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  1. 1. Welcome – Week 4 <ul><li>iTunesU </li></ul><ul><li>Copyright </li></ul><ul><li>Creative Commons </li></ul><ul><li>Learning Theory </li></ul><ul><li>Cater for learners </li></ul>
  2. 2. almost a greek god Hands up those who want to die crusin’ cocky & sure of meself Just saw a mirror Use the text tool to record your current state
  3. 3. Welcome
  4. 4. Welcome
  5. 5. Welcome
  6. 6. Assessment Task 2 <ul><li>Add some dot points to the following table that demonstrate how you think the various learning theories relate to e learning strategies and web 2 tools (if relevant). </li></ul><ul><li>Briefly Consider how each learning theory might relate to a specific activity delivered as part of your current training. </li></ul>23rd March
  7. 7. Assessment Task 2
  8. 8. Assessment Task 2 <ul><li>Resources: </li></ul><ul><li>Learning styles and strategies Richard M. Felder </li></ul><ul><li>Foundations of Educational Theory for Online Learning Mohamed Ally Athabasca University </li></ul><ul><li>Gallery of e Learning Strategies </li></ul>
  9. 9. Assessment Task 3 <ul><li>From your exploration of eLearning strategies, web 2 tools and Learning styles explore 2 eLearning strategies that would be a likely choice for you when delivering to your predominant target group of learners. </li></ul><ul><li>You will publish your findings on the wiki for this course at . Add a page there and include the required information </li></ul>30th March
  10. 10. Assessment Task 3
  11. 11. iTunesU <ul><li>More than 250,000 free podcast/lecture content </li></ul><ul><li>Much more in closed content </li></ul><ul><li>300 educational institutions – MIT, Yale, Swinburne, Uni of Melbourne, Uni of NSW, Uni of WA </li></ul>
  12. 12. iTunesU Demo
  13. 13. Copyright <ul><li>Who owns what? </li></ul><ul><li>How much can you use? </li></ul><ul><li>What are your license options? </li></ul><ul><li>Double check what your organisation’s policies are. </li></ul>
  14. 14. Creative Commons <ul><li>Creative Commons is a nonprofit that offers flexible copyright management tools for creative work. </li></ul><ul><li>Offering your work under a Creative Commons license does not mean giving up your copyright. It means offering some of your rights to any taker, and only on certain conditions. </li></ul>
  15. 15. Good sources of CC Multimedia <ul><li>Images - Most pull from Flickr's extensive collection </li></ul><ul><li>Flickr (check the Creative Commons box at the bottom) </li></ul><ul><li>FlickrCC </li></ul><ul><li>Compfight </li></ul><ul><li>FlickrStorm </li></ul><ul><li>everystockphoto </li></ul><ul><li>Open Clipart Library </li></ul><ul><li>Geograph British Isles </li></ul><ul><li>Wikimedia Commons/ </li></ul><ul><li>Audio </li></ul><ul><li>CC Mixter Samples </li></ul><ul><li>Jamendo </li></ul><ul><li>Freesound </li></ul><ul><li>Internet Archive </li></ul><ul><li>Owl Music Search </li></ul><ul><li>SpinXpress </li></ul><ul><li>Wikimedia Commons </li></ul><ul><li>Video </li></ul><ul><li>MOD Films </li></ul><ul><li>Internet Archive </li></ul><ul><li>SpinXpress </li></ul>
  16. 16. Creative Commons – Licence Types <ul><li>Attribution - This applies to every Creative Commons work. Whenever a work is copied or redistributed under a Creative Commons license, credit must always be given to the creator. </li></ul><ul><li>Non commercial - Lets others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only. </li></ul><ul><li>No Derivative Works - Lets others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it. </li></ul><ul><li>Share Alike - Allows others to distribute derivative works only under a license identical to the license that governs your work. </li></ul>
