SloanC Emerging Technologies Presentation April 8

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SloanC Emerging Technologies Presentation April 8

  1. 1. The Human Element: A MOOC on the Community of Inquiry Sloan-C Emerging Technologies Conference Whitney Kilgore Samantha Duque April 9th
  2. 2. The Human Element: An Essential Online Course Component
  3. 3. Tools Blogs (Blogger, Wordpress) Twitter YouTube VoiceThread Facebook LinkedIn Many more…
  4. 4. “A critical community of learners, from an educational perspective, is composed of teachers and students transacting with the specific purposes of facilitating, constructing, and validating understanding , and of developing capabilities that will lead to further learning.” -Garrison and Anderson Understanding the Community of Inquiry
  5. 5. Roles Role of Facilitator Wayfinding Amplifying Curating Aggregating Filtering Modeling Staying Present Role of Learner Autonomous Self Organize Connect with Peers Peer Support Creation Sharing Build Personal Network
  6. 6. #HumanMOOC Structure
  7. 7. The Human Element: Essential Online Course Component
  8. 8. Participation Discussion Posts Active Participants # of submissions Files
  9. 9. Learner Demographics RQ: What are the learner demographics of the individuals that enrolled in the MOOC and why did they enroll?
  10. 10. Educational Background 4 year degree 2% Some graduate school 7% Master Degree 55% Doctorate Degree 36%
  11. 11. Age 21-29 2% 30-39 17% 40-49 30% 50-59 33% 60 -older 18%
  12. 12. MOOC Experience 0-1 59% 2-3 25% 4-5 11% 6-8 5% How many MOOCs have you participated in?
  13. 13. Online Teaching Experience Yes 74% No 26% Do you currently teach online classes?
  14. 14. Instructor Presence RQ: What kind of teaching methods and tools assist in increasing instructor presence?
  15. 15. Announcements
  16. 16. Sense of Community strongly disagree 0% disagree 0% neutral 9% agree 59% strongly agree 32% Instructor actions reinforced the development of a sense of community among course participants.
  17. 17. Using Video Instructor Introductions to enhance instructor presence
  18. 18. Helpful strongly disagree 2% disagree 0% neutral 17% agree 51% strongly agree 30% The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.
  19. 19. Using VoiceThread to enhance the Community of Inquiry
  20. 20. Cognitive Presence RQ: How did the community of inquiry inform the activities and interactions in the MOOC?
  21. 21. Curiosity Piqued strongly disagree 0% disagree 2% neutral 9% agree 51% strongly agree 38% Course activities piqued my curiosity.
  22. 22. Motivation strongly disagree 0% disagree 0% neutral 9% agree 53% strongly agree 38% I felt motivated to explore content related questions.
  23. 23. Discussions strongly disagree 0% disagree 7% neutral 9% agree 50% strongly agree 34% Online discussions were valuable in helping me appreciate different perspectives.
  24. 24. Knowledge Applicability strongly disagree 0% disagree 0% neutral 7% agree 49% strongly agree 44% I can apply the knowledge created in this course to my work or other non-class related activites.
  25. 25. TED Ideas worth spreading
  26. 26. Social Presence RQ: How can social media be used to increase social presence in an online classroom?
  27. 27. Online Tools strongly disagree 0% disagree 0% neutral 11% agree 55% strongly agree 34% Online or web-based communication is an excellent tool for social interaction.
  28. 28. Comfort with Tools strongly disagree 0% disagree 9% neutral 9% agree 49% strongly agree 33% I felt comfortable conversing through the online tools.
  29. 29. BLOGS, VOICETHREAD, TWITTER
  30. 30. Webinar with Michelle Pacansky-Brock
  31. 31. Creator of “Explain Everything” Dr. Reshan Richards
  32. 32. #HumanMOOC
  33. 33. Conclusion: Advice to Other Faculty
  34. 34. References Akyol, Z. & Garrision, D.R. (n.d.). The Development of a Community of Inquiry over Time in an Online Course: Understanding the Progression and Integration of Social, Cognitive, and Teaching Prescence. Journal of Asynchronous Learning Networks, 12(3-4), 3-22. Retrieved from http://sloanconsortium.org/system/files/v11n1_8garrison.pdf Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy . The International Review of Research in Open and Distance Learning, Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663 Brinthaupt, T.M., Fisher, L.S., Gardner, J.G., Raffo, D.M., & Woodard, J.B. (2011). What the best online teachers should do. Journal of Online Learning and Teaching, 7 (4), 515-524. Retrieved from http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm Broup, J., West, R., & Graham, C. (2011). Improving online social presence through asynchronous video. Internet and Higher Education, (15), 195-203. deWaard, I., Abajian, S., Gallagher, M., Hogue, R., Keskin, N., Koutropoulos, A., and Rodriguez, O., (2011). Using mlearning and moocs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12(7), 94-115. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1046/2026 Downes, S. (2012, March 23). [Web log message]. Retrieved from http://halfanhour.blogspot.com/2012/03/education-as-platform-mooc-experience.html Dunlap, J.C. & Lowenthal, P.R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20 (2) ELI (2013). 7 things you should know about... Calibrated Peer Reviews. Retrived from https://net.educause.edu/ir/library/pdf/ELI7101.pdf.
