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Elearning two point zero


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Presentation by Tiina Sarisalmi and Brian Holmes on learning using web 2.0 technologies at the eTwinning annual conference, Budapest, 1 April 2011

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Elearning two point zero

  1. 1. Web 2.0 tools have revolutionized social interaction on the web, what about learning? <br />What are the implications of new technologies and eLearning 2.0 for teachers? <br />eLearning 2.0<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br />
  2. 2. Teachers today<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br />eLearning 2.0 Wiki for eTwinning Conference 2011<br />
  3. 3. Context of my researchResearching online communities<br />PhD/Doctoral Programme in E-Research and Technology Enhanced Learning: supervisor Dr Julie-Ann Sime<br />Part-time distance learning, University of Lancaster, UK<br />Two years learning in an online cohort + two years thesis<br />My research area: online learning communities (Holmes, 2010)<br />Influence on competence development ? <br />Influence of social aspects ?<br />Blog:<br /><br />
  4. 4. 21st century information society<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br /><ul><li>Digital universe grew from 487 billion to 800 billion gigabytes (0,8 Zettabytes) in 2009
  5. 5. In 2020 the digital universe will be 44 times as big as it was in 2009
  6. 6. 70% of the information will be generated by individuals</li></ul>What kind of challenges will this set for learning/teaching?<br />
  7. 7. 21st century eknowledge<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br /><ul><li>Knowledge is constantly changing and being modified, socially constructed in collaborative networks and learning communities, under continuous scrutiny and critique, challenged, updated and developed in innovative and informal groups, contextualized culturally and socially.
  8. 8. Knowledge is not owned by academics or teachers, but transparent and shared and inherently shifting.</li></ul>What sort of skills do we need to cope with the growing amount of information and continuously changing knowledge?<br />
  9. 9. Key skills<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br />
  10. 10. 21st century key skills<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br />How can we integrate practicing and learning these key skills in all different school subjects across the curriculum? <br />
  11. 11. Framework for 21st century learning<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br />
  12. 12. Research backgroundWeb 2.0 & social media in education<br />Comparison of buzzwords from social media and from ‘progressive’ education (Ryberg, 2010)<br />Web 2.0 is not just a technology, it is a philosophy: participative, active, shared. Knowledge is dynamic, distributed, situated<br />Learning is not the primary goal, but the outcome of participation<br />Progressive education tends towards this philosophy, but tensions remain<br />
  13. 13. Elearning 1.0 vs.elearning 2.0<br />
  14. 14. Research resultsWeb 2.0 can support (more) effective learning<br />“…bringing up new things, makes my students want to pay attention. and they really liked that a teacher of them knows some things that they dont!! now i know where to find sources to make my lessons more interesting, more fun, more colourful”<br />“Of course it has changed everything because we are not only using the textbook, which is so boring and difficult for them, but they are creating something new starting from what they learn at school”<br />“I feel good, when you see that their ideas come to life and that they have good ideas and they share their ideas with their mates”<br />
  15. 15. Research resultsAnd teachers also benefit from using web 2.0<br />“It helped me to know my pupils better ... It helped me to know my pupils and their abilities in computers.”<br />“I learned to use them in my classroom. I thought at the start that it would be difficult but when we start to make practice in this lab, I started to use them… I become more competent in deciding what I can use in my classroom.<br />“Now, I feel more confident and quite well prepared for working with web 2.0 tools in my everyday life and especially in my professional life.”<br />
  16. 16. Learning pyramid<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br />Survey results<br />
  17. 17. Research resultsOnline collaboration and communities<br />Collaboration …<br /><ul><li>involves discussion, practice and explaining to others
  18. 18. encourages reflection, critical thinking and meta-cognition
  19. 19. helps relationships to grow and a group to become a community</li></ul>A community …<br /><ul><li>encourages mutual support
  20. 20. engenders trust, reciprocity and shared values
