Social learning in the Diploma of e-learning - TNQIT


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A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT

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Social learning in the Diploma of e-learning - TNQIT

  1. 1. Social learning and the Diploma of e-learning Colleen Hodgins TNQIT – Diploma of e-learning 2008
  2. 2. What is social learning? <ul><li>Social learning (pedagogy) and e-learning 2.0 are two terms worth considering as part of this presentation related to learning online and e-learning. </li></ul><ul><li>What can we do or should we do as we design learning today? </li></ul><ul><li>What is possible and applicable to your context? </li></ul>
  3. 4. The Diploma of e-learning context <ul><li>Fully online program supported with the Janison Learning Management system web resources </li></ul><ul><li>Focus on developing the multimedia and educational facilitation skills of learners </li></ul><ul><li>2 year part time program – educators, trainers, IT practitioners, others </li></ul><ul><li>Learning Community currently with 3 cohorts of learners. </li></ul><ul><ul><li>Multimedia cluster – July 2008 (15 students) </li></ul></ul><ul><ul><li>Education cluster – October 2008 (18 students) </li></ul></ul><ul><ul><li>Education cluster – 0ctober 2007 – (13 students graduating November 2008) </li></ul></ul>
  4. 7. Interaction – social learning <ul><li>Students often learn a great deal simply by observing, listening, and interacting with other people. </li></ul><ul><li>How is this interaction designed and developed in the Diploma of e-learning? </li></ul>
  5. 8. Examples of interaction <ul><li>Interaction </li></ul><ul><ul><li>Teacher blog , links , weekly announcements, chat sessions, virtual classroom sessions, discussion forum activities, video-streams, email, phone, fax, conference calls, skype. </li></ul></ul><ul><ul><li>Learner posts, collaborative activities, blogs, facilitation activities, online role play, assessment tasks incorporating compulsory feedback to other learners, use of variety of communication options, student personal websites, phone, conference calls, skype. </li></ul></ul>
  6. 9. Tools used to support interaction <ul><li>Janison learning management system – features, chat rooms, discussion forums announcements, email and instant messaging </li></ul><ul><li>Web 2.0 tools – xanga blog, google docs,, tokbox, voice thread, vet virtual, skype, msn messenger, email, Yugma, elluminate, wetpaint wiki, FlickR, You Tube, Slide-share </li></ul>
  7. 10. Useful links for tools and trends <ul><ul><li>PCLMC library - Helene Blowers </li></ul></ul><ul><ul><li>Jane Hart – web 2.0 corporate training </li></ul></ul><ul><ul><li>George Siemens – connectivism </li></ul></ul><ul><ul><li>My site check out tags for futurists, web2.0 other </li></ul></ul>
  8. 11. Teacher and learner directed <ul><li>Discussions with and amongst learners about the benefits, applicability of various current trends and issues in work contexts promotes learning. </li></ul><ul><li>These discussion are developed by the teacher and learner initiated and directed through discussion forum posts and links relevant to specific topics. </li></ul><ul><li>Collaborative tasks focused on learners sourcing designing and developing learning activities for their peers </li></ul><ul><li>Buddy system – teach someone else, share perspectives </li></ul>
  9. 12. Modelling and social learning Criteria for success? <ul><li>Attention </li></ul><ul><ul><li>Documentation and requirements for achievement outlined in a comprehensive induction booklet downloadable from the TNQIT website </li></ul></ul><ul><ul><li>Weekly announcements </li></ul></ul><ul><ul><li>Ongoing interaction between all learners through activities and blog postings </li></ul></ul><ul><li>Retention </li></ul><ul><ul><li>Check-ins re progress, assessment tasks scheduled throughout the cluster, reiteration of motivation to complete, peer support, some fun stuff! </li></ul></ul><ul><li>Motivation </li></ul><ul><ul><li>Regular communication to student blogs and emails to connect and positive reinforcement of good practice, connecting the community by posting where people are at and the issues. </li></ul></ul>
  10. 13. Examples <ul><li>Assessment tasks that are uploaded and viewed by all learners and feedback provided as part of an assessment process. </li></ul><ul><li>Reflective blog posts and the capacity to comment on progress and issues directly to group members blogs </li></ul><ul><li>Past and present learners connected and can subscribe and get email updates of posts. </li></ul>
  11. 14. Examples <ul><li>Teachers and learners must be encouraged to model appropriate competencies. </li></ul><ul><li>What is done in the Diploma of e-learning? </li></ul><ul><li>Student comments…….. </li></ul><ul><ul><li>Being able to complete a whole course online has given me valuable insights into how a student feels & will make me a more empathetic and supportive facilitator because of this experience. You have role-modelled many skills and I have picked up some good tips. </li></ul></ul>
  12. 15. Exposure to varied options in learning <ul><li>Teachers should expose students to a variety of models of learning . This technique is especially important to break down traditional stereotypes. </li></ul><ul><li>How does this occur in the Diploma of e-learning? </li></ul>
