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Framework for online learning
This document discusses the concept of a "second strand" of education that utilizes online and connection-centric learning. It argues that our view of education is changing from teacher-centric to learner-centric. The second strand consists of online learning where learners, mentors, content, and conversation are connected. In this model, parents become "learner facilitators" who help their children navigate online resources and the web becomes the classroom. Learner autonomy is emphasized. The roles of learner facilitators are discussed, including understanding learners' needs, curating appropriate content, bringing coherence to learning, and co-exploring as guides. Social learning theories support this facilitation approach. Web 2.0 enables online social learning by connecting learn
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Framework for online learning
- 1. A Learning Framework for the Digital Age - for enlightened Parents
- 2. Online Learning The SecondStrand of Education
- 3. What is the SecondStrand of Education?
- 4. The first strandis formal education Formal Education
- 5. To understand theSecond Strand, an analogy Our understanding of solar system has changed… From Earth-centric…
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- 7.
- 8. Likewise our viewon education is changing… Teacher- centric… From Earth-centric…
- 9. Learner- centric… to Sun-centric…
- 10. Connection -centric l to Mass-centric ONLINE... - Learners - Mentors - Content - Conversation
- 11. This ‘Online Learning’is the Second Strand of Education Online Learning Connection-centric - Learners - Mentors - Content Formal - Conversation Education (Ref: ‘Connective Learning’ - Siemens and Downes)
- 12. Elements of theSecond Strand 1. Parents become ‘Learner Facilitators’ 2. Web becomes the Classroom 3. Learner become autonomous 12
- 13. 1. Role ofLearner Facilitator in the Second Strand of Education
- 14. Web-based Learning 1.0 One-on-one relationship between learner and web- y based learning content. Learner Facilitator, understanding the unique needs of the learner, helps the learner navigate the web, curating and filtering content, co-exploring and leading to deeper comprehension.
- 15. Role of LearnerFacilitator Role of Traditional Teacher Learner Maturity
- 16. Role of LearnerFacilitator Learner facilitator facilitates online learning Online Learning Learner Maturity
- 17. Role of LearnerFacilitator Guided Web-based Learning Learning + Facilitation Learner Maturity
- 18. 1. Role ofthe Learner Facilitator a) Understand the specific needs of the learner b) Curate and Filter appropriate content c) Bring coherence d) Co-explore and co-create 18
- 19. a) Learner Facilitatorshould “Understand the Learner”... Understand specific learner needs Understand type of intelligence Understand learner’s preferred style of learning Understand learner motivation From ‘extrinsic’ to ‘intrinsic‘ motivation (fire-up a yearning to learn) 19
- 20. ...Learning Theories usefulfor Learner Facilitator to “Understand the Learners” Howard Gardner’s Multiple Intelligences Theory Piaget’s Stage Development Theory ARCS Theory of Motivation Motivation 3.0 - Autonomy, Mastery, Purpose 20
- 21. b) Learner Facilitatoras ‘Curator’ and ‘Filter’ of learning content... Guide the learner navigate the huge content available on the web by Curating content Filtering appropriate content 21
- 22. ...Learning Theories usefulfor Learner Facilitator “Curate and Filter” content Cognitive Learning Theory - build learning muscle; acquire, assimilate, retain and retrieve knowledge Curate appropriate free content . E.g. MIT World, MIT OCW, Google Scholar, iTunes University, OpenYale, Khan Academy 22
- 23. ...Learning Theories usefulfor Learner Facilitator “Curate and Filter” content Social Learning Theory - ‘more knowledgeable other’ (MKO) Filter content using - Wisdom of the Crowd (e.g. Amazon - people who read this also read), Rating of content, Social Bookmarking (Digg, Reddit) 23
- 24. c) Learner Facilitatorshould help “Gain Coherence”... Knowledge on the web is highly fragmented, learner facilitator should help the learner make sense and gain coherence Facilitate the Learner gain deeper understanding - from knowledge to application 24
