Motivating Online Learning

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Motivating Online Learning

  1. 1. Online Learning <ul><li>Pankaj Khare </li></ul><ul><ul><li>Programme Officer </li></ul></ul><ul><li>Commonwealth Educational Media Centre for Asia </li></ul><ul><li>COL, New Delhi </li></ul>
  2. 2. What motivated us to come to this Workshop ? <ul><li>To learn about multimedia? </li></ul><ul><li>To understand the capabilities of CBT? </li></ul><ul><li>I need to have an online course? </li></ul><ul><li>I can do better through online than print? </li></ul><ul><li>I am fascinated by computers? </li></ul><ul><li>My institution asked me to attend? </li></ul><ul><li>I wanted to come to Delhi? </li></ul><ul><li>Other Institutions are doing online courses so we have also to do it and learn multimedia? </li></ul><ul><li>My learners are willing to have e-learning courses? </li></ul>
  3. 3. From Learners point of view… What will drive them to go online? <ul><li>It is available so they want to do it? </li></ul><ul><li>Other friends are doing it? </li></ul><ul><li>They have no access to F2F institutions? </li></ul><ul><li>They can do better through online than F2F? </li></ul><ul><li>The courses offered online are not available in F2F? </li></ul><ul><li>Their parents are insisting to do the course online? </li></ul><ul><li>They are computer literate and thus more comfortable with online courses? </li></ul><ul><li>They are employed and thus have no time to learn through F2F? </li></ul><ul><li>They want quick jobs and in society computers are in demand? </li></ul><ul><li>They want to upgrade the knowledge? </li></ul>
  4. 4. Vocational : Extrinsic : Seeking qualification for a better job Intrinsic : Acquiring skills for own future desires Academic : Extrinsic : Want to pass exams, get good grades Intrinsic : Pursuing own intellectual interests Personal : Extrinsic : Prove one’s capability to others Intrinsic : Desire for self improvement Social : Extrinsic : Extracurricular sports, club activities Intrinsic : ?? MOTIVATION COVERAGE Source : Paul Kawachi
  5. 5. Motivational Tools… From facilitator’s point of view <ul><li>Need assessed curriculum design… </li></ul><ul><li>Balanced course content ? </li></ul><ul><li>Constant communication </li></ul><ul><li>Timely feedback </li></ul><ul><li>Availability </li></ul><ul><li>Constant encouragement </li></ul><ul><li>Tracking the learners </li></ul>
  6. 6. From Institutional point of view… <ul><li>Pre-admission counselling </li></ul><ul><li>Creation of support system </li></ul><ul><li>System maintenance and technical support </li></ul><ul><li>Timely feedback on administrative aspects </li></ul><ul><li>Post course opportunity guidance </li></ul><ul><li>Powerful information system </li></ul>
  7. 7. Support… 1. Web-based course material 2. E-mail 3. Computer conferencing 4. Teleconferencing 5. Audios/Videos 6. CBT/tutorials 7. Internet-based resources 8. On-line chat sessions 9. Telephone 10. Library (conventional/digital) 11. Feedback from tutor (on tasks) 12. Radio counseling 13. Guidance received from TLC 14. Support from Institution 16. Print Materials
  8. 8. Terms and Concepts <ul><li>Face to Face (Attendance) </li></ul><ul><li>Distance Learning </li></ul><ul><li>On-line learning </li></ul><ul><li>Computer based training (CBT) </li></ul><ul><li>Blended Learning </li></ul><ul><li>Flexible Learning </li></ul><ul><li>Learning Management Systems </li></ul><ul><li>Content Management Systems </li></ul><ul><li>Electronic Blackboards </li></ul><ul><li>Change Management </li></ul><ul><li>e-Learning </li></ul>
  9. 9. E-Learning <ul><li>To use computer technologies to create, foster, facilitate and deliver learning anywhere, anytime </li></ul><ul><li>The “e” in e-Learning stands for : </li></ul>ELCTRONIC <ul><li>Ease of use </li></ul><ul><li>Effectiveness </li></ul><ul><li>Engaging </li></ul><ul><li>Empowerment </li></ul>
  10. 10. Instructional Design Process <ul><li>Analyze – needs, levels, goals </li></ul><ul><li>Design – objectives, experiences </li></ul><ul><li>Build – appropriate tech, media </li></ul><ul><li>Deploy – pilot, scale-up </li></ul><ul><li>Evaluate – results Vs objectives </li></ul>
  11. 11. Analyze - needs <ul><li>What do learners want to learn? </li></ul><ul><ul><li>Why are they learning? </li></ul></ul><ul><ul><li>How much they want to learn? </li></ul></ul><ul><ul><li>What kind of knowledge they seek? </li></ul></ul><ul><li>Where & When will they learn? </li></ul>
  12. 12. Analyze - levels <ul><li>Current levels of knowledge </li></ul><ul><li>How can they learn best? </li></ul><ul><ul><li>Language skills </li></ul></ul><ul><ul><li>Typing skills </li></ul></ul><ul><ul><li>Physical abilities </li></ul></ul><ul><ul><li>Motivation levels </li></ul></ul><ul><li>Are they techno-friendly? </li></ul>
  13. 13. Design <ul><li>Translate each objective into : </li></ul><ul><li>High level goals – Lesson Plans </li></ul><ul><li>Low level goals – Learning Objects </li></ul><ul><li>How achieving each goal will affect: </li></ul><ul><ul><li>Skills, Knowledge, Beliefs, Attitudes </li></ul></ul>
  14. 14. Design : One Idea at a time <ul><li>Learning Object Concept </li></ul><ul><ul><li>Lowest unit of complete instruction </li></ul></ul><ul><ul><li>Can stand on its own </li></ul></ul><ul><ul><li>Many objects make a Unit </li></ul></ul><ul><ul><li>One idea – One learning experience! </li></ul></ul><ul><ul><li>Evaluate learning at this level </li></ul></ul>
  15. 15. What are &quot;learning objects&quot; &quot;modular digital resources, uniquely identified and metatagged, that can be used to support learning.&quot; -- National Learning Infrastructure Initiative &quot;any digital resource that can be reused to support learning&quot;  -- David A. Wiley &quot;The main idea of 'learning objects' is to break educational content down into small chunks that can be reused in various learning environments, in the spirit of object-oriented programming&quot;
  16. 16. What are &quot;learning objects&quot; &quot;Any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning“ LO Metadata Working Group
  17. 17. One slightly lengthier characterization <ul><ul><li>Learning objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk.  Learning objects are much smaller units of learning. </li></ul></ul><ul><ul><ul><li>Are self-contained – each learning object can be taken independently  </li></ul></ul></ul><ul><ul><ul><li>Are reusable – a single learning object may be used in multiple contexts for multiple purposes </li></ul></ul></ul><ul><ul><ul><li>Can be aggregated – learning objects can be grouped into larger collections of content, including traditional course structures </li></ul></ul></ul><ul><ul><ul><li>Are tagged with metadata – every learning object has descriptive information allowing it to be easily found by a search </li></ul></ul></ul>
  18. 18. What this means <ul><li>Teach in small packets – LO concept </li></ul><ul><ul><li>Each LO is a “micro-lesson” </li></ul></ul><ul><ul><li>Conveys a single concept, skill or fact </li></ul></ul><ul><ul><li>Immediately lets the learner practice </li></ul></ul><ul><ul><li>Allows immediate feedback and reinforcement </li></ul></ul><ul><li>Keep presentations short and simple </li></ul><ul><ul><li>Eliminate unnecessary material – move to “More” </li></ul></ul><ul><ul><li>Limit no. of items on lists, etc </li></ul></ul><ul><ul><li>Simplify text and graphics </li></ul></ul>
  19. 19. Data Tracking Methods <ul><li>Storing data files </li></ul><ul><ul><li>Each learner data is a file stored locally </li></ul></ul><ul><ul><li>Quick, inexpensive but not secure </li></ul></ul><ul><li>E-Mail data tracking </li></ul><ul><ul><li>Generating a message that contains the data </li></ul></ul><ul><li>Using a Database </li></ul><ul><ul><li>More efficient but requires expertise </li></ul></ul><ul><li>Learning Management Systems </li></ul>
  20. 20. <ul><li>THANK YOU </li></ul>

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