning involves processing in the brain of the learner – mental models are constructed in memory, and previous knowledge is built upon. As trainers and teachers, we are of course providing information and knowledge, but we are ALSO facilitating the process of building these models for the learner
  • What do these statements (titles) evoke?What do we tend to do in a face-to-face classroom?In face to face trainings and presentations, we still sometimes just info dump, but we seem to know even if only some of the time that the learner doing things to help construct knowledge will helpE.g. imagine you’re teaching the public a class on Microsoft Word. If you just show the software and click around at the features, how well will they be able to use it later? You would want them to have hands on, or, have a takeaway that they could use when they have hands on time.
  • How do we translate this to the online environment?We are going to talk about how to use meaningful engagement and interactivity to facilitate learning online
  • What are we talking about here? The webinar
  • What are the implications of live – people are all there together! They can participate!Because you are there in real time together, it is inherently social – although, some strip out those partsIf you bother to have people there at one time, leverage these interactions! Otherwise, just make a recording (slideshare plus audio – record yourself delivering the presentation)When live, real‐time facilitated instruction with learning‐oriented interaction is needed. This environment is for active idea generation, problem solving, and other higher‐level application activities; learners are vulnerable at the point of application – real‐time interactive context addresses this. We live in social context, so learningwithin social context is necessary for application ‐ peer interaction enhances the construction of meaning.Different scenario than knowledge dispersal or information dump – If you don’t have the interactive components in your live event, why are you having it? Might want to consider another approach (prerecorded slide presentation, e.g.)If you use this as an info dump, it is very taxing to memory and very hard to learn – high cognitive load because learner is not able to control the paceproblems with synchronous are usually around the technology
  • People learn from talking to each other, formulating ideas and sharing them, seeing how others respond to ideas, building on the ideas of othersKnowledge is socially constructedMoore’s three interactions – a LOT of research finds that interaction is essential for learningLearner – Content – the foundation of Western educationLearner – Expert – takes individual learners into account ‐ to clarify, draw analogies,simplify, suggest further readings, etc.Learner – Learner – much educational theory includes the importance of socialdimensions of learning – authentic learning, problem‐basedlearning, informal learning, communities of practice approaches etc.
  • Idea is not for you to NOT have the session, it’s for you to make it so you change the criteria
  • Use short “lecturettes” broken up with meaningful interactionsTalk about what’s being shared - call on participants by nameHave participants comment on peer contributionsIdea is to stop broadcasting and start inviting – use what learners already know, allow them to access their own knowledgeWhat’s another reason this is a good idea? If you aren’t getting them to chat, or otherwise communicate back – how do you know they’re paying attention, engaging, etc? This is all you can see, so, you are helping yourself too
  • Idea is to stop broadcasting and start inviting – use what learners already know, allow them to access their own knowledge
  • What would you do? How would you turn it around? Just use the title! Also – of all this info, what is the most important? What’s the pith?
  • http://ngm.nationalgeographic.com/img/big-idea/augmented/augmented.jpgLast time you taught – what was it? Any ways you think you could turn that around?
  • Note that, just like in most parts of life, you get what you pay for – if you want the full functionality, you often have to pay for itAlternatives – use slideshare and record yourself giving the presentation – let learners control the paceLook at the tips shared in the two ebooks – they cover the gamut and they were shared by people who are in the field doing itQuestions?
  • http://screenr.com/U9w8Hosted in the cloud, nothing to download, embeddable, can easily publish to YouTube, embed in a blog post or web page, etc.
  • An asynchronous approach – learner can view it any time, can start, stop, replayScreencasts are great for software simulations – Software demos, how to use databasesHow to navigate something – quick student tutorials, ref desk helpQuick communications – with colleagues – my Connect exampleHard to make interactive especially if you are going the free route
  • Nothing worse than sitting through 30 mins of video to get to the one bit of info you needEmbed snippets in a blogSomething that helps with keeping it short – plan what you’re going to say and do, so you don’t sidetrack off
  • You don’t have to be there for the answer for them to get something out of the reflection
  • Screenr – 5 min, Screencast – 15 min, both host in cloud and can post to YouTube (great for mobile access), Java based Jing and Wink – downloads, Jing allows some amount of free hosting on screencast.comWink – not really screen recording but screenshots, you can add annotations to it so some added functionality from the paid products. Needs hosting.
  • Clear cache and history after planning out clicks
  • LE@D, Skillsoft, compliance training – other examples?
  • Complicated material, important for learner to control the paceCan include screen recordings within it, usually involves other screens, visuals, interactivity
  • E-reading or e-document but not e-learningI think we need to consider epub as something we start to get into – start creating our own little ebooks for training With elearning, we want to move from dishing out information, and moving toward giving a meaningful experience – comes from the idea that people need information, and we need to give it to them – communication model at beginning
  • We’re not talking outward bound or a ropes course here, we’re just talking about shifting things so people have some opportunity to learn
  • This is still click and read, but the context is helpful and adds something more to the learning – staff person can see themselves there, more likely to apply
  • More immersive and realisticMany people start with a focus on the information they want to share. Instead, focus on what you hope people will do with or because of the information. Pres­ent the information in that context to better engage with the learner.So, context of a library with characters

Transcript

  • 1. How can I facilitatelearning when Ican’t even seethem?!
  • 2. What is a team?
  • 3. A customer comes to thecirculation desk to check outsome books.Angela notices that one bookis written by her favoriteauthor!What’s an appropriate thingfor Angela to say to thecustomer?At the circ deskTry it!
  • 4. This is one of my favoriteauthors! Have you readSomething Blue?OK, all checked out.Have a great day!
  • 5. Well. That’s for my sister. Idon’t read those kind of books.
  • 6. Is it ever appropriate to commenton a customer’s book?It may seem like good customerservice to do that, but it’s notappropriate to comment onsomeone’s reading habits.Sometimes people may beembarrassed about what they’rereading, or they could be lookingfor sensitive health information.What someone reads should bekept private. It’s not up to you todecide what’s okay to comment onor what to keep private.
  • 7. Great! Thanks! See younext time.
  • 8. Good job! Simply thanking thecustomer and not commenting onthe book is appropriate.It’s not up to you to decide what’sokay to comment on or what tokeep private when checking outbooks.What someone reads should bekept private.
  • 9. The end