The Ripple Effect
•Download as PPTX, PDF•
1 like•737 views
This presentation looks at a proposed online learning methodology that allows students to 'self-differentiate' and to choose their own path through an online resource
Recommended
More Related Content
More from Rebecca Ferriday
More from Rebecca Ferriday (20)
Recently uploaded
Recently uploaded (20)
The Ripple Effect
- 1. Developing Online Learning with ‘The Ripple Effect’ Rebecca Ferriday and Timothy Sharp, Cardiff University
- 3. A passive, ‘one-way’ experience…
- 4. Interactivity ‘Allowing a two-way flow of information between a computer and a computer-user; responding to a user’s input’ (Oxford Dictionary, 2015)
- 5. Online Activity: Injury Aetiology
- 8. Community of Practice (Lave and Wenger, 1991)
Editor's Notes
- Introduce yourself, what you do, what you used to do…
- A lot of online learning gives students no chance to direct or shape their own learning. They are, effectively, on rails.
- Very little or no interaction. Lecturers upload Word and PowerPoint documents thinking they have ticked the embedding learning technology box. This just leads to VLEs as repositories of documents that students mindlessly click and read through. Passive-no interaction. One way-no interaction...
- Oxford Dictionary defines the word 'interactivity' thus. Two-way flow.
- This is an example of a resource I developed using the Ripple Effect. Here's how it works. Think of a stone being thrown into a pond. Ripples emanate from this. In this model, the stone is the core concept that is introduced. Ripples form levels of related information. The ripples closest to the stone are more defined-mandatory content all students need to work through. Ripples furthest from the stone are at deeper levels of understanding and are optional-students can elect to work through them. Hence self-differentiation. In this example the image on the left shows a number of core concepts related to Injury Aetiology. These are the stones, and students can work through them in any order they choose. The stone highlighted here is surfaces. The image on the right shows the mandatory ripples, related content, closest to the stone.
- Here's a diagram of the same concept. Mandatory content in red (closest to the central concept or stone in blue), and optional content in green (furthest away from stone).
- Here, interaction is encouraged via a digital notice board. Students are given three discussion topics related to surfaces and invited to leave comments via virtual 'Postit notes'. These can be left anonymously, and students who are tech-savvy can attach files, video and audio files and/or feedback. Set up using free site: Padlet (formerly Wallwisher). Set up your board (background, title, description) and at a click of a button it will generate a URL to give to students. This activity forms an outer ring so is an optional task.
- The notion of a COP has been around for almost a quarter of a century! Self-directed learning via peer-collaboration also gives an opportunity for a COP to evolve. A group of like minded people looking to find out about a specific topic via online and real life interaction. This occurs via activities like the one highlighted in the previous slide.