This document provides tips and guidance for participating in an online presentation about moving learning online and the strategic role of online delivery. It discusses how online learning can enhance delivery by making teachers think differently about teaching and giving students more control over their learning. It also examines using the Common Inspection Framework and learning styles as a framework for effective online learning delivery. Key choices are outlined when implementing online learning, including ensuring it aligns with effective pedagogy and meets individual learning needs.
This document outlines an agenda for a Dream Team Training. It includes sections on welcome and introductions, background about the program, components of video lessons, available resources and support, and a question and answer period. The training covers how to create effective video lessons to demonstrate math and science concepts. Teachers will learn about lesson plan templates, rubrics, and including elements like guided practice in their videos. Resources provided include tablets, video editing software, templates, books, and standards documents. Support is available from instructional and design experts, as well as other teachers participating in the program. Next steps discussed are creating example videos, prioritizing standards, scheduling coaching, and an upcoming webinar.
This document outlines an agenda for a Dream Team Training event. It includes sections on welcome and introductions, background about the organization's mission, an overview of video lesson components and how they work, available resources and support, and a question and answer period. The training covers how to create effective video lessons using templates and rubrics, with support from content and design experts. Next steps include creating sample video lessons, prioritizing standards, scheduling coaching, and upcoming webinars for continued collaboration.
The first interactive whiteboard was developed by Canadian company SMART Technologies in 1991. Interactive whiteboards allow teachers and students to display and interact with computer content using their hands or specialized pens. They make lessons more engaging and convenient by allowing teachers to easily structure lessons and incorporate multimedia elements like videos and images. However, they do have some disadvantages such as high costs, training requirements, and potential eye strain or sound issues.
E-learning is designed to teach learners through self-paced, experiential learning based on adult learning principles. It is not simply classroom materials like presentations, notes or recordings converted to a digital format. E-learning uses instructional design models like ADDIE to facilitate learning through interactive online content and assessments to both reinforce learning and evaluate achievement of objectives. It is not virtual instructor-led training, but rather self-directed study meant to problem solve and apply knowledge to real work contexts through formative and summative assessments throughout and at the end of a course.
E learning-basic guidelines to develop multimedia learningDimas Prasetyo
The document discusses principles for effective multimedia learning from Ruth Colvin Clark's book. It covers topics like how people learn via different senses and channels. Key principles discussed include:
- The multimedia principle - people learn more from words and pictures than from words alone.
- The contiguity principle - text should be placed near the graphics it corresponds to for easier understanding.
- The modality principle - words should be in audio rather than graphic form for effective use of visual and auditory channels.
- The redundancy principle - identical words should not be presented as both onscreen text and audio narration.
The document discusses common and emerging trends in e-learning and technology-enabled learning solutions. It outlines trends that will continue to be prominent such as breaking courses into modules, microlearning, gamification, video-based learning, mobile learning apps, and responsive and adaptive course designs. Emerging trends discussed are adaptive learning, which customizes content to individual needs, and augmented and virtual reality technologies.
What is blended learning? Who are some of the schools and networks breaking ground with blended learning? Are are some of the most interesting design features and considerations? This is an introductory presentation to explore these questions.
LTI Active learning guide September 2015LTI_Support
Active learning involves students taking responsibility for their own learning through engaging activities like problem-solving, discussions, and group work, rather than just listening to lectures. It promotes independent, critical, and creative thinking; encourages collaboration; and increases student motivation and performance compared to traditional lectures. The document provides examples of using technologies like flipped classrooms, response systems, social media, and student-created videos to incorporate active learning and make lectures more interactive.
This document outlines an agenda for a Dream Team Training. It includes sections on welcome and introductions, background about the program, components of video lessons, available resources and support, and a question and answer period. The training covers how to create effective video lessons to demonstrate math and science concepts. Teachers will learn about lesson plan templates, rubrics, and including elements like guided practice in their videos. Resources provided include tablets, video editing software, templates, books, and standards documents. Support is available from instructional and design experts, as well as other teachers participating in the program. Next steps discussed are creating example videos, prioritizing standards, scheduling coaching, and an upcoming webinar.
This document outlines an agenda for a Dream Team Training event. It includes sections on welcome and introductions, background about the organization's mission, an overview of video lesson components and how they work, available resources and support, and a question and answer period. The training covers how to create effective video lessons using templates and rubrics, with support from content and design experts. Next steps include creating sample video lessons, prioritizing standards, scheduling coaching, and upcoming webinars for continued collaboration.
The first interactive whiteboard was developed by Canadian company SMART Technologies in 1991. Interactive whiteboards allow teachers and students to display and interact with computer content using their hands or specialized pens. They make lessons more engaging and convenient by allowing teachers to easily structure lessons and incorporate multimedia elements like videos and images. However, they do have some disadvantages such as high costs, training requirements, and potential eye strain or sound issues.
E-learning is designed to teach learners through self-paced, experiential learning based on adult learning principles. It is not simply classroom materials like presentations, notes or recordings converted to a digital format. E-learning uses instructional design models like ADDIE to facilitate learning through interactive online content and assessments to both reinforce learning and evaluate achievement of objectives. It is not virtual instructor-led training, but rather self-directed study meant to problem solve and apply knowledge to real work contexts through formative and summative assessments throughout and at the end of a course.
E learning-basic guidelines to develop multimedia learningDimas Prasetyo
The document discusses principles for effective multimedia learning from Ruth Colvin Clark's book. It covers topics like how people learn via different senses and channels. Key principles discussed include:
- The multimedia principle - people learn more from words and pictures than from words alone.
- The contiguity principle - text should be placed near the graphics it corresponds to for easier understanding.
- The modality principle - words should be in audio rather than graphic form for effective use of visual and auditory channels.
- The redundancy principle - identical words should not be presented as both onscreen text and audio narration.
The document discusses common and emerging trends in e-learning and technology-enabled learning solutions. It outlines trends that will continue to be prominent such as breaking courses into modules, microlearning, gamification, video-based learning, mobile learning apps, and responsive and adaptive course designs. Emerging trends discussed are adaptive learning, which customizes content to individual needs, and augmented and virtual reality technologies.
What is blended learning? Who are some of the schools and networks breaking ground with blended learning? Are are some of the most interesting design features and considerations? This is an introductory presentation to explore these questions.
LTI Active learning guide September 2015LTI_Support
Active learning involves students taking responsibility for their own learning through engaging activities like problem-solving, discussions, and group work, rather than just listening to lectures. It promotes independent, critical, and creative thinking; encourages collaboration; and increases student motivation and performance compared to traditional lectures. The document provides examples of using technologies like flipped classrooms, response systems, social media, and student-created videos to incorporate active learning and make lectures more interactive.
This document outlines a model for flexible delivery of vocational education courses. The key elements of the model include developing a delivery and assessment strategy, setting up individual student plans and contracts, using a learning management system like Moodle to provide a mix of online and face-to-face learning modes, reviewing and developing interactive resources, maintaining student engagement through blogging and feedback, and clearly defining student and tutor responsibilities. Critical success factors are having a solid strategy, interactive content, support for students, and maintaining momentum through deadlines.
HI2013IDW Inviting Technology into the Classroomalysnyder
This document summarizes a presentation about inviting technology into the classroom. The presenter's goals were for attendees to leave with 3 action items: 1) Try a structural change to increase student engagement, 2) Try a new tool, and 3) Use a familiar tool in a new way. The presentation discussed how technology has changed the skills needed to learn and succeed, and how classrooms need to adapt structural changes like flipped classrooms and badges. It provided examples of tools to try like Prezi, PowToon, and Google Docs to increase participation. The presenter emphasized balancing risks and focusing on student use of technology over the instructor's use.
Blended Learning Approach at College of Engineering, SwanseaRhian Kerton
This document discusses the use of blended learning at a college. It defines blended learning as using technology to supplement traditional face-to-face teaching. The college aims to expand blended learning to improve teaching and learning with increasing student numbers. Examples provided show blended learning being used in various engineering modules. Student feedback indicates blended learning enhances learning and flexibility. The document advocates a step-by-step transition to blended learning with college support.
The document summarizes an e-learning solution called Mahalearning that aims to provide quality education anywhere and anytime. It discusses how the solution will help students, teachers, management, and parents by providing e-books, online tests, virtual labs, animated classes, and a learning management system. The e-learning program is designed to meet CBSE guidelines and fulfill MHRD parameters while supporting continuous and comprehensive evaluation as well as the Right to Education Act.
