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Designing digital learning
The document outlines strategies for creating student-centered, engaging digital learning experiences, highlighting the importance of co-designing courses with students and incorporating diverse activities. It includes practical examples for encouraging introductions, using storytelling, and facilitating discussions that relate to real-world data. Additionally, it emphasizes the development of digital tools and resources, such as open e-books and course book clubs, to enhance the learning experience.
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Designing digital learning
- 1. Athabasca University, Facultyof Humanities & Social Sciences, Sept. 2015 Strategies for designing student- centered, social, open, and engaging digital learning experiences George Veletsianos, PhD Canada Research Chair, Associate Professor School of Education & Technology Royal Roads University
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- 3. A worldwide economic downturn Globalization and competitionà internationalization policies Increased demand for education Curtailment of public funding Calls for accountability Impact of emerging technologies Automation à Work? Privatization Higher Education Pressures
- 4. Goal #1: Toexplore student-centered course design and learn from one another.
- 5. Goal #2: Tofacilitate the expansion of your techno-pedagogical toolkit
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- 7. A B C D E It’s easy todo this in a f2f class. What would it look like in an online course? Introductions Adjective Circle (Amazing Anna)
- 8. What are someother ways that you ask students to introduce themselves in online courses? • Tell us about yourself using 7 adjectives • Tell us about yourself using 7 nouns • As above, but also use photos • As above, but use the 7 adjectives to write a story.
- 9. • Superhero Students Youare to create a drawing of yourself to share with the rest of the class. Your drawing should portray you as a superhero and include your superhero name Use your creativity to create a representation of yourself so that we learn more about each other. You can use pen/pencils/crayons and paper, or a graphics program to do this. – Adapted from Dunlap & Lowenthal: http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/ Handbook/cuonlinehandbook2011/Documents/chapter10.pdf What are some other ways that you ask students to introduce themselves?
- 10. • Mine lookslike this. • Why?
- 11. • Music videos Locatea music video on youtube.com that describes you and post it below, along with a message for the rest of the class explaining why this music video describes you. Caution: A lot of music videos contain language and imagery which may be offensive. Please review the lyrics & watch the whole video prior to posting it to ensure that it is appropriate. What are some other ways that you ask students to introduce themselves?
- 12. • Music videos Whatare some other ways that you ask students to introduce themselves?
- 13. What image doyou have of a student- centered online course? What does such a course look like?
- 14. What image doyou have of a student- centered online course? What does such a course look like? Enter adjectives here: http://tinyurl.com/audoc2
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- 16. Organized and Sequenced – Deadline calendar – Establishing a rhythm: Standardized sequence à familiarity – Check-ins (e.g., 1-1 phone/skype chat) – Discussion flow (post by? Respond by?) – Clear expectations – Diverse activities (more on this later)
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- 18. Using a diversearray of activities… – Discussions – Videos – Debates – Digital stories – Concept mapping – Professional communities - socialization – Case studies – Solving problems
- 19. Strategies for designing student-centered,social, and engaging digital learning experiences
- 20. Stories & digitalstorytelling • Instructors telling stories • Students creating stories – screencasts, comics, audio narration tools Jing
- 21. Stories & digitalstorytelling
- 22. Stories & digitalstorytelling
- 23. Voicethread Stories & digitalstorytelling
- 24. Weekly video updates: Socialpresence - Teaching presence
- 26. Embedding your personality? Anotherexample: Memes & Funny 1-liners By Royce Kimmons Introduction to online learning course: http://courses.doceocenter.org/theoretical_foundations_online_learning
- 27. Discussions/debates driven byreal- world data - Twitter https://twitter.com/search-home
- 28. Discussions/debates driven byreal- world data - Newspapers
- 29. Discussions/debates driven byreal- world data – Comments
- 31. Discussions/debates driven byreal- world data – Blogs posts
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- 34. Think-Pair-Share: Explore the useof one of these activities with your own area. Give an example, describe how you would use this, and explain how you would improve this strategy. Stories & digital storytelling Video updates Discussions driven by real-world data Co-designing with students
- 35. Concept Mapping: Keepingup-to-date and connecting all the pieces
- 36. Concept Mapping: Keepingup-to-date and connecting all the pieces
- 37. Concept Mapping: Keepingup-to-date and connecting all the pieces
- 38. Concept Mapping: Keepingup-to-date and connecting all the pieces
- 39. Video-related activities • Contentdelivery (reusing video) or examining video artifacts – Youtube, Vimeo, TED, Amazon, iTunes
- 40. Video-related activities • Additionalideas – Record an elevator speech – Find, share, and comment – Identify misconceptions in existing videos – Film and share roleplays
- 41. Introduce learners toprofessional communities - The case of Twitter
- 42. Introduce learners toprofessional communities - Others – Professional listservs e.g., Tomorrow’s Professor – Blogging communities – Social Networking Sites (e.g., LinkedIn discussion groups, Facebook groups) – Ask students to attend a virtual conference and do X (reflect/summarize/ etc)
- 43. Authoring Open E-booksand Open Textbooks • Create worthwhile digital artifacts as a class (&make available to others) à Replacing disposable assignments with those that add value to the Word (David Wiley)
- 44. Authoring Open E-booksand Open Textbooks • Work with your instructional designer to figure out the best platform for creating the e-book (Wiki? A dedicated website? A collection of Google documents?)
- 45. Course book clubs • As a class, select a few books that are of interest • (allow choice in reading/listening the books to accommodate student preferences/life) • Task teams with analyzing and presenting
- 46. Audio + VideoFeedback • Back to instructor presence and diversity
- 47. Concept Mapping Vide-related activities Professionalcommunities E-books, open books, open textbooks Book Clubs Audio and video feedback Think-Pair-Share: Explore the use of one of these activities with your own area. Give an example, describe how you would use this, and explain how you would improve this strategy.
- 48. What are someactivities/strategies that weren’t discussed today but have worked well for you and your students?
- 49. How do ourconversations affirm or refine the image that you have of a student-centered online course? What does such a course look like now?
- 50. Questions and opendiscussion
- 51. Thank you! www.veletsianos.com www.veletsianos.com/publications @veletsianos onTwitter veletsianos@gmail.com These slides: www.slideshare.com/veletsianos
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