  21. 21. can help with self-confidence, self-awareness and self-esteem</li></ul>What role do you think teachers play in supporting online collaboration between pupils in a community?<br />
  22. 22. Planning an elearning process<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br /><ul><li>Teacher's role is crucial in the planning phase:
  23. 23. sets the pedagogical goals and integrates the process in the curriculum
  24. 24. plans the procedures
  25. 25. makes the schedule
  26. 26. chooses and provides appropriate tools
  27. 27. provides appropriate instructions
  28. 28. When the process starts, the focus immediately shifts on the students.</li></li></ul><li>Research resultsSuccess depends a lot on the preparation<br />Results of my research suggest you should…<br />Prepare activities to encourage learning by doing<br />Include time for reflection, the sharing of stories and social contact<br />Be creative and make learning fun<br />Have clear learning objectives and encourage shared expectations (agree netiquette: do’s and don’ts)<br />Plan for collaboration with joint activities (group projects) and recognise it (assessment)<br />Encourage mutual support (chat facility, café area, etc)<br />
  29. 29. At the beginning of the process<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br /><ul><li>At the beginning the teachers' role is bigger in moderating the conversations and encouraging the students to take initiative.
  30. 30. The teacher helps the students to find their web personality and their best learning style.
  31. 31. The teacher encourages and supports, helps in crisis, but keeps distance.
  32. 32. When the students face problems, they have the teacher to turn to for help. 
  33. 33. On the other hand, the students should be encouraged to first try to solve the problems themselves and help each other.</li></li></ul><li>Research resultsModerator skills are important<br />Results of my research suggest you should…<br /><ul><li>Act as a role model, behaving the way you would like your pupils to behave
  34. 34. Be ‘present’, but help your pupils to become autonomous
  35. 35. Acknowledge good collaboration and support those who are left alone
  36. 36. Encourage critical thinking through messages that open up discussion, provoke reflection and encourage solutions
  37. 37. Most of all, avoid the temptation to teach </li></li></ul><li>Towards the end of the process<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br /><ul><li>Towards the end, the students should take responsibility of their own learning and of the process/project.
  38. 38. The teacher lets the students take initiative. It's important that the students help and support each other. Teaching your peers is an essential part of collaborative learning.
  39. 39. One of the most common mistakes is that the eModeratortakes a central role in the conversations or imposes her/his own ideas too strongly.
  40. 40. Instead, new and creative student-generated ideas and propositions are encouraged.</li></li></ul><li>Elearning tips for teachers<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br /><ul><li>In learning, the process is much more important than the end product.
  41. 41. Mistakes are an essential part of a learning process and often a very effective way to learn. They're nothing to be afraid of.
  42. 42. When given a general goal, support and appropriate tools, students usually come up with amazingly creative solutions.
  43. 43. Project learning is always as much learning to learn as learning the actual subject matter.</li></li></ul><li>Research resultsA few things to consider<br />Social interaction helps pupils to get to know one another: it is the glue that binds a community<br />A community is there to support learning and exists for as long as it is useful<br />Balance preparation with flexibility; provide scaffolding, not a cage<br />Think about how you will deal with pupils who don’t participate, fail to collaborate or behave badly<br />Learn from your peers – there is now a lot of valuable experience in eTwinning<br />
  44. 44. Evaluation of the process<br />April 1st, 2011<br />Tiina Sarisalmi & Brian Holmes<br />Possible methods<br /><ul><li>self-evaluation – reflection
  45. 45. peer evaluation
  46. 46. observation
  47. 47. interview
  48. 48. presentation</li></ul>Evaluation criteria<br />taking part actively <br />supporting peers<br />creative solutions<br />carrying out tasks and keeping to schedule<br />eLearning 2.0 Wiki for eTwinning Conference 2011<br />eLearning 2.0 in Google Docs<br />
  49. 49. References<br />Holmes, B. (2010) eTwinning Learning Events: Using Online Learning Communities for Teachers' Continuous Professional Development Online Educa conference, Berlin (Online <br />Ryberg, T. (2010) Social Media Practices and Assessment, Irreconcilable Differences or True Romance?, Online Educa conference, Berlin (Online ) <br />This presentation:<br />Thank you<br /><br /><br /><br />