This presentation touched base with the meaning of blended learning, the 'why' behind blended learning and considerations in a blended learning approach in education.
Blended learning combines both face-to-face and online learning in order to maximize the benefits of each. It allows for different approaches including synchronous media like video conferencing and asynchronous media like online courses. There are different models of blended learning such as lab rotation and class rotation. Implementing blended learning presents challenges around design, managing roles, creating a seamless experience, meeting expectations, and controlling costs. The conclusion is that a one-size-fits-all approach does not work for blended learning.
This presentation was created to share with teachers how to transform an elementary classroom from a traditional classroom to a blended learning environment.
A 2009 survey of over 3,600 vocational education students found that 90% wanted some e-learning in their courses, and 42% said e-learning influenced their choice of training provider. Most e-learning courses aim to share information or improve job performance, but focus more on information sharing. Courses can be "pushed" with typical structures or "pulled" by giving learners activities that require pulling information to solve problems or make decisions. Engaging e-learning should incorporate various learning styles and have learners actively practice and apply the content.
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
Using Power point presentation in teaching of subject a school and higher education can be an effective teaching strategy. Preparing a good presentation is a skill that is required in many phases of student life in an institution as well as in their later life.
ICT Group Presentation - Blended Learninghusnul_atiyah
The document discusses blended learning and its application in language learning. It defines blended learning as an approach that combines face-to-face learning with online learning opportunities. A specific approach called blended e-learning cooperative approach (BeLCA) is described, which combines face-to-face learning, technology use, and group work. BeLCA aims to enhance language learning quality through three types of interactions. The document also outlines factors that promote successful blended learning, including developing models that meet local needs, providing teacher professional development and support, and ensuring student readiness and clear expectations.
Blended learning combines online and in-person instruction. It allows for personalized learning and keeps learners engaged through varied content. Instructors can track learner trends to improve training. Key components include self-paced eLearning, virtual classrooms, social learning, and mobile learning. There are various models that blend online and face-to-face instruction in different ways. Blended learning improves costs and retention while providing a personalized experience, though challenges include gaining buy-in and ensuring learners take the training seriously. Design tips include starting small, making courses social, and gathering feedback.
Adaptive learning is an educational technique that uses computers to determine the right level of instruction for each student, tailoring the resources and pace of learning to match individual needs and knowledge. It works by creating student and expert models that are used by an instructional model to deliver personalized instruction through an adaptive learning environment. This results in students receiving precisely what they require to learn at their own pace and level, with the goal of optimizing the learning experience and outcomes for all.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Blended learning is the best of both the worlds namely: classroom training and on-line training. 24x7 Learning provides best of blended learning solutions as per the employee training needs. Please visit us at: http://www.24x7learning.com to know more about best possible blended learning solutions.
The document discusses blended learning and provides guidance on designing blended courses. It defines blended learning as combining traditional face-to-face instruction with online learning. The document then outlines several blended learning models and provides examples. It emphasizes the importance of planning blended courses, including deciding what content and activities work best in online and face-to-face formats. Overall, the document aims to help instructors understand blended learning and conceptualize effective blended course designs.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
This document outlines a model for flexible delivery of vocational education courses. The key elements of the model include developing a delivery and assessment strategy, setting up individual student plans and contracts, using a learning management system like Moodle to provide a mix of online and face-to-face learning modes, reviewing and developing interactive resources, maintaining student engagement through blogging and feedback, and clearly defining student and tutor responsibilities. Critical success factors are having a solid strategy, interactive content, support for students, and maintaining momentum through deadlines.
HI2013IDW Inviting Technology into the Classroomalysnyder
This document summarizes a presentation about inviting technology into the classroom. The presenter's goals were for attendees to leave with 3 action items: 1) Try a structural change to increase student engagement, 2) Try a new tool, and 3) Use a familiar tool in a new way. The presentation discussed how technology has changed the skills needed to learn and succeed, and how classrooms need to adapt structural changes like flipped classrooms and badges. It provided examples of tools to try like Prezi, PowToon, and Google Docs to increase participation. The presenter emphasized balancing risks and focusing on student use of technology over the instructor's use.