  35. 35. Fini, A., (2009). The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. The International Review of Research in Open and Distance Learning, 10(5), 1-26. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/643/1402 Hostetter, C., & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of Scholarship of Teaching and Learning, 13 (1), 11-86. Retrived from http://josotl.indiana.edu/article/views/3268/3623 Ice,P., Curtis, R., Phillips,P. & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community. Jones, P., Naugle, K. Kolloff, M.(2008, March). Teacher Presence: Using Introductory Videos in Online and Hybrid Courses.Learning Solutions Magazine, 1-5. Retrived from http://www.learningsolutionsmag.com/articles/107/teacher-presence-using- introductory-videos-in-online-and-hybrid-courses/pageall%20. Ke, F. (2010). Examining online teaching, cognitive, and social presence of adult students. Computers & Education, 55, 808-820, doi: 10.1016/j.compedu.2010.03.013. Keengwe, J. Adjei-Boateng, E., & Diteeyont, W. (2012). Facilitating active social presence and meaningful interactions in online learning. Education Information Technology, (18), 597-607. doi: 10.1007/s10639-012-9197-9 Kop, R., & Carroll, F. (2011). Cloud computing and creativity: Learning on a massive open online course. European Journal of Open, Distance, and eLearning, Retrieved from http://www.eurodl.org/?article=457 Kop, R., Fournier, H., and Mak, J. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses. The International Review of Research in Open and Distance Learning, 12(7), 74-93. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1041/2025
  36. 36. Levy, D., and Schrire, S., (2012, June). The case of a massive open online course at a college of education. Paper presented at New Media Consortium Nmc summer conference, Boston, MA. Retrieved from http://conference.nmc.org/files/smkbMOOC.pdf Mak, W., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a mooc. Paper presented at 7th international conference on networked learning 2010. Retrieved from http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mak.pdf McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The mooc model for digital practice. (Master's thesis, University of Prince Edward Island, Prince Edward Island, Canada). Retrieved from http://davecormier.com/edblog/wp- content/uploads/MOOC_Final.pdf Mills, B.J (2010).Idea Paper #47: Promoting Deep Learning. The Idea Center.http://www.theideacenter.org/sites/default/files/IDEA_Paper_47.pdf Mitra, S., Dangwal, R., Chatterjee, S., Jha, S., Bisht, R., & Kapur, P. (2005). Acquisition of computing literacy on shared public computers: Children and the "hole in the wall". Australasian Journal of Educational Technology, 21(3), 407-426. Retrieved from http://www.ascilite.org.au/ajet/ajet21/mitra.html Nagel, L., & Kotze, T. (2010). Supersizing e-learning: What a coi survery reveals about teaching prescence in a large online class. Internet and Higher Education, (13), 45-51. Rodriguez, C. (2012). Moocs and the ai-stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, Retrieved from http://www.eurodl.org/?p=current&article=516 Siemens, G. (2004, December 12). [Web log message]. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm Small, G. W., Moody, T. D., Siddarth, P., & Bookheimer, S. (2009). Your brain on google: patterns of cerebral activation during internet searching. The American journal of geriatric psychiatry, 17(2), 116-126. Retrieved from http://www.psychologytoday.com/files/attachments/5230/136.pdf Williams, R., Karousou, R., and Mackness, J., (2011). Emergent Learning and Learning Ecologies in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39-59. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883/1686
  37. 37. Image Credits http://www.aceonlineschools.com/vintage-correspondence- course-ads/ https://sites.google.com/site/themoocguide/3-cck08---the- distributed-course www.sxc.hu http://www.omghub.com/Portals/238/images/PedagogyTech nologHumanity_001.jpg

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