  17. 17. Some Websites <ul><li>Flickr – </li></ul><ul><ul><li>Robyn jay’s photostream </li></ul></ul><ul><li>Open Source Music - </li></ul><ul><li>Designing and implementing eLearning with Creative Commons (Australian Flexible Learning Framework) </li></ul><ul><li> </li></ul><ul><li>Creative Commons information </li></ul><ul><ul><li>Australia – </li></ul></ul><ul><ul><li>Creative Commons (Global) – </li></ul></ul>
  18. 18. Questions for today <ul><li>How do learning theories relate to online learning activities </li></ul><ul><li>Start to identify e learning tools with specific strategies to suit a range of learners and purposes </li></ul>
  19. 20. Learning Theory – Behaviorism <ul><li>We learn because we make a particular response to a given stimulus </li></ul>
  20. 21. Learning Theory – Cognitivism <ul><li>Behaviourism didn’t have a role for thinking . ~to learn something you must have: Attention: </li></ul><ul><li>Retention: </li></ul><ul><li>Reproduction: </li></ul><ul><li>Motivation: </li></ul>
  21. 22. Learning Theory – Constructivism <ul><li>Our past experiences have a great influence on how we learn. </li></ul><ul><li>emphasises learning, not teaching </li></ul><ul><li>encourages learners to use initiative and be independent </li></ul><ul><li>encourages learners to interact with other learners/teacher/mentor </li></ul><ul><li>supports co-operative learning </li></ul>
  22. 23. Learning Theory
  23. 24. Learning Theory – Online Learning <ul><li>Most computer-based learning now is based around constructivism, but with elements of behaviourism and cognitivism thrown in! </li></ul>
  24. 25. Basic Tenants of Constructivism <ul><li>Knowledge is constructed from and shaped by experience. </li></ul><ul><li>Learners must take an active role and assume responsibility for their learning. </li></ul><ul><li>Learning is a collaborative process and students create their own meaning from obtaining multiple perspectives. </li></ul>
  25. 26. Basic Tenants of Constructivism <ul><li>Learning should occur in a realistic setting. </li></ul><ul><li>Learners should choose their own path through content and activities. </li></ul><ul><li>Content should be presented holistically, not broken into separate smaller tasks. </li></ul>
  26. 27. Constructivism – How Realistic? <ul><li>Learning should occur in a realistic setting. </li></ul>
  27. 28. Constructivism – How Realistic? <ul><li>Knowledge is constructed from and shaped by experience. </li></ul>
  28. 29. Constructivism – How Realistic? <ul><li>Learners should choose their own path through content and activities. </li></ul>
  29. 30. Constructivism – How Realistic? <ul><li>Content should be presented holistically, not broken into separate smaller tasks. </li></ul>
  30. 31. Learners come in all shapes and sizes <ul><li>Learners exhibit a variety of learning style preferences </li></ul><ul><li>Active </li></ul><ul><li>Reflective </li></ul><ul><li>Visual </li></ul><ul><li>Experiential </li></ul><ul><li>Auditory </li></ul><ul><li>Sensing </li></ul>
  31. 32. Lets cater for them! <ul><li>Reduce reliance on text (Audio, Visuals, Video) </li></ul><ul><li>Use multimedia </li></ul><ul><li>Engage learner to think through online material (learning activities) </li></ul><ul><li>Put back industry knowledge </li></ul>
  32. 33. Push or Pull?
  33. 34. Push or Pull?
  34. 35. Push or Pull? – Cathy Moore
  35. 36. Push or Pull?
  36. 37. Push or Pull? – Cathy Moore
  37. 38. Cathy Moore Real world actions that learners need to take Realistic online activity that helps learners practice those actions
  38. 39. Cathy Moore <ul><li>Character faces a challenge </li></ul><ul><li>Show not tell </li></ul><ul><li>Make learners justify their choices. Challenge their assumptions and make them think deeply about the material. </li></ul><ul><li>Contextual feedback will help learners see where they went wrong </li></ul>
  39. 40. Cathy Moore – example of push
  40. 41. Cathy Moore – example of pull
  41. 42. The Parting Glass