Blended Learning Approach at College of Engineering, SwanseaRhian Kerton
This document discusses the use of blended learning at a college. It defines blended learning as using technology to supplement traditional face-to-face teaching. The college aims to expand blended learning to improve teaching and learning with increasing student numbers. Examples provided show blended learning being used in various engineering modules. Student feedback indicates blended learning enhances learning and flexibility. The document advocates a step-by-step transition to blended learning with college support.
The document summarizes an e-learning solution called Mahalearning that aims to provide quality education anywhere and anytime. It discusses how the solution will help students, teachers, management, and parents by providing e-books, online tests, virtual labs, animated classes, and a learning management system. The e-learning program is designed to meet CBSE guidelines and fulfill MHRD parameters while supporting continuous and comprehensive evaluation as well as the Right to Education Act.
This presentation touched base with the meaning of blended learning, the 'why' behind blended learning and considerations in a blended learning approach in education.
Blended learning combines both face-to-face and online learning in order to maximize the benefits of each. It allows for different approaches including synchronous media like video conferencing and asynchronous media like online courses. There are different models of blended learning such as lab rotation and class rotation. Implementing blended learning presents challenges around design, managing roles, creating a seamless experience, meeting expectations, and controlling costs. The conclusion is that a one-size-fits-all approach does not work for blended learning.
This presentation was created to share with teachers how to transform an elementary classroom from a traditional classroom to a blended learning environment.
A 2009 survey of over 3,600 vocational education students found that 90% wanted some e-learning in their courses, and 42% said e-learning influenced their choice of training provider. Most e-learning courses aim to share information or improve job performance, but focus more on information sharing. Courses can be "pushed" with typical structures or "pulled" by giving learners activities that require pulling information to solve problems or make decisions. Engaging e-learning should incorporate various learning styles and have learners actively practice and apply the content.
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
Using Power point presentation in teaching of subject a school and higher education can be an effective teaching strategy. Preparing a good presentation is a skill that is required in many phases of student life in an institution as well as in their later life.
ICT Group Presentation - Blended Learninghusnul_atiyah
The document discusses blended learning and its application in language learning. It defines blended learning as an approach that combines face-to-face learning with online learning opportunities. A specific approach called blended e-learning cooperative approach (BeLCA) is described, which combines face-to-face learning, technology use, and group work. BeLCA aims to enhance language learning quality through three types of interactions. The document also outlines factors that promote successful blended learning, including developing models that meet local needs, providing teacher professional development and support, and ensuring student readiness and clear expectations.
Blended learning combines online and in-person instruction. It allows for personalized learning and keeps learners engaged through varied content. Instructors can track learner trends to improve training. Key components include self-paced eLearning, virtual classrooms, social learning, and mobile learning. There are various models that blend online and face-to-face instruction in different ways. Blended learning improves costs and retention while providing a personalized experience, though challenges include gaining buy-in and ensuring learners take the training seriously. Design tips include starting small, making courses social, and gathering feedback.
Adaptive learning is an educational technique that uses computers to determine the right level of instruction for each student, tailoring the resources and pace of learning to match individual needs and knowledge. It works by creating student and expert models that are used by an instructional model to deliver personalized instruction through an adaptive learning environment. This results in students receiving precisely what they require to learn at their own pace and level, with the goal of optimizing the learning experience and outcomes for all.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Blended learning is the best of both the worlds namely: classroom training and on-line training. 24x7 Learning provides best of blended learning solutions as per the employee training needs. Please visit us at: http://www.24x7learning.com to know more about best possible blended learning solutions.
The document discusses blended learning and provides guidance on designing blended courses. It defines blended learning as combining traditional face-to-face instruction with online learning. The document then outlines several blended learning models and provides examples. It emphasizes the importance of planning blended courses, including deciding what content and activities work best in online and face-to-face formats. Overall, the document aims to help instructors understand blended learning and conceptualize effective blended course designs.
This training program aims to teach Adult Education GED instructors how to facilitate online courses. The training will provide instructors with skills in online pedagogy, communication, and use of educational technology. Instructors will learn best practices for engaging students, providing feedback, and assessing student learning online. Key topics include establishing an online presence, using the learning management system, developing organized and interactive online content, and motivating students through online collaboration and project-based learning. The goal is for instructors to master facilitating high-quality online education through distance learning theories and effective online teaching strategies.