- 25. ...Learning Theories usefulfor Learner Facilitator create “Coherence” Cognitive Learning Theory - information processing, change in mental schemata, transfer from short- term to long-term Add Context to information Online Mindmaps Graphic Organisers 25
- 26. ...Learning Theories usefulfor Learner Facilitator create “Coherence” Constructivist Learning Theory - inquiry based learning, discovery learning, active participation Webquests Blog, Twitter - learner shares what is being learnt in own words, which leads to deeper comprehension 26
- 27. d) Learner Facilitatoras a “Co-Explorer and Co-Creator” Sage-on-stage > Guide-by-the-side > Co-explorer Learner Facilitator actively participates and ‘co-creates’ with the learners 27
- 28. ...Learning Theories usefulfor Learner Facilitator as “Co-Explorer and Co-Creator” Social Learning Theory - Guided Learning, Scaffolding, Fading, Zone of Proximal Development, Self-Efficacy Co-explore learning content as a guide , providing scaffolding and enhancing the Self-Efficacy of the learner Blog, Twitter - learner shares what is being learnt in own words, which leads to deeper comprehension 28
- 29. ...Learning Theories usefulfor Learner Facilitator as “Co-Explorer and Co-Creator” Constructivist Learning Theory - inquiry based learning, discovery learning, active participation Young Learners - guided participation in learning communities like ‘Scratch’ (MIT) Inquiries that require game-based learning (e.g. serious gaming, simulations (e.g. Gizmo Learning) 29
- 30. ...Learning Theories usefulfor Learner Facilitator as “Co-Explorer and Co-Creator” Humanism Learning Theory - learning from with-in Write blogs, tweets Self-publish books - e.g. Lulu, Create Space, iBookStore 30
- 31. 2. Web asa Classroom in the Second Strand of Education
- 32. Web-based Learning 2.0 Web 2.0 h makes online Social Learning possible
- 33. Importance of Online SocialLearning
- 34.
- 35. 21st Century n ow t ok d n ee y ou at Wh What you know
- 36. 21st Century n ow t ok d n ee y ou at Wh GAP! What you know
- 37. 21st Century Fill the ‘gap’ by using kn ow cknowledge of to d nee your you h at network / W connections What you know
- 38. ONLINE SOCIAL LEARNING l “I store I kn owledge y n eed in m friends” w k no Fill the ‘gap’ by to using knowledge d n ee c of your web- ou ty based network / W ha connections What you know
- 39. a) Lessons fromVygotsky Online Collaborative Learning Environment Enhance ‘Zone of Proximal Development’ Connect with many ‘More Knowledgeable Others’ 39
- 40. b) Lessons fromAlbert Bandura Online Collaborative Learning Environment Social Constructivism - Modelling Attention Retention Replication Motivation Enhance ‘Self-Efficacy’ 40
- 41. c) Lessons fromLave and Wenger Online Collaborative Learning Environment Situated Learning Contextual Learning Legitimate Peripheral Participation 41
- 42. 3. Making LearnersAutonomous and Self-Directed
- 43. Learning Cycle inthe Second Strand
- 44. h Second Strand facilitates Cognitivist Learning
- 45. a) Online CognitivistLearning www.AcademicEarth.org www.KhanAcademy.org www.JusticeHarvard.org www.Scribd.com www.Slideshare.com iTunes University MIT World (video lectures) 45
- 46. Second Strand facilitates Constructivistand Social Learning h
- 47. b) Online ConstructivistLearning John Seely Brown’s thinking Online Study Groups Learning by tinkering Learning through play Marinating in the problem space 47
- 48. b) Online ConstructivistLearning Online conversations for coherence and deep understanding - TED.com lectures and conversations Serious Gaming www.EnergyVille.com UNICEF games like Ayiti World without Oil ‘Apps’ for mobile phones 48
- 49. Online Learning -CAUTIONS! 49
- 50. Nicolas Carr’s views Internet is making us ‘hunter gatherers’ rather than ‘cultivators’ Skimming is becoming the dominant mode of thinking Every medium develops some cognitive skills at the expense of others Cognitive Overload Multitasking and hypertext environment of the web, implies break in our concentration burdens or wipes our working memory 50
- 51. Good Reads andReferences George Siemen’s Blog: http://www.connectivism.ca/ Connectivism and Connective Knowledge MOOC - http://cck11.mooc.ca/ Stephen Downes’ website: http://www.downes.ca/news/index.html John Seely Brown’s website: http://www.johnseelybrown.com/ The Encyclopaedia of Informal Education : http://www.infed.org/index.htm Learning Theories: http://www.learning-theories.com/ Learning Theories: http://tip.psychology.org/theories.html 51