Online learningpresentation

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Presentation for DML at UAkron 2013

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  • My approach is rather pragmatic….May as well jump on board and profit from what online learning and technology have to offer
  • So, are students today an isolate “me” generation, incapable of concentrating? Not according to Don Tapscott – author of “The Digital Economy” and “Growing Up Digital” (look for his talks in TED talks!)
  • Yes, I know, we can all see disadvantages too!
  • Bringing it back to US
  • And this leads us to ADDIE and to QM and to one talk I attended at the eMerge conference
  • eMerge New Directions in Blended Learning Conference at Corporate College East a Division of Cuyahoga Community College on March 13, 2013.
  • Online learningpresentation

    1. 1. + Online Learning Designing Quality Instruction Deborah Monroy April 11, 2013
    2. 2. + Why am I taking up your time?  Experience learning online  Instructional design  Increasing experience teaching online  Luxury of time  QM  Leigh Hall seminars and webinars  eMerge conference in Cleveland  Fascination – bottom line!
    3. 3. + Online learning is here… Increasingly, students arriving at U of A will have already taken an Online course…  Example: NCVPS - second largest virtual school in the Nation – 800 teachers - supplemental program : - - offers many course options that students may not otherwise have access to -  receive their diplomas from the public school in which they are enrolled accelerated path/credit recovery North Carolina Department of Public Instruction ruling
    4. 4. +
    5. 5. + So the question is …  How can we “embrace the good stuff” and use it to enhance education? : - Razor-like focus - Social network - Interest and access to technology - Ability to collaborate - Blurring of the distinction of “learning” and “fun”
    6. 6. + Need to balance needs:  The needs of Akron students - Need for foreign languages - Relevant FL courses - Interesting/”fun” - Keep down textbook costs?  Instructor needs - Maintain quality of instruction - Maintain high standards - Maintain/increase course enrollment
    7. 7. + Online learning – can this do the job?  Flexible access for student and for instructor  Control of content  Seamless embedding of multimedia/primary sources  Learning styles and accommodations  Learning extending outside the classroom BUT…. What about quality/standards? What about building a classroom community? What about productive language skills?
    8. 8. + We’re looking good at the U. of A.  Good instructors  Springboard  Access to other tools: Collaborate/Panopto/StudyMate/Dropboxes  Technological backup (for students and instructors)  Ongoing instruction available through computer services and Leigh Hall  If a course is a good as its design and the instructor, DESIGN is very important
    9. 9. + Online courses and design  Online courses (or hybrids) require very careful design  From the ADDIE point of view: Importance of going through the different steps of ADDIE….. ( “a colloquial label for a systematic approach to instructional development” ) Morrison, Gary R.. Designing effective instruction. 6th ed. Hoboken, NJ: Wiley, 2011. Print.
    10. 10. +  Analyze: Define the needs and constraints  Design: Specify learning activities, assessment and choose methods and media  Develop: Begin production, formative evaluation, and revise  Implement: Put the plan into action  Evaluate: Evaluate the plan from all levels for next implementation http://edweb.sdsu.edu/Courses/EDTEC700/ETP/addie.htm
    11. 11. + From the QM point of view…  Course Overview and Introduction  Learning Objectives (Competencies)  Assessment and Measurement  Instructional Materials  Learner Interaction and Engagement  Course Technology  Learner Support  Accessibility http://www.qmprogram.org/
    12. 12. + An online course with QM certification… Dr. Cheryl Ward/ Introduction to Instructional Technology/ University of Akron
    13. 13. + Those all-important objectives…  Part of the organization of any course and any lesson is the objectives  They make sure that everyone knows where they are heading  They make sure that everyone can tell if they have arrived… or not! Objectives – unsurprisingly – were discussed during the eMerge conference I attended on 13 March.
