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Designing activities for online learning
- 1. Designing Activities for OnlineLearning Mark Childs
- 2. 1. Students prefera choice in how they learn 2. Significant variations in levels of demand across the student population 3. High levels of demand for improved IT facilities – NSS results demonstrated this also this year. 4. Virtual Learning Environments to be used in an effective way – particularly for FE students. 5. International students, particular those from countries with highly developed technologies, expect ICT/e-learning in the UK Student demand Ali and Porter, 2011
- 3. “Technology is aword that describes something that doesn’t work yet” – Douglas Adams (1999)
- 4. Four Models ofLearning Design • Teaching Approaches • Experiential Learning Cycle • 5 stages model • Supporting online interaction
- 5. Teaching Approaches • Mayes,T. and de Freitas, S. (2004). Review of e-learning frameworks, models and theories: JISC e-learning models desk study, JISC • Associative, transmission model, behaviourist, didactive • Situative, social learning, social constructivism • Cognitive, experiential learning, problem-based learning, constructivism, • Flipped classroom – gets away from idea of spending time in class just talking
- 6. Technology StudentTeacher VLE Video lectures Web PowerPoint Animated graphics Webinars Screencapture (Camtasia, Captivate) iTunesU online module boxes UniView Transmission approach
- 7. Technology StudentTeacher VLE TurnItIn Turning Point Quizzes forformative feedback Socrative Transmission approach
- 8. Technology StudentSubject CommunityDiscussion boards Facebook Videoconferencing Teacher Wikis Twitter PeerFeedback Situative approach
- 9. Experiential Learning • Placesstudent activities at the core of the learning process • Forms a cycle of activities to consolidate learning effectively • First used by Lewin and based on the engineering concept of feedback (Kolb, 1984, 21)
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- 12. TEL and concreteexperience • Can TEL provide concrete experience? • What form can they take? • Simulations • Remote and virtual laboratories • Game-like environments • Work-based scenarios • Role play • Virtual worlds
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- 18. TEL and reflectiveobservation Supporting students’ reflection on learning • Reflection in action – Tweeting • Reflection on action – Blogging, social media • Reflection in collaboration – discussion boards, blogging communities • Reflection synchronously – videoconference (Skype, Collaborate), chatrooms, virtual worlds
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- 23. TEL and abstractconceptualisation Students explore the concepts further; Draw parallels and fill in from other materials • Video lectures in YouTube, iTunesU • Lecture capture (Camtasia) • Podcasts (Audacity) • Websites, eJournals • Access to materials on web, Uniview synthesising ideas • mindmaps Online abstract conceptualisation
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- 25. TEL and activeexperimentation Students consolidate their learning through creating artefacts and making meaning • Video production • Wikis • Eportfolio (PebblePad) • Presentations (PowerPoint, Prezi) TEL an active Experimentation
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- 28. Making meaning Remembering –bullet-pointing, highlighting, bookmarking, social bookmarking, favouriting / local bookmarking, searching, googling
- 29. Making meaning Understanding –advanced searches, Boolean searches, blogging, tweeting, categorising, commenting, annotating, subscribing
- 30. Making meaning Applying –running, loading, playing, operating, hacking, uploading, sharing, editing
- 31. Making meaning Analysing –mashing, linking, tagging, validating, reverse-engineering, cracking
- 32. Making meaningEvaluating –blog commenting, reviewing, posting, moderating, collaborating, networking, refactoring, alpha and beta testing
- 33. Making meaning Creating –programming, filming, animating, blogging, video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing / producing
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- 36. Devices and platforms •Class-based learning – advantages can control tech, can set aside time to ensure it takes place • Social learning – can use the group spaces in The Lounge and soon the Centre for Student Life. • Mobile learning – activities can take place anywhere, personal devices give students more ownership of learning process
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- 38. Study calendars E-books Learning resources Onlinemodules Annotation tools Mind mapping tools Communication mechanisms Mobile learning Slide: G. Conole 2013
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- 40. References Adams, D.N. (1999)How to Stop Worrying and Learn to Love the Internet, The Sunday Times, August 29th 1999. http://www.douglasadams.com/dna/19990901-00-a.html Ali, U. and Porter, A. (2011) What do students really want, JISC, http://www.slideshare.net/JISC/what-do-students-really- want Churches, A. (2008) Bloom's Taxonomy Blooms Digitally, Tech & Learning, 4th Jan, 2008 http://www.techlearning.com/studies-in-ed- tech/0020/blooms-taxonomy-blooms-digitally/44988 Conole, G. (2013) Disruptive Learning, 2nd MobiLearn Asia Conference, Singapore, http://www.slideshare.net/GrainneConole/conole- mobilearn Hartje, Z. (2012) TLT Faculty Social: Augmented Reality Recap, Innovative Technology for Innovative Instructors, http://blogs.cofc.edu/tlt/2012/09/25/tlt-faculty-social- augmented-reality-recap