Putting Elearning Into Practice
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Putting Elearning Into Practice

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Another pres on the familiar theme - for IT Studies regional conference.

Another pres on the familiar theme - for IT Studies regional conference.

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Putting Elearning Into Practice Putting Elearning Into Practice Presentation Transcript

  • PUTTING ELEARNING INTO PRACTICE Issues and Approaches
  • What is elearning? http://what-is- elearning.wikispaces.com /
    • Etraining
    • Distance Education
    • Blended or Web Enhanced Learning Type 1
    • Blended or Web Enhanced Learning Type 2
    • Virtual Classroom Type 1 (Collaborative)
    • Virtual Classroom Type 2 (Presentational)
  • Next/Back Learning
    • Content for whole course prepared and loaded upfront (expensive)
    • Minimal input from instructors; essentially unfacilitated
    • Self-paced; individualised
    • Suitable for compliance or product training, or for highly motivated students
  • Facilitated Learning
    • Involves processing of content
    • PLUS
    • Communication activities (discussion) with fellow students and facilitator
    • Strong social and/or collaborative component
  • Where do you put your content? MOODLE, JANISON, or RENT A CROWD?
  • “ The Read/Write Web” (Tim Berners Lee) Original photo by Hummanna .
  • eLearning 2.0/Web 2.0 (Stephen Downes)
    • eLearning 1.0 was static packaged content developed by content developers such as CD-ROMs and courseware. It had little true interactivity and learner input and very little (if any) contact with a tutor. Best represented by Learner Management Systems. (eg WebCT) Some packaged content and some provided by the teacher. There is more interaction with a teacher and some with peers (through forums and chat). eLearning 2.0 will follow a student-centred model and will be centred around the Personal Learning Environment using social software. Students generate and share content. They interact not only with teachers and their peers, but with anyone in the world they can learn from.
  • eLearning 2.0 (Networked Learning)
  • Networked Learning
  • Mapping the cultural emphases of emerging social software tools From Stuckey and Arkell; Development of an eLearning Knowledge Sharing Model; 2005
  • Mapping the cultural emphases of emerging social software tools From Stuckey and Arkell; Development of an eLearning Knowledge Sharing Model; 2005
  • Line of increasing personal agency Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - up norms, not rules Enabling Culture Culture of compliance Institutionally driven Member driven Formal Informal Top - down rules for creation, operation and governance Emergent Bottom - norms, not rules Mapping the cultural emphases of emerging social software tools Wikipedia e - Portfolios Profile tools Blogs/Wikis Flickr IM (Skype) Tagging Tools ( del.icio.us , List servers Forums Online journals FIREWALL FIREWALL FIREWALL From Stuckey and Arkell; Development of an eLearning Knowledge Sharing Model; 2005 YouTube Facebook Podcasting LMS
    • Communication
    • Teamwork
    • Problem Solving
    • Initiative and Enterprise
    • Planning and Organising
    • Self-management
    • Learning
    • Technology
  • Employability Skills
    • Communication
    • Teamwork
    • Problem Solving
    • Initiative and Enterprise
    • Planning and Organising
    • Self-management
    • Learning
    • Technology
  • Digital Storytelling: which skills?
    • Communication
    • Teamwork
    • Problem Solving
    • Initiative and Enterprise
    • Planning and Organising
    • Self-management
    • Learning
    • Technology
    Which skills? – all of them!
  • Executive Functions (Neuroscience)
    • planning
    • decision-making
    • inhibition
    • meta-cognition (thinking about learning)
    • creativity
    • problem solving
    • Employability Skills
    • Communication
    • Teamwork
    • Problem Solving
    • Initiative and Enterprise
    • Planning and Organising
    • Self-management
    • Learning
    • Technology
    • Executive Functions
    • problem solving
    • decision-making,creativity
    • planning
    • inhibition
    • meta-cognition (thinking about learning)
  • Asynch Synch Oral Written Dialogic Minimalistic Reflective; combination of dialogic and monologic Most structured form of communication COMMUNICATION AXIS
  • Drivers
    • Employability Skills
    • Skills Strategy
    • Training Packages
    • AQTF
    • OR
    • YOU???
    • YOUR STUDENTS’ NEEDS?
  • Challenges
    • Web 2.0
      • Networked Learning
      • Participatory Media
    http://flickr.com/photos/exfordy/1184487050/
  • Why Media?
    • Adrian Miles (RMIT):
    • “ make our institution…more porous to the students’ private technologies – their mobile phones, their laptops and their cameras.”
    • Innate human desire/need to create
    • Ubiquity and ease of participatory media enables creation of art, film, documents, course content, assessments, etc
  • Challenges
    • Web 2.0
      • Networked Learning
      • Participatory Media
      • Open Content
    http://flickr.com/photos/exfordy/1184487050/
  • Open Content
  • Challenges
    • Web 2.0
      • Networked Learning
      • Participatory Media
      • Open Content
      • Creative Commons Licensing
    http://flickr.com/photos/exfordy/1184487050/
  • Creative Commons Licensing from Jeffrey Beall at http://www.flickr.com/photos/denverjeffrey/301014978/
  • Challenges
    • Web 2.0
      • Networked Learning
      • Participatory Media
      • Open Content
      • Creative Commons Licensing
    • New Ways of Learning?
    • http://newlearning.wikispaces.com/
    • Keeping a Media Generation engaged
    http://flickr.com/photos/exfordy/1184487050/
  • CONNECTIVISM: A Learning Theory for the Digital Age (George Siemens, University of Manitoba, Canada)
    • Principles of Connectivism:
    • Nurturing and maintaining connections is needed to facilitate continual learning .
    • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
    • Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • Challenges
    • Keeping abreast of a field that changes daily
    • Training IT students to manage the information deluge
    • Can institutional networks survive, and remain relevant?
    http://flickr.com/photos/exfordy/1184487050/
  • What are others doing?
    • Photography (Croydon) - customised
    • TAA (Protopage)
    • Stonemasonry (NSW) Ning
    • Cert IV/Diploma in Business/Bus Admin (Seedwiki)
    • Dental – podcasting
    • Western Institute (TAFE NSW) - wiki
    • Hospitality – Appetite for Success
    • Property Services (Panorama) Centra
  • Property Services – Centra Recordings
  • Practical Resource
    • Peter Shanks (NSW)
    • bluemountains.net
  • The Future
    • Time-to-Adoption: One Year or Less
      •          Virtual Worlds/Immersive Environments
      •          Cloud-Based Applications
    • Time-to-Adoption: Two to Three Years
      •          Geolocation
      •          Alternative Input Devices
    • Time-to-Adoption: Four to Five Years
      •          Deep Tagging
      •          Next-Generation Mobile
    From Australian/NZ Horizon Report http:// horizon.nmc.org/australia /