    14. 14. + Finding Your Inner Learning Objectives: E. (Litsa) Varonis  Course description: “tells you something about the content and procedures of a course (Mager, 1984, p.11)  Learning Objectives - Course objectives: describe “a desired outcome of a course” (Mager, 1984, p.11) and focus on broad skills students are expected to achieve (think of listing on a résumé) - Module objectives: the small steps that students take to achieve the larger course objectives  Objectives must be measurable and specific and are the foundation for the whole of the rest of the course. This is very clear in the Quality Matters program where the course and module objectives must feed into one another clearly.
    15. 15. +  Types of objective:  Four domains of objectives: cognitive/psychomotor/affective/interpersonal  Heinrich et al and the ABCD model. These are things that you should be able to identify and label (although the last three are not always ALL present) - Audience - Behaviors (performance – described with a verb!) - Conditions (for the performance) - Degree of mastery (criteria – speed/accuracy/quality etc)
    16. 16. +  Problem of learning objectives not being expressed -– they are underlying goals.  A gap between internalized objectives of the instructor and those expressed to the students.  Thinking clearly about objectives helps the articulation of the whole course.
    17. 17. + How do students interact in online courses?  Again, discussed at eMerge  Particularly important for us as language teachers because students need to be producing language in our courses
    18. 18. + The Many Facets of Online Discussion: Dr. Jill Phipps (UofA)  Discussions provide a place where messages can be posted to the whole class.  The discussion is asynchronous  Can be used in many different ways: - icebreaker - follow-up to information presented. - like a journal… no binders/bad handwriting!
    19. 19. + Uses continued: - Post questions and work if class is cancelled - Social gathering place (virtual Coffee Shop) - Build a course resource library - Students post opinions about a reading - Can lead to thought-provoking discussions - Scenarios/role plays - Group activities - Jigsaw strategy where each student brings different piece of the puzzle to the discussion - Peer reviews - Student to student/ student to facilitator/ student to content interactions
    20. 20. +  Presentation included discussion on how to make different prompts using Blooms taxonomy   Evaluation Synthesis:e.g. formulate   Analysis : e.g. illustrate   Application : e.g. predict   Comprehensione.g.summarize   Knowledge / Factual e.g. recall
    21. 21. New way of looking at Bloom.. +  http://www.schrockguide.net/bloomin-apps.html
    22. 22. + And thinking about it in digital terms.. Andrew Churches - http://edorigami.wikispaces.com/Bloom%27s+-+Introduction
    23. 23. +
    24. 24. + Collaborate
    25. 25. + Avoid a major pitfall… Technology serves rather than dictates objectives! Reproduced by permission of the publisher, © 2012 by tpack.org”
    26. 26. + To summarize – We’re in a period of intense change  Disruptive innovation : the process by which a sector that has previously served only a limited few because its products and services were complicated, expensive, and inaccessible, is transformed into one whose products and services are simple, affordable, and convenient and serves many no matter their wealth or expertise  Key elements - a technology enabler - a business model innovation … which leaves us feeling challenged and even attacked…
    27. 27. + Keynote speaker: Brenda Boyd (Quality Matters Director of Professional Development & Consulting)  So, how does learning theory deal with all this? Where are we heading in education?  Connectivismis a “learning theory for the digital age” (…) Connectivism theory views knowledge as a social function residing in a “diversity of opinions” rather than as something which can be held completely in the mind of a single individual. Knowledge results from the interactions between individual learners and their personal and organizational networks. (Siemens, 2004)  My perspective: Education has to embrace a number of approaches. Behaviorism has a place … still… constructivism has a place…. still…. Connectivism can enrich and not replace!
    28. 28. + Build your network… and help students build theirs  Image by Paul Butler 2010 https://www.facebook.com/notes/facebookengineering/visualizing-friendships/469716398919 Image by Paul Butler 2010 https://www.facebook.com/notes/facebook-engineering/visualizing-friendships/469716398919
    29. 29. + and… hang on for dear life. Have a blast!!

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