E-learning refers to learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. It can involve fully online courses, programs, or degrees delivered via the internet. Key aspects of e-learning include various online learning management systems that allow students to access course materials and interact with instructors and classmates from anywhere. While e-learning has benefits like flexibility, consistency, and retention of materials, it also faces limitations such as electricity outages, slow internet speeds, and a lack of multimedia technologies in some areas. Overall, e-learning has been shown to improve learning outcomes when implemented effectively.
Designing and Teaching Effective Online PDDiana Benner
This document provides an overview for developing and teaching effective online professional development courses. It discusses key aspects of course design such as writing objectives, presenting content in modules, engaging learners, and using technology tools. The document also covers facilitation strategies like promoting interaction and building learning communities. It emphasizes using assessments that match course objectives and providing rubrics or criteria. Finally, it offers resources for online course evaluation and emphasizes designing courses around desired outcomes.
An introduction to Classroom Suite by IntelliTools and IntelliKeys. A research-based software solution for K-5 and beyond. Engage students in curriculum aligned reading(focus on phonics and phonemic awareness), math (focus on automaticity), writing and early learning activities. Accessible for students with physical disabilties.
This presentation provides an overview of starting a course on the Moodle learning management system. It discusses why educators may want to set up a Moodle course, what elements make a good course, and design considerations. The presentation recommends including a reading list, glossary, course timetable, resource links, and assignment details. It also suggests evaluating course usage and asking learners for feedback. Support resources are provided, such as Moodle user groups and training courses.
This presentation provides an overview of starting a course on the Moodle learning management system. It discusses why educators may want to set up a Moodle course, what elements make a good course, and design considerations. The presentation recommends including a reading list, glossary, course timetable, resource links, and assignment details. It also suggests evaluating course usage and asking learners for feedback. Support resources are provided, such as Moodle user groups and training courses.
To be a successful e-teacher for new generation learners, teachers must engage students through visual, auditory, and kinesthetic learning activities. Traditional classroom methods often fail to engage learners, who are now motivated, self-directed, and access information instantly online. Evaluation should be ongoing and focus on concepts rather than just testing. Teachers must adopt technology like learning management systems and web meetings to engage learners outside the classroom and prepare them for the future.
Online professional development (PD) for educators provides flexibility, access to experts, opportunities for reflection, and potential cost savings. Effective online PD is interactive, personalized, and data-driven. It requires careful attention to design, facilitation, and building learning communities. Research shows online PD can improve teacher practice and student learning when developed using collaborative models and incorporating feedback over time. Choosing the right technologies and providing training are also important for success.
This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.
Planning Digital Learning for K-12 ClassroomMagic Software
Digital learning for K-12 is effective as it aims at meeting learning objectives and the learning skills are designed around skills such as cognitive skills, interpersonal skills and psychomotor skills. The following presentation will help you understand the learning objectives and instructional methods of e-learning programs in more details.
This document contains a teacher's portfolio which includes various sections such as individual learning plans for students, lesson plans, assessments, professional development activities, reflections, and evidence of engaging with students, parents, and other stakeholders. The teacher monitors student progress, provides feedback, and collaborates with colleagues to support student learning during the pandemic through various online platforms and modified instructional materials.
This document discusses best practices for designing online student courses. It recommends including course information, content organized into manageable lessons using consistent formats and fonts, interactive instructional tools, opportunities for interaction/collaboration, and varied forms of assessment and feedback. It also discusses designing orientations to be mobile-friendly, encourage social connections, and serve as an on-demand training resource. Orientations should balance rich content with a fast pace, equip students for online learning, and allow practice of skills introduced in tutorials. Feedback is requested to be sent to the provided email.
TSM Learning Solutions provides eLearning solutions and services to help organizations digitally transform their education through augmented online learning platforms. Their solutions include developing and hosting online courses on learning management systems, creating reusable teaching materials, enabling collaborative learning activities, and providing analytics and administrative tools to improve the learning experience for students and teachers. TSM aims to make affordable online education more accessible in India by providing consultancy on eLearning implementation, content development, and technical support services.
Blended Learning, What's It Take? June 2014Rob Darrow
This document outlines Rob Darrow's presentation on blended learning. It discusses the six key elements of successful blended learning implementation: leadership, professional development, teaching practices, operations/policies, content, and technology. It provides examples from schools in the iNACOL blended learning program that illustrate how these elements can be addressed. The presentation emphasizes that blended learning requires changes to teaching, learning, and pedagogy to make them more student-centric and personalized. It also provides resources like checklists and rubrics to help educators evaluate and plan their blended learning approaches.
Lieve Leroy how can grasshoppers change ict practiceslievle
The document discusses using a "grassroots" approach to encourage teachers to adopt new information and communication technologies (ICT) in their classrooms. Key aspects of the grassroots approach include allowing teachers to propose small-scale ICT projects, providing support and guidance during implementation, and disseminating successful projects. The approach has been used successfully in Zambia to motivate teachers with little ICT experience and increase ICT use in education.
The document introduces MindTap, a new personal learning experience platform from Cengage that goes beyond ebooks and supplements to provide an integrated experience on any device. It summarizes research finding technology improves student engagement and outcomes. As an early adopter program, instructors will use MindTap in fall 2011 courses and provide feedback in exchange for student scholarships and support. The program aims to work with schools open to digital resources as the primary content delivery method.
Many universities are currently shifting from face-to-face education into the online distance education, others are becoming dual-mode universities and a few others are totally online and at distance. However, the transition has not been easy. With the adoption of new educational models leading to a virtual university, many issues related to technology and pedagogy have unfolded significantly. While adopting technology into their teaching to deliver instruction and manage online courses at distance, teaching faculty have become totally immersed in a discussion concerning how to apply principles of pedagogy to technology. Best pedagogical practices in Moodle are discussed in this presentation.
2. Moving Learning Online (Session 3) The pedagogy of online learning Vinay Markandya – JISC RSC South East Christopher Hill – JISC RSC East Midlands 12 January 2011 Moving Learning Online: The pedagogy of online learning
3. The Moving Learning Online Series 12 January 2011 Moving Learning Online: The pedagogy of online learning Series aim - to help you answer the question… How can online delivery help us meet our strategic and operational objectives?
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5. 12 January 2011 Moving Learning Online: The pedagogy of online learning How does online learning enhance delivery?
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7. 12 January 2011 Moving Learning Online: The pedagogy of online learning The CIF as a framework for moving learning online – based on learning styles
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15. 12 January 2011 Moving Learning Online: The pedagogy of online learning Making sound pedagogical choices when you choose online learning
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17. How does online learning fit with pedagogies? 12 January 2011 Moving Learning Online: The pedagogy of online learning Phil Race Ripples in a pond model
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20. What Next? 12 January 2011 Moving Learning Online: Title of Online Presentation Session Goes Here Using Footer Tool Visit the Moodle course that supports this series at: http://moodle.rsc-em.ac.uk/ Book to attend the next session: Session 4: Strategic components of increased efficiency, consistency and compliance http://www.rsc-southeast.ac.uk/events/index.html Talk to your RSC about the support available to help your strategic planning to make moving learning online a reality JISC RSC East Midlands [email_address] JISC RSC South East [email_address]
21. Feedback 12 January 2011 Moving Learning Online: The pedagogy of online learning We always value your feedback and would be most grateful if you could use the following link to complete a very quick online evaluation survey for this event: Survey Monkey Feedback Survey URL
Editor's Notes
This slide is displayed whilst participants are logging on before the presentation starts. 01/13/11
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This slide locates each session within the overall series January 13, 2011
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Traditional methods are a one way ticket where students learn by doing though these can be de-motivating Alternatives are project based learning & problem based learning Technology makes teachers think about teaching delivery Online learning can be collaborative, directed, anytime, anyplace, not constricted by space and wanted by students/motivationally strong OLL gives students the opportunity to engage with, participate in and control their own learning experiences. OLL is digitally secure and can be used time and again either unchanged or modified for a new audience. 01/13/11
Do we need a framework for Online delivery? National framework – Common Inspection Framework The CIF contains three key questions with ten quality indicators Outcomes for learners: standards & wellbeing Provision: Learning experiences, teaching, care & support, learning environment Leadership: management, partnerships, quality & resources All three are measured with greater regard to impact on students & stakeholders Greater focus on self-evaluation & data – both benefit from digitisation. CIF aspects are linked to learning styles theory (below) 01/13/11
What affects learning? Immediate environment (sound, light, temperature, design) own emotionality (motivation, persistence, responsibility, and need for structure or flexibility) Cognitive perspective (cognitive processes involved in learning as well as how the brain works) Behavioural perspective ( skills and behavioural outcomes of the learning process) sociological needs (self, pair, peers, team, adult, or varied) physical needs (perceptual strengths, intake, time, and mobility) Advantage to teach and test students in their preferred styles students score higher on tests, have better attitudes, and are more efficient in learning in own preferred styles. Proven effect on retention, achievement & motivation Learning styles will vary amongst any group/s of students So better to incorporate as many learning styles as possible in a learning experience.
Using dividers to create discrete areas for teaching & independent learning. (Eg traditional area, break out PC/Mac work stations, break out seminar rooms. Break out audio/visual rooms or any combination of above) Creating virtual classrooms where digital capture and collaborative work are additional features Clearing the floor area and/or using flexible furniture solutions Incorporating student ideas/thoughts into the re-design 01/13/11
Physical open & closed pairs Physical circle of knowledge Virtual collaboration using either/both of above (eg through chat rooms, discussion boards, wikis, blogs, electronic portfolios) 01/13/11
clear statement of what the learner needs to learn; multisensory resources (auditory, visual, tactile, kinesthetic etc) that teach the required information; activities through which the newly-mastered information can be used creatively; the sharing of creative projects within small groups of classmates; at least 3 small-group techniques; a pre-test, a self-test, and a post-test 01/13/11
visual: viewing, reviewing and using text, images, icons and reality demonstrations virtually. Auditory: repeating difficult words and concepts aloud, incorporating small-group discussion, organizing debates, listening to books on podcasts, watching videos, writing oral reports, and encouraging oral interpretation, either analogue or digitally. tactile/kinesthetic/ behavioural perspectives: providing hands-on activities (experiments, etc.), assigning projects, having frequent breaks to allow movement, using visual aids and objects in the lesson, using role play, and having field trips Role-playing and application to on-the-job settings.
Tutor needs more skills has to make more choices has to be more professional – because of more choices to make
Wanting - technology engaging learners (maybe) - better motivated if can learn at own choice of time and place Doing - practising a mathematical skill - running the UK economy Digesting - using a blog for reflection shared with tutor/peers e.g. ITT - discussion/chat with peers Feedback - instant non judgemental feedback for practising a skill - electronic communication with tutor – not having to wait until next visit/face to face meeting
start from different places – self marking initial assessments on line learn at different rates – repeat activities; extension and remedial work have different attitudes and values – may expect to use technology; easier access to learning have different learning styles and preferences - multimedia have different strengths: multiple intelligences – give choices and alternative routes through materials need different assistive technologies – screen readers; input and reading tools
music at City of Bath College - Facebook and YouTube social networking. e.g. feedback on peer work. Very popular : a 100% success rate for assignment completion. All music courses now grade 1 / 2 Ofsted; created a real collaborative community. Like real world Asset Training, Bootle ; 11 subcontractors e-portfolio instead of paper (Onefile) reduced assessors' visit times –learners uploading assessments and receiving feedback between visits; improved relationships between assessors and learners – better contact; more motivated and enthusiastic learners Charnwood training use of tablet PCs hospitality industry – access learning at best times Gloucestershire County Council Adult Education : Developing innovative and interactive resources with Xerte; On Moodle – head of a chicken; accessible Southampton City College How well is your VLE being used?” development and implementation of a highly motivational ‘Gold, Silver and Bronze' benchmarking system to evaluate and recognise quality of content and activity on its College Moodle system.
All sessions link to RSC support – the online Moodle courses, but more specicifically , the advice and guidance the RSCs offer. These sessions run over a number of months so, rather than wait until the end, get going now with RSC support. January 13, 2011
This slide has the Survey Monkey link to the online evaluation form. January 13, 2011