  13. 16. Examples <ul><li>Individual learning </li></ul><ul><li>Paired activities </li></ul><ul><li>Group assessment tasks </li></ul><ul><li>Online role play </li></ul><ul><li>Learner directed activities </li></ul><ul><li>Try new ”stuff” new “tools” in a supportive environment – aligned with assessment evidence collection where possible </li></ul>
  14. 17. Learner success <ul><li>Learners must believe that they are capable of accomplishing tasks. It is very important for learners to develop a sense of self-efficacy . Facilitators can promote such self-efficacy by having learners receive and give confidence-building messages, watch others be successful, and experience success on their own and in conjunction with others. </li></ul>
  15. 18. Examples – Diploma of e-learning <ul><li>Regular posting by students to each others blogs, assessment efforts and teacher feedback </li></ul><ul><ul><li>Peer feedback provided an excellent opportunity to hone our skills. First bit of feedback was difficult for me. I felt quite presumptuous giving feedback to other students. As time progressed, I could see that my feedback was improving and beginning to be quite constructive and I completely lost all qualms about doing it as I realised the value of it </li></ul></ul><ul><li>Collaborative tasks and activities </li></ul><ul><li>Acting in the role of facilitator to experience the other side of the fence! </li></ul><ul><li>Get inside what facilitation involves – facilitaor blog (personalising the online learning experience) What is the facilitator doing, experiencing and managing personally and professionally? </li></ul>
  16. 19. Expectations in the Diploma of e-learning <ul><li>Teachers should help learners set realistic expectations for their academic accomplishments. Whilst challenging and supporting students in this online environment. </li></ul><ul><li>What happens in the Diploma of e-learning? </li></ul>
  17. 20. Expectations -examples <ul><li>A 2 -3 week orientation program focused on three key areas, program requirements, communication and technology. </li></ul><ul><li>Web quests, introductions, paired activities and collaborative tasks and use of technology play time. Detailed schedule of activities and assessment tasks and due dates outlined and posted in the first week. </li></ul><ul><li>Orientation checklist in Janison to be completed </li></ul><ul><li>Weekly announcements focused on community news and issues, technical issues, assessment task updates and a weekly to do list + a motivational quote or cartoon for the week. </li></ul><ul><li>All documentation accessible through Janison learning management system. </li></ul><ul><li>Buddy system sharing experiences expectations and learning from others. </li></ul><ul><li>Guest speakers from past learner cohorts </li></ul>
  18. 21. Learner responsibilities and learning <ul><li>Self-managed learning techniques provide an effective method for improving learning success. </li></ul><ul><li>How is this promoted in the Diploma of e-learning? </li></ul>
  19. 22. Examples of self managed learning <ul><li>What does the facilitator do to promote and support this process? </li></ul><ul><ul><li>All schedules and assessment deadlines outlined and provided as part of an orientation program and ongoing review as to its value to each learner cohort. Flexibility and collaboration encouraged </li></ul></ul><ul><ul><li>Promote learning community connections/peers support </li></ul></ul><ul><ul><li>Buddy system </li></ul></ul><ul><li>What do students do? </li></ul><ul><li>Student comment…. </li></ul><ul><ul><li>Collaboration - Plenty of opportunity for this. My first group project was pretty stressful because of lack of participation by some group members but it forced me to be self-reliant. The other group activities were a joy and I learned lots from other group members. </li></ul></ul><ul><ul><li>Outcomes very clearly delineated. You are very flexible about options for projects etc. A good cross-section of ways to prove competency – role play, team projects, creating multimedia etc. Logical clustering of units. </li></ul></ul>
  20. 23. Student evaluative comments <ul><li>The announcements were excellent. They kept me on track & I looked forward to them every week. I borrowed the idea for my own project & it worked well for the same reasons. You were very available & supportive through a variety of media ie email, Skype, telephone & MSN. Feedback through my blog was very useful as well. </li></ul><ul><li>F: Facilitator provided a great role model </li></ul><ul><li>The social aspect has been a bonus as well and I think contacts I have made will be maintained – hopefully so anyway. My sincere thanks to you for taking me on this crazy, challenging and altogether wonderful journey. </li></ul>
  21. 24. Final reflective comments <ul><li>Check out my blog to read what I experience in my facilitation and learning journey. </li></ul><ul><li>Prioritise and manage your facilitation role and keep in mind that learning should be “fun” at least some of the time! </li></ul><ul><li>Set up the design so you can step back and allow learners to take control…. In this new world of learning. This is actually great ongoing learning for me! </li></ul>
  22. 25. My details <ul><li>Colleen Hodgins </li></ul><ul><li>0740422564 mob 0419740583 </li></ul><ul><li>email [email_address] </li></ul><ul><li>email [email_address] </li></ul>
  23. 26. The future of VET Education ? <ul><li>If you are interested check this out </li></ul><ul><ul><li>http:// = NLlGopyXT_g&mode = related&search </li></ul></ul>