PPT presentation slides from the Week 3 Adobe Connect synchronous class session for EDUC 5405 G (S17) at UOIT.

1. digitaltechnologies
in adult education
Group A
(6-7:20 pm ET)
Agenda:
• Check-In
• Social Learning Theories (Take 2!):
• CoI
• TDT
• ZPD
• Social-Constructivism & Activity Theory
• Connectivism
• Using Digital Technologies for Learning: Key
Points
• Trello Demonstration
• Lesson Planning with BOPPPS Q & A

2. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
CHECK-IN
• How was Week 2?
• What did you really think of
the Padlet activity?
• Where are you with the
Week 3 readings?
• What questions do you
have?

3. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
SOCIAL LEARNING THEORIES
Athabasca University. (2016). The Community of Inquiry.
[Web site]. Available from https://coi.athabascau.ca/
Moore, M. (1989). Editorial: Three types of interaction. The
American Journal of Distance Education, 3(2), 1-7. Available from
http://dx.doi.org/10.1080/08923648909526659
Moore, M. (1991). Editorial: Distance education theory. The
American Journal of Distance Education, 5(3), 1-6. Available from
http://dx.doi.org/10.1080/08923649109526758
Transactional Distance Theory

4. Figure 2.5 Paulsen’s model of cooperative
freedoms (adapted from Paulsen (2003)
Hexagon (decagon!) of
Cooperative Freedoms

6. “Processes of meaning-making, integrating new information,
and creating knowledge are not only enhanced and
stimulated through reaction, discussion, and argument with
others but also much knowledge confirmation, interpretation,
contextualization, and validation happens only through
interaction with others.”
(Dron & Anderson, 2014, p. 39)

7. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
ZONE OF PROXIMAL DEVELOPMENT

9. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
ACTIVITY THEORY

10. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 1
• Adult learners want/need to know where they’re going.
• They want/need to know how they’re going to get there.
• They want/need to know why they’re going that way.
• They need these answers, and appropriate supports, to
avoid fear and anxiety over the unknown!

11. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 2
• Who, exactly, are your learners?
• Your learners are not you!
• Your learners have different purposes and motivations.
• All learners need a big picture and a clear path.
• Some newer learners may need more scaffolding.
• Other learners may need you to get out of their way!
• Learning experiences need to be two-way interactions.

12. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 3
• Understand the real reason for learning.
• Define the problem before the solution.
• Is the learning something the learner really needs?
• Can you tell if they’ve achieved the objective?
• Use appropriate strategies for the learning objective,
then pick tools that complement the objective and
strategies.

13. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
BREAKOUT ACTIVITY – PADLET
https://padlet.com/robpower74/cbdxy8g2roj2

14. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
TO DO
• Finish Week 3 readings.
• Share your thoughts on the Week 3 readings using Padlet / Forum / Blog.
• Week 3 EdTech Exploration – Try out Trello with your Group for Assignment 3
• Don’t forget… Minimum of 2 Blog posts due by Sunday, May 28!

15. Break Time!
…back to start the session with Group B at 7:40 pm ET…

16. digitaltechnologies
in adult education
Group B
(7:40-9 pm ET)
Agenda:
• Check-In
• Social Learning Theories:
• CoI
• TDT
• ZPD
• Social-Constructivism & Activity Theory
• Connectivism
• Using Digital Technologies for Learning: Key
Points
• Breakout Activity

17. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
CHECK-IN
• How was Week 1?
• What did you really think of
the ThingLink activity?
• Where are you with the
Week 2 readings?
• Where do you need us to
focus?

18. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
SOCIAL LEARNING THEORIES
Athabasca University. (2016). The Community of Inquiry.
[Web site]. Available from https://coi.athabascau.ca/
Moore, M. (1989). Editorial: Three types of interaction. The
American Journal of Distance Education, 3(2), 1-7. Available from
http://dx.doi.org/10.1080/08923648909526659
Moore, M. (1991). Editorial: Distance education theory. The
American Journal of Distance Education, 5(3), 1-6. Available from
http://dx.doi.org/10.1080/08923649109526758
Transactional Distance Theory

19. Figure 2.5 Paulsen’s model of cooperative
freedoms (adapted from Paulsen (2003)
Hexagon (decagon!) of
Cooperative Freedoms

21. “Processes of meaning-making, integrating new information,
and creating knowledge are not only enhanced and
stimulated through reaction, discussion, and argument with
others but also much knowledge confirmation, interpretation,
contextualization, and validation happens only through
interaction with others.”
(Dron & Anderson, 2014, p. 39)

22. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
ZONE OF PROXIMAL DEVELOPMENT

24. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
ACTIVITY THEORY

25. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 1
• Adult learners want/need to know where they’re going.
• They want/need to know how they’re going to get there.
• They want/need to know why they’re going that way.
• They need these answers, and appropriate supports, to
avoid fear and anxiety over the unknown!

26. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 2
• Who, exactly, are your learners?
• Your learners are not you!
• Your learners have different purposes and motivations.
• All learners need a big picture and a clear path.
• Some newer learners may need more scaffolding.
• Other learners may need you to get out of their way!
• Learning experiences need to be two-way interactions.

27. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
USING TECHNOLOGIES FOR LEARNING
Key Points: Chapter 3
• Understand the real reason for learning.
• Define the problem before the solution.
• Is the learning something the learner really needs?
• Can you tell if they’ve achieved the objective?
• Use appropriate strategies for the learning objective,
then pick tools that complement the objective and
strategies.

28. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
BREAKOUT ACTIVITY – PADLET
https://padlet.com/robpower74/cbdxy8g2roj2

29. DIGITAL TECHNOLOGIES IN ADULT EDUCATION
TO DO
• Finish Week 3 readings.
• Share your thoughts on the Week 3 readings using Padlet / Forum / Blog.
• Week 3 EdTech Exploration – Try out Trello with your Group for Assignment 3
• Don’t forget… Minimum of 2 Blog posts due by Sunday, May 28!