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Uploaded byDerek Wenmoth
CVA presentation, Melbourne
The document outlines an educational retreat focused on leveraging online learning environments, particularly through the use of Moodle, to enhance learning design and distance education. It details various activities and theoretical frameworks that support personal, asynchronous, and synchronous learning, including multimedia integration and community engagement. Additionally, it discusses the importance of universal design for learning and gamification elements, such as badges, to incentivize participation and completion.
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CVA presentation, Melbourne
- 1. CVE Tutor Retreat– Melbourne, 11-13 April, 2014 Exploiting the online environment for learning
- 2. OUTLINE • Overview ofapproaches to learning design and distance education using current technologies • Exploiting the features of Moodle to achieve powerful learning, including… • Incorporating multimedia elements • Creating knowledge building communities • Incentivizing participation and completion
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- 6. LEARNING AS ACTIVITY– PERSONAL Includes tasks and activities designed for the individual learner to engage with in order to process information and transform it into personal knowledge. • reflection (via journal or blog) • observation • survey • puzzle • games/simulations • digital portfolio • online quiz with instant feedback • independent research • mind-mapping • infographic • composing music • photography • video-editing • podcast
- 7. LEARNING AS ACTIVITY– ASYNCHRONOUS Includes tasks and activities specifically designed to involve members of the learning community, to reinforce understandings of the social construction of knowledge and the importance of peer feedback etc. • Whole class or group discussion • formal debate • small group discussion • team project • problem-based learning groups • case study groups • peer review • instant messaging • online chat
- 8. LEARNING AS ACTIVITY- SYNCHRONOUS Includes all synchronous activity, including teacher to learner(s) and learner to learner(s), enabled by video, audio, webinar, text-chat etc. • Telephone conversation • Peer-to-peer instruction • Teaching a lesson • Role plays • Presentations • Tutorials
- 10. Source: Ron Oliver,Edith Cowan University
- 11. THE LEARNING BURGER • B Learning support Learning resources Learning activity
- 12. WOULDYOU LIKE FRIESWITH THAT? Constructo-burger Open-burger Instructo-burger Acto-burger
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- 20. UNIVERSAL DESIGN FORLEARNING An educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences. • Multiple means of representation to give learners various ways of acquiring information and knowledge, • Multiple means of expression to provide learners alternatives for demonstrating what they know, and • Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn
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- 24. KOLB’S LEARNING CYCLE Concrete experience (doing/having experience) Reflective observation (reviewing/ reflectingon the experience) Abstract conceptualisation (concluding/learning from the experience) Active experimentation (Planning/trying out what you’ve learned)
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- 26. INCENTIVIZING PARTICIPATION &COMPLETION • Rewards • Assessments • Progress bars • Feedback • Group roles • Badges
- 27. BADGES IN MOODLE • A gamification of the learning process • Can be awarded for a range of things within the environment e.g. • Personal task completion • Group task completion • Forum facilitator role • Course completion • Etc. • Potential for aggregation and recognition within other courses and qualifications
- 28. Derek Wenmoth Email: derek@core-ed.org Blog:http://blog.core-ed.org/derek Skype: <dwenmoth>