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MEAS Course on E-Learning: 1. Introduction and overview online learning, blended learning and OER
The document by Karen Vignare from Michigan State University provides an overview of online learning, blended learning, and open educational resources (OER). It emphasizes the importance of technology in education, the characteristics of online and blended learning, and the benefits of OER in making educational materials accessible and adaptable. It outlines best practices for online course design and highlights trends in e-learning that facilitate learning experiences.
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MEAS Course on E-Learning: 1. Introduction and overview online learning, blended learning and OER
- 1. Overview of OnlineLearning, Blended Learning and Open Education Resources Karen Vignare Michigan State University
- 2. Agenda • Objectives • Introduction • Definitions • Discussion • Summary • References
- 3. Objectives • Provide abasic understanding of Online Learning • Provide a basic understanding of Blended Learning • Provide a basic understanding of Open Educational Resources
- 4. Introduction • Karen Vignare,Director, MSUglobal • Designing elearning and internet based solutions since 1995 • Taught first online course in 1997 • Various roles in online learning: faculty, marketing, administrator, researcher • Have written extensively on subject • Worked at MSUglobal since 2005
- 5. Introduction • MSUglobal engagesin technology based projects that leverage content and research expertise at Michigan State University • Work with faculty and staff to infuse technology especially online into curriculum and projects • Create university wide policy and procedures • Work with different technologies and software solutions as needed by project • Use scalable approaches and available repositories to maximize impact
- 6. Design Technology toFit Project Tools MSU Online Learning Programs Angel, Adobe Connect My Horse University (work with Adobe Connect • Adobe Creative Suite • Chile/University Mayor) ANGEL • Camtasia • Constant Contact • Dreamweaver • Drupal • Facebook • Microsoft CRM • NCRS • Raptivity • Twitter • YouTube Food Safety Knowledge Network Articulate • Camtasia Relay • Camtasia Studio Search Indexing Tool • Wordpress • Open Office King Khalid University ANGEL • MSU eNet • Online platform •Blackboard Collaborate Africa Lead Resource Database AgShare OER reliance on third party Latin America Learning Drupal • Panopto College of VetMED Multi-media Platform
- 7. Elearning/Online Learning Foundations •The elearning revolution started as part of Information Communication & Technology (ICT) • ICT typically involves more on telecommunications than learning • Education has long practiced distance learning without online learning • The internet improvements as part of ICT has led to changes in the way education can be designed and delivered
- 8. Online versus Elearning •Education and training have been and will continue to be impacted by these new technology tools • Elearning terminology precedes online as it was used for computer based learning prior to internet connectivity • Elearning is more associated with corporations and government
- 9. Online versus Elearning •Elearning is more likely to be purely self-guided. It may be interactive but lacks the presence of a teacher • Online learning more often occurs as an outgrowth of distance education • Online learning is still mainly asynchronous although synchronous tools are growing in importance
- 10. Where are wegoing online? • http://www.youtube.com/watch?v=6ILQrUrEWe8
- 12. Horizon Report- NewMedia Consortium • Technologies to watch • Near-term (less than one year) • eBooks and Mobiles • Medium term ( two to three years) • Augmented Reality • Game-based Learning • Longer-term (four to five years) • Gesture Based Computing • Learning Analytics
- 13. WorldWide Learn TopTen Elearning Trends http://www.worldwidelearn.com/elearning-industry/trends.htm • Application Service Providers offer more quick start options • Companies integrate e-learning into their infrastructure • Churning skill sets require e-learning initiatives • E-Learning cuts the cost of high quality content • E-Learning levels professional playing field around the world
- 14. WorldWide Learn TopTen Elearning Trends http://www.worldwidelearn.com/elearning-industry/trends.htm 6. Gamers bring interactive skills to e-learning 7. Governments deploy e-learning at all levels 8. Partners and collaborators use e-learning to get everyone on the same page sooner 9. Wireless technology helps e-learning initiatives "cut the cord“ 10. E-Learning's Movers and Shakers
- 15. The Essence ofOnline Learning • Allows the learner and professor to be in different places only connected through the course in the internet • Most online learning remains asynchronous which means at a different time and place • Synchronous tools which mean the learning community is still connected through the internet but online at the same time. • The convenience, flexibility and scalability all still favor asynchronous over synchronous
- 16. Why Online helpsLearning • Creating materials for online use requires making them ordered and clear • Learning materials and design becomes more apparent • Tools like instructional design processes are used more regularly • Outcomes and processes required are stipulated. • Learning is designed for clients and customers to achieve goals.
- 17. Online Design supportBest Practices Online Learning The 7 principles of good Community practice encourage: 1. Contact between Students and Faculty Cognitive Presence 2. Reciprocity and (Knowledge Centered) Cooperation (Learner Centered) 3. Prompt Feedback Supporting 4. Time on Task Discourse 5. Active Learning Social Presence Techniques 6. Communication of High Selecting Expectations Content 7. Respect for Diverse Talents Setting and Ways of Learning Climate Teaching Presence (Assessment Centered)
- 19.
- 20. Blended Learning Conceptualization Blended Convention Fully al Face to Online Face Classroom Picciano, A.G, & Dziuban, C. (2007). Blended learning: Research perspectives. Needham, MA:
- 21. Blended Online LearningEnvironment
- 22. Minimal Technology/Media Students meet online Students meet f2f - teacher uses simple – teacher uses technology such as simple technology CMS, electronic such as email, or bulletin boards. web for e-lectures. Blended Blended Conventional Face to Face Fully Online Classroom Students meet f2f Students meet online – teacher uses Blended Blended – teacher uses technology such as advanced technology simulations, such as interactive tutorials, digital videoconferencing video. Technology/Media Infused Source: Picciano, A.G. (February 9, 2005).
- 23. Convergence of traditionaland distributed environments Bonk, C. J. & Graham, C. R. (Eds.). (2005). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
- 24. Blended Learning • Increasingis recognized through research as a more effective way of delivering learning • Requires much of the planning of online learning • Allows for face to face interactions to build trust, credibility, interact and network
- 25. Developing Open EducationalResources Design to Share
- 26. What are OpenEducational Resources (OER)? Educational materials that are freely available for • use (access) • reuse (copy) • adaptation (modify) • sharing (redistribute) (Foote 2005, Doyle 2005)
- 27. Materials can include: • courseware • white papers • curriculum • simulations • lecture materials • labs • lecture captures • collections • learning objects • journals • content modules • tools • textbooks • and more!
- 28. Materials are openlylicensed in a way that • creators/authors retain their copyright • users are given permission by the creator/author to do the following to the work without having to first ask permission – reuse: use the work verbatim (unaltered) – revise: alter or transform the work to meet their needs – remix: combine the (verbatim or altered) work with other works for enhanced effect – redistribute: share the verbatim, reworked, or remixed work with others (Wiley, 2007)
- 29. The Dual Approach Development Usage & Discoverability Creating a systematic process so Building awareness of OER resources individuals can create & publish OER Develop Content Training staff to support search of OER License Making use of repositories and digital libraries Publish & Distribute License, Publish & Disseminate
- 30. The Process Develop Content •Create, clear, or capture content License Content • Choose Creative Commons license Publish & Distribute Content • Choose format(s) • Choose platform and add metadata
- 31. Developing Content CREATE CLEAR CAPTURE Develop new Clear existing Video record content utilizing content of 3rd-party lectures and open practices objects utilizing presentations open practices utilizing open practices
- 32. Developing Content Open bestpractices • No 3rd-party objects. These are objects you have not created yourself (e.g. images, diagrams, videos, graphs, animations, scans, etc.) • Forms. When applicable, appropriate release/permission forms to openly share the work are signed by the owner of the work • Open formats. The work is made available in a format that allows others to easily use and make derivative works – For example, presentation slides are made available as PowerPoint and OpenOffice slides instead of just as a PDF – For video recorded lectures, video and audio files are made available (e.g. - *.mp4, *.m4v, *.avi, *mp3, etc.) • Licensing. Licensing language is clearly visible on the work
- 33. Developing Content More on3rd-party objects If you have objects in your work that you have not created yourself, you have the following options: 1. Replace the object with a similar one that is openly licensed. 2. Recreate the object with a different expression but the same meaning as the original object. 3. Remove and annotate the object if it is too difficult to replace but is useful for the presentation.
- 34. Publishing & DistributingContent Choose platform to publish work • Own website/webpage • OER Repositories: – Connexions (http://cnx.org) – WikiEducator (http://wikieducator.org) – Curriki (http://curriki.org) • 3rd-party sites that allow Creative Commons designations: – YouTube (http://youtube.com) – Vimeo (http://vimeo.com) – blip.tv (http://blip.tv) – SlideShare (http://slideshare.net) – Scribd (http://scribd.com)
- 35. Publishing & DistributingContent Add metadata Based on the platform you choose, be sure to include appropriate metadata including: • Attribution language • Rights/License • Keywords/Tags • Source URL
- 36. Discussion • How willonline and blended learning help you to achieve your goals?
- 37. Summary • ICT toolscontinue to play an increasing role in society • Online and Blended Learning play a large role in increasing access to students • Open Education Resources will help reduce costs and creating more localized content
- 38. References: • Sloan Consortium, http://sloanconsortium.org • EDUCAUSE, http://educause.edu • Wikieducator, http://wikieducator.org/Main_Page • OER Africa, http://oerafrica.org • MERLOT and MAN (Merlot Africa Network), http://merlot.org
- 39. Terms of Use © Karen Vignare, Michigan State University, MEAS project. This work is licensed under a Creative Commons Attribution 3.0 Unported License. Users are free: • to Share — to copy, distribute and transmit the work • to Remix — to adapt the work Under the following conditions: • Attribution — Users must attribute the work to the author(s)/institution (but not in any way that suggests that the authors/ institution endorse the user or the user’s use of the work).
- 40. Disclaimer This presentation wasmade possible by the generous support of the American people through the United States Agency for International Development, USAID. The contents are the responsibility of the author(s) and do not necessarily reflect the views of USAID or the United States Government.
Editor's Notes
- #24 Graham, C. R. (2006). Blended learning systems: Definition, current trends, and futuredirections. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Globalperspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer Publishing.