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Online Learning Basics



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Slides from May 5th BCcampus webinar on the basics of online learning

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Online Learning Basics

  1. 1. Audio. Please keep off unless you wish to speak Video. Camera off saves bandwidth & results in better experience Chat & Settings panel Introduce yourself in Chat. The chat is monitored, so feel to use it to ask questions during webinar Use gear icon to set up audio & video and/or adjust your settings Use participants icon to see others in webinar Use the Session Panel (top left of your screen) to leave the webinar Welcome to Online Learning Basics!
  2. 2. Land Acknowledgement We acknowledge the traditional territory on which we are gathered today: Unceded territory of the Squamish, Tsleil-Waututh and Musqueam Nations (Vancouver) Traditional territory of the Lekwungen people (Songhees and Esquimalt Nations), and WSÁNEĆ (Saanich) (Victoria) Type in the chat: where are you right now?
  3. 3. Upcoming at BCcampus • May 6 3pm: Reducing Student Stress – Tips & Tricks for Students with Online Learning • May 8 10am: Open Conversation with B.C. and Ontario Open Education Fellows Chad Flinn & Bill Ju • May 11-31: Facilitating Learning Online (FLO) Subscribe BCcampus newsletter: Archives & resources:
  4. 4. Agenda 1. Course Delivery Models 2. Synchronous/Asynchronous Learning 3. Tools of the Trade 4. Community of Inquiry Model 5. Components of Online Learning 6. Best Practice Recommendations 7. Open Resources for Trades
  5. 5. On a scale of 0-5, how much experience do you have teaching online? Make a mark on the line... 5 I have taught an online course (i.e., I am very comfortable) 😎 0 I have never taught online (i.e., I am a complete newbie) 🙅
  6. 6. Chat: What are your burning questions that you hope will get answered today?
  7. 7. Course Delivery Models Blended/HybridFace to Face Online Hyflex
  8. 8. Bates, T. (2011). Models for selecting and using technology: 4. Synchronous or asynchronous? Retrieved from Synchronous Asynchronous Definition Require all those participating in the communication to participate together, at the same time. Enable participants to access information or communicate at different points of time, usually at the time of choice of the participant. Examples • Live webinar/video conferencing • Telephone conference calls • Instant Messaging • Discussion forum • Email • Pre-recorded video lecture • Course Readings • Podcasts Advantages • Presence • Immediacy • Increased emotional attachment • Flexibility for learner • Provides time & space to think • Low bandwidth Disadvantages • Technically resource intensive (bandwidth) • Scheduling • Can be draining • Inclusivity & Accessibility • Technical challenges are live • Activities often take longer • Can be more challenging to develop community • Feedback takes time
  9. 9. What does Bandwidth have to do with this?
  10. 10. Tools of the Trade
  11. 11. Learning Management System (LMS)
  12. 12.
  13. 13. Conferencing & Webinars (Synchronous)
  14. 14. “An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.” WHAT IS A COMMUNITY OF INQUIRY? Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text- based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105. Teaching Presence Social Presence Cognitive Presence Educational Experience
  15. 15. Social Presence is the ability of participants to identify with the community, communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities. Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse. Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes. GARRISON, D. R., ANDERSON, T., & ARCHER, W. (2000). CRITICAL INQUIRY IN A TEXT-BASED ENVIRONMENT: COMPUTER CONFERENCING IN HIGHER EDUCATION MODEL. THE INTERNET AND HIGHER EDUCATION, 2(2-3), 87-105.
  16. 16. Components of Online Learning Student-to-content • How will you get content to students in the easiest and most accessible way? • How will students engage with that content? Student-Instructor interaction • How will you as an instructor feasibly communicate with your students? • How will they communicate with you? Student-to-Student interaction • How will students communicate with each other? • How will students collaborate and work together?
  17. 17. Considerations 1. Be present. 2. Less is more. Everything takes longer. 3. Establish a safe learning environment. 4. Establish a regular schedule for communication. 5. Be clear and direct with expectations & instructions. 6. Create social interaction opportunities for learners. 7. Don’t underestimate asynchronous. 8. Use the tools provided by your institutions. 9. Proceed with care and empathy.
  18. 18. Open Resources for Trades
  19. 19. Open Resources for Trades
  20. 20. Did we cover the questions?
  21. 21. Thank you Subscribe BCcampus newsletter: Archives & resources: