CCA eLearning Conference Presentation -

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Agenda:

eLearning is about collaboration, communication and community

Questions of content, assessment and facilitation

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  • Photo Credit: http://www.flickr.com/photos/12905355@N05/4293966039/
  • Literacy
    PowerPoint story – Peer Review
    Basketball referee
  • We’ll Explore a range of commercial and free tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s, led and teach learners online, conduct assessments and to facilitate group work.We’ll understand how to communicate with learner’s online using discussion forums and webinars. We will explore free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
    We’ll also take a look at emerging trends including the flipped classroom, augmented reality and gamification.
  • We’ll Explore a range of commercial and free tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s, led and teach learners online, conduct assessments and to facilitate group work.We’ll understand how to communicate with learner’s online using discussion forums and webinars. We will explore free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
    We’ll also take a look at emerging trends including the flipped classroom, augmented reality and gamification.
  • "Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support.
    Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term.
    Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.”
    Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.)
    http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html
    Information
    Demonstration
    Case Study
    Scenario
    Decision Making Tree
    Knowledge checking
    Problem based Learning
  • "Reference" is static content - meaning no interaction other than allowing the user to link from page-to-page and to search. It is asynchronous. It is normally a series of web pages, but can be PDF or other document types. It can be created using Wiki software, a content management system, web editing software or even Microsoft Word stored as HTML. It's designed to provide either real-time support for work tasks or near real-time support for look up. Often they are designed based around particular job functions and tasks to provide good on-the-job support.
    Reference includes "job aids" or "online support" or "online help" or various other things. Each of these other terms in slightly more specific than "reference" as they generally imply a bit more about the specific structure of the content. Thus, "reference" to me is a good umbrella term.
    Courseware implies pages of course content (information, multimedia) broken up with quizzes, case studies or scenarios. Usually takes a neutral tone."Rapid Content Creation" or "Just-in-Time.”
    Workplace – we are either given a role in a workplace scenario and led through case studies by a workplace mentor or supervisor either passively or actively engaged in workplace scenarios or decision making trees.)
    http://elearningtech.blogspot.com.au/2006/05/shift-in-eLearning-from-pure.html
    Information
    Demonstration
    Case Study
    Scenario
    Decision Making Tree
    Knowledge checking
    Problem based Learning
  • http://www.youtube.com/watch?v=EZ15vUjgqvw
  • http://www.youtube.com/watch?v=EZ15vUjgqvw
  • We’ll Explore a range of commercial and free tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s, led and teach learners online, conduct assessments and to facilitate group work.We’ll understand how to communicate with learner’s online using discussion forums and webinars. We will explore free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
    We’ll also take a look at emerging trends including the flipped classroom, augmented reality and gamification.
  • We’ll Explore a range of commercial and free tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s, led and teach learners online, conduct assessments and to facilitate group work.We’ll understand how to communicate with learner’s online using discussion forums and webinars. We will explore free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
    We’ll also take a look at emerging trends including the flipped classroom, augmented reality and gamification.
  • Digital literacy is the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies. It requires one "to recognize and use that power, to manipulate and transform digital media, to distribute pervasively, and to easily adapt them to new forms".[1]
    Digital literacy does not replace traditional forms of literacy, it builds upon the foundation of traditional forms of literacy.[1] Digital literacy is the marrying of the two terms digital and literacy, however, it is much more than a combination of the two terms. Digital information is a symbolic representation of data, and literacy refers to the ability to read for knowledge, write coherently, and think critically about the written word.
    http://en.wikipedia.org/wiki/Digital_literacy
  • How will learners learn on the job in the next 10 years?
    70%—informal, on the job, experience based, stretch projects and practice
    20%—coaching, mentoring, developing through others
    10%—formal learning interventions and structured courses.
  • We often think of sign ups to courses as Induction, the enrolment process, government paper work, facilities tours etc. With online learning we have to consider a wider induction, made up of 4 distinct introductions
    Technology – Each learning technology you are using should be introduced in an activity that isnt directly connected to assessment or learning activities. Use these are getting to know you opportunities while the learners get to know the technology:
    Post an introduction to your forum
    Upload an image of themselves to the LMS
    Discuss their job role and overall personal aims
    Comment and build on insights shared by others
    Time Management – suggested strategies for taking responsibility for understanding deadlines. Made more critical is some learning is to be self paced. Consider regular email reminders, directed personal emails to stragglers or those clearly not coping/participating. 
    Collaborative – will your students being working together in some form of group project? Many learners struggle to work in teams in face to face situations. The weight of sifting ideas, reflecting, adjusting information and opinions, fighting to get their point included can be very difficult once these activities move online.
    Peer Review activities are the perfect way to introduce learners to collaborative learning. Group work has to be carefully supported by the trainer to be successful.
    Organising Information – most eLearning courses still contain access to handout material – be it powerpoint, word documents, PDFs, sound files etc. We’ve all seem learners whose face to face folders are a shambles of unorganised paper and handouts. Same goes for digital learners. Support learners to build their digital literacy skills by modelling the organisation of information particularly for:
    -storing files
    Saving URLs and web address
    Following Industry blogs
    Creating and building networks
  • We talk a lot about student engagement. What does it mean to you?
    Mobile
    Short Grabs
    Video
  • Questions from the Floor
    Provide Links to ACPET PD Program
    http://www.acpet.edu.au/services/professional-development/
    Victorian Providers remind of ementor program
  • CCA eLearning Conference Presentation -

