1. The document discusses strategies for engaging online learners through collaborative work, electronic tools, and following Robert Gagne's nine steps of instruction.
2. It advocates using a constructivist approach to teaching and learning online, as inspired by theorists like Dewey, Piaget, Siemens, and Downes.
3. New technologies will continue to provide more opportunities to engage online learners through varied formats and strategies.
Augmented Reality and Learning Innovation - a co-created journey? debbieholley1
Presentation Edtech World Forum Winter 2021
This talk reflects upon the pace and rate of change in learning that technology enables, and Covid-19 has accelerated this trend. The generation of new knowledge is increasing exponentially and having the 'single expert' that knows all there is on a given topic is no longer viable. Communities of practice, co-creating and sharing ways of working offer much to our students, as team working, data searching, managing and archiving are all skills employers value in the workplace. Drawing upon ONS (October 2021) data about the student experience of first year undergraduates, I suggest that student learning through the medium of the institutional VLE needs to be enhanced through authentic learning opportunities, and suggest ways in which augmented reality can play a role.
The digital conundrum: digital health and/or wellbeing?debbieholley1
Visiting Lecture: Plymouth College of Arts
In this first of our series of visiting lectures, Debbie Holley, Professor of Learning Innovation at Bournemouth University challenges us to explore the boundaries of the digital, while still ensuring that our own digital health and wellbeing is protected, along with that of our students. Debbie will share examples of her work leading teams embedding creativity (online) through the disciplines, with considerations for the health and wellbeing for all. We will conclude the talk with a panel discussion about how we may like to take some of the ideas forward. The event will be recorded, and the slides shared. Debbie has requested that you bring along your SMART (internet connected) mobile phones, but emphasises this workshop is suitable for all. Dr Ben Goldsmith, from the Bournemouth University learning technology team, will join us to talk about what is possible at the panel!
Debbie is a National Teaching Fellow, a Principle Fellow of AdvanceHE and on the JISC student experience experts panel. She has research interests in digital competence frameworks, augmented reality, virtual reality and simulations.
Ben is a Learning Technologist at Bournemouth University and a Fellow of AdvanceHE. His research interests include digital and media literacy, the use of media and digital content and tools in secondary and tertiary education, and the engagement of critical theory with approaches to learning.
You can follow Debbie on twitter @debbieholley1
Mobile, Digital, Ubiquitous: Solutions for Learning with Handhelds
A panel session at NECC07, Atlanta, June 2007
Panel Moderator: Julie Lindsay, International School Dhaka, Bangladesh
with Judy Breck, Graham Brown-Martin, Janice Kelly and Tony Vincent
Joining the high-tech bandwagon on low bandwidthwitthaus
Keynote address given to the National Association of Distance Education and Open Learning in South Africa, presented via video conference on 17 Aug 2009.
Integrating technology into the classroomerica pitrack
Throughout this presentation I hope I am able to offer guidance and make the transition of adding technology into your classroom a simple daily rountine.
Educational Technology in the NJ ClassroomLisa Thumann
New Jersey K12 schools have been charged with preparing our students to excel in the community, work place, and in our global society. What are we doing to accomplish this? Let's look at how these students, educators, and administrators are using digital tools to communicate, collaborate, and create in the New Jersey classroom.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Augmented Reality and Learning Innovation - a co-created journey? debbieholley1
Presentation Edtech World Forum Winter 2021
This talk reflects upon the pace and rate of change in learