http://alliselby.edublogs.org/ Presenting different methodologies we use for addressing and implementing effective methods for online teaching and training. Our goal is really to create significant learning experiences for our students and we want to keep them engaged in learning the material. We want to create a high energy environment for learning in the course room and allow our students to consider how these concepts that we are presenting to them in the course can be applied to their professional and personal environments. The Web 2.0 tools encourages to students to share information and knowledge within the course. This builds community, team skills, peer interactions. As students become validated by their peers and share knowledge and information, it increases their self-concept. Web 2.0 content generated by our students and faculty include welcome videos, project and feedback assessment, demonstrations, and student presentations for both end of term projects and client presentations. Presented at Sloan International Conference, Orlando, FL., 2013

1. ADDRESSING AND IMPLEMENTING EFFECTIVE METHODS
FOR ONLINE TEACHING AND TRAINING
Carol Edwards, MS.
Kaplan University
Coral Springs, Florida
Allison P. Selby, MS.
Kaplan University
Asheville, North Carolina
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2. ADDRESSING AND IMPLEMENTING EFFECTIVE
METHODS FOR ONLINE TEACHING AND TRAINING
“Critical education deliberately tries to
stimulate the student to reformulate his goals,
his cognitive map of the world, the way he
thinks, and his view of his role in society.”
Bowen, 1997, p.35
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3. ADDRESSING AND IMPLEMENTING EFFECTIVE
METHODS FOR ONLINE TEACHING AND TRAINING
AGENDA
 Significant learning
 Online adult learner traits
 Engage learners for success
 Implementing Web 2.0 technology
 Web 2.0 tools
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4. SIGNIFICANT LEARNING EXPERIENCES
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 Strive to create to create significant learning
experiences that are engaging, high-energy,
involve lasting change and add value to the
students’ lives (Fink, 2013).
 We endeavor to apply, a theory of learning in which
“people learn when they relate new information
and skills to what they already know, actively
practice the new information and skills in a
supportive environment, and get feedback
on their performance” (Cromley, 2000, para.30).

5. SIGNIFICANT LEARNING OUTCOMES
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 Foundational Knowledge: Basic understanding of HTML concepts
and programming language
 Application: Developing the ability to troubleshoot
and code HTML pages, applying critical, creative
and practical thinking.
 Integration: Connecting concepts and practice from class to
workplace application and complex projects.
 Human Dimension: Develop self-authorship and teamwork skills.
 Caring: Develop motivation and enthusiasm.
 Learning how to Learn: Engaging in self-directed learning.
(Fink, 2013)

6. ONLINE ADULT LEARNERS
Traits of Online Adult Learners:
•
Adult learners need to know what they will gain from the learning and how this learning experience or Web
2.0 technology would enhance their job skills or their personal lives (Fidishun, 2005).
•
The theory of Andragogy is based upon six principles for the adult learning experience. The six principles of
adult learning are: 1) the learner’s need to know; 2) the learner’s self-concept; 3) the role of the learner’s
experiences; 4) the learner’s readiness to learn; 4) the learner’s orientation to learning and 6) the learner’s
motivation to learn” (Knowles et. al., 1998; Fidishun, 2005).
•
Integration of personal and professional experiences in the learning process, being self-motivated
(Palloff & Pratt, 2003).
•
Implementing web-based learning to encourage adaptive path to support adult students need to learn
(Fidishun, 2005).
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7. ENGAGED LEARNERS & WEB 2.0
Implementing Web 2.0 as a method to engage students:
•
The use of the technological tools in the e-learning classroom will enable the adult learner to mature from a
dependent learner to becoming more self-directed (McGrath, 2009).
•
Use of Web 2.0 technologies within an online course encourages peer interaction and knowledge sharing
among peers (Conrad and Donaldson, 2011).
• Kovach, Ding, and O’Neil (2010) have suggested enhancing the learning experience with student generated
podcasts and video productions. (as cited in Revere, L., & Kovach, J. V., 2011, p. 121).
• Online learning environments can integrate Web 2.0 technologies such as chat sessions, blogs, wikis and
peer assessment to promote learner-centered engagement (Revere, L., & Kovach, J. V., 2011).
.
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8. IMPLEMENTING WEB 2.0
Uses for videos and blogs
Students:
• Student-generated blogs for displaying group projects
Blogs for course resources
• Student-generated blogs for displaying individual work
Video demonstrations for technology coursework • Video recordings presenting projects to peers and
(i.e. demonstrating software, coding projects)
instructors
Video recordings explaining upcoming projects
• Video recordings demonstrating solutions to clients
and partners (i.e. Internships and Capstones)
Video recordings for student feedback on projects
• Reflection
Faculty
•
•
•
•
Considerations:
>> Classroom Management
>> Privacy
>> Security
>> Cost
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9. WEB 2.0 APPLICATION
Web 2.0 content generated by our students and faculty:
•
Faculty created welcome video for start of new
term.
•
Faculty recorded video demonstrating coding
techniques for Web development for group
presentations.
•
Faculty provide develop video recordings for
feedback and project assessment.
•
Students creating blog for final course
presentation for Web marketing course.
•
•
•
Students recording videos demonstrating final
Capstone projects.
• Demonstrating how to implement security crack
software.
• Reviewing how to generate reports from
expense tracking software.
Students recording training videos for client
presentations.
Students recording videos to demonstrate their new
knowledge and joy of learning .
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10. WEB 2.0 TECHNOLOGY
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11. WEB 2.0 TECHNOLOGY
Animoto
 Video styles (templates available).
 Can use own images and audio.
 Stock images/audio available for use.
 Can add text and transitions.
 Video hosted on Animoto space and
links available to either embed in
course or email.
 Free accounts limited to 30 sec videos.
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12. WEB 2.0 TECHNOLOGY
Jing
 Screen capture and video recording.
 Able to record narration with video.
 Can specifically select areas of screen
to record vs. entire screen.
 Video capture saved as .swf file and
can be stored on free Screencast
account or emailed.
 Free accounts limited to 5 min video.
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13. WEB 2.0 TECHNOLOGY
Blogger
 Available through Gmail account.
 Several templates available for
layout and design.
 Easy to use interface to post and
add images.
 Can customize URL.
 Privacy settings available.
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14. WEB 2.0 TECHNOLOGY
Edublog
 Establish class blog and enroll
students to set up individual
accounts.
 Strong privacy and security
features.
 Set up survey and quizzes.
 Easily add pages and images.
 Large variety of templates
available for layout and design.
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15. IMPLEMENTATION
Animoto
 Used as a team project.
 Students showcased the
members of their team.
 Some students created a
personal Animoto.
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16. IMPLEMENTATION
Jing
 A screen capture and video
recording program designed by
Techsmith. It’s available as a free
program and is a perfect solution
for recording demos for students.
 Students frequently use the video
capture programs for final project
presentations.
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17. IMPLEMENTATION
Blogger
 Student presentations in Web
Marketing course.
 Students collaborated with
local non-profits to design
marketing plans.
 Final marketing plans
presented to client and class
in blogger.
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18. IMPLEMENTATION
Edublog
 Designed for educators, both
for individual accounts and for
schools and universities.
 Full privacy and security of the
blog materials with the option
of restricting access to the blogs
through required passwords.
 Quizzes, Google Maps, surveys
and forms available.
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19. FINAL OUTCOMES
Summary
 The students:




Engaged in significant learning.
Applied and implemented Web 2.0 technology.
Bridged the gap between concept and application.
Utilized the learning personally and professionally.
“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
Albert Einstein
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20. REFERENCES
Bowen, H. R. (1997). Investment in Learning. Baltimore: John Hopkins University Press.
Conrad, R. M., & Donaldson, J., A. (2011). Engaging the online learner. Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Cromley, J. G. (2000, December). Learning with computers: The theory behind the practice . Retrieved from National Center for the Study of Adult Learning and
Literacy: http://www.ncsall.net/index.html@id=303.html
Fidishun, D. (no date, circa, 2005). Andragogy and technology: Integrating adult learning theory as we teach with technology.
Fink, L. D. (2013). Creating significant learning experiences, 2nd. Ed. San Francisco, CA.: Jossey-Bass.
McGrath, V. (2009). Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles' Model of Andragogy. Adult Learner: The Irish Journal Of Adult
And Community Education, 99-110.
Model of Andragogy. Adult Learner: The Irish Journal Of Adult And Community Education, 99-110.
Palloff, R. M., & Pratt, K. (2003). The Virtual Student. A profile and guide to working with online learners. San Francisco: Jossey-Bass.
Revere, L., & Kovach, J. V. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. The Quarterly Review of
Distance Education, 113-124.
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21. BIOGRAPHY
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Carol Edwards-Walcott is currently a faculty member in the School of Information Technology at
Kaplan University. She is a graduate of American Intercontinental University where the focus of
here studies was Information Technology and Instructional Technology. She is currently a PhD
student at Northcentral University where her focus is in e-Learning in higher education.
She has taught and been involved in different roles in many academic settings from K-12 and
higher education. She has developed, revised and taught many courses in academia. She has
mentored students and served on a variety of committees including the committee of Academic
Appeals as both a member and a chair, and the SRT committee, sister to the Faculty Curriculum
Committee. She is the faculty advisor of the KUACM and KUACM-W an innovative organization at
Kaplan.
Carol Edwards, MS.
Kaplan University
Carol is currently a Merlot Board member, peer reviewer for Merlot, the Forest Journal and the eLearning institute. She is a CAEL certified portfolio evaluator. Her current areas of interest are ecedwardswalcott@kaplan.edu
Learning in higher education, innovative technologies and curriculum. She is a Notary Public, a
licensed marriage counselor and marriage officer. She enjoys reading and gardening.
954-614-1253

22. BIOGRAPHY
22
Allison Selby has taught in higher education for the last ten years. She has developed and
taught various digital media courses for many schools, including The University of the
Arts, Drexel University and Chestnut Hill College, Philadelphia. Currently, she is faculty
with Kaplan University, School of Information Technology. She has served on various
committees including degree plan mapping and research, the School Review Board and
Faculty Curriculum Committee.
Allison is a graduate of Chestnut Hill College, Masters of Science, Educational Technology.
She is presently enrolled in Portland State University, Graduate School of Education for
the Educational Graduate Certificate in Service-Learning and Community-Based Learning
in Postsecondary Education.
Her current interests are focused on high-impact experiential practices and particularly
how they can be integrated in an online environment. Her primary focus is extending
service-learning and internship opportunities for adult students through virtual solutions.
Allison P. Selby, MS.
Kaplan University
aselby@Kaplan.edu
http://www.aselby.com
828-318-5082

23. THANK YOU!
PLEASE CONTACT US FOR FURTHER DISCUSSION AND
VISIT OUR SITE: HTTP://ALLISELBY.EDUBLOGS.ORG/
Carol Edwards, MS.
Kaplan University
Coral Springs, Florida
Allison P. Selby, MS.
Kaplan University
Asheville, North Carolina
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