    1. 1. Making the most out of your online tools for teaching and in learning VET?
    2. 2. ACPET not Government God - Vic e-learning Program 2011 these ol’ stories again….
    3. 3. Agenda eLearning is about collaboration, communication and community Questions of content, assessment and facilitation
    4. 4. Mood Meter High as a High as a kite on kite on expresso expresso Smiling Smiling while while multi multi tasking tasking Calm & Calm & ready to ready to rip rip Fogged In Fogged In Having Having Bex & Bex & good lie good lie down down
    5. 5. Content V Facilitation V Evidence
    6. 6. Why go down the elearning road? • • • • • • • Learner Demand Competitive Edge More time for skills assessment in F2F Respond to Industry demand Reduce reliance on paper from enrolment to assessment to certification Meet time and distance pressures Extend your community of learners
    7. 7. Delivery Design Choices Face to Face Content Activities Assessment Self Paced Online Facilitated
    8. 8. Course Content Tools to create self paced learning content, create and share audio and video and Interactive PDF’s and PowerPoint’s
    9. 9. Types of Content “Context” • Textbook or “Reference” style (job aids, online support or help) Static – Just in Time • Courseware (Content & simple assessment) • Workplace /Interactive (case study/scenario/ decision making tree) Interactive • Demonstration (simulation/screencast)
    10. 10. Self Paced Content issues Give learners something to do with the content. Even if your course is info heavy, provide opportunities to apply learning to workplace context in the role they will occupy. When presenting a problem, “content” can be provided in a variety of forms using video, audio and some text. This gives more depth to typical “quiz” based assessment which test memory rather than understanding, problem solving and consequences of on the job of decision making.
    11. 11. Content – The YouTube tendency
    12. 12. Claps! I am using online content of some sort with learners – videos, websites, cd-roms, apps, purpose built or off the shelf content
    13. 13. Claps! I am running webinars to run tutorials or class get together’s with my learners
    14. 14. Claps! I encourage my learners to demonstrate their skills using smart phone video or photographs
    15. 15. Claps! I use discussion forums to ask questions, post problems and develop interaction between learners
    16. 16. Claps! I sign up learners to our social media to maintain connection with them during, before and after their training
    17. 17. 2 minutes Share one really good idea you’ve had for using technology with learners….
    18. 18. Some trends…
    19. 19. Assessment submission Free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
    20. 20. Decision making trees • Knowledge retrieval and application • Problem Solving • Scenario driven • Quiz based but can track users interaction with a process • Applying appropriate resources • Self paced or Group
    21. 21. Discussion and social learning • • • • • Knowledge and Skills Group problems Application to workplace Learner’s stories Contributes to formative assessment • Assessment carrot to ensure involvement
    22. 22. Student placement • • • • • • • • Share experiences Wiki/LMS/Social Media Industry Knowledge Common issues Variety in the sector Private V Shared Ethics & Confidentiality “Case Study” style assessment creates learning for subsequent learners
    23. 23. Peer Review • Develop a rubric with learners • Check for mapping • Distribute back to learners as marking guide • Rehearse the marking guide • Conduct presentations (summative) • Collect peer review • Redraft and resubmit • Share and assess
    24. 24. Mobile evidence • Evidence Capture • Voice – Text – Video – Images • Student, 3rd Party, Assessor • How much evidence is enough? • Skills & Knowledge • Supplementary evidence
    25. 25. Demonstration as content • Film learners/third party/supervisor demonstrations • Ensure learner speaks to camera to describe what they have done, job requirements, conditions and special aspects of job • Add to LMS as content • Learners view same job in variety of conditions and settings
    26. 26. Student productivity/digital literacy & Educational/Workforce Futures
    27. 27. Free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.
    28. 28. Digital Literacy
    29. 29. 70:20:10
    30. 30. Induction – ongoing learner skills Technical Technical Time Management Time Management Collaborative Collaborative Organising Info Organising Info
    31. 31. Engagement – Engagement
    32. 32. 2 minutes Share one really good way you have generated discussions with your learners during training
    33. 33. Communicating/Facilitating Communicating with learners online using discussion forums and webinars.
    34. 34. Webinar facilitation Keep lecturing to a minimum. Use the group to work through scenarios and problems. Promote discussion and the sharing of perspectives. Provide peer review opportunities for learners to feed back on each others assessments Multiple ways of participating – voice, discussions, white board, brainstorming,
    35. 35. Discussion facilitation •Link to assessment •Participants sharing experiences & prior knowledge – “learners stories” •Application to workplace or experience •Make pre readings short •Mix of problems, case studies, reflections •Peer Review •Voice or Text
    36. 36. Yammer
    37. 37. Google Hangouts www.google.com/+/learnmore/hangouts
    38. 38. Any Questions?
    39. 39. Presenter – Michael Gwyther mick@yumstudio.com.au @mickgwyther http://www.facebook.com/michael.gwyther http://www.linkedin.com/profile/view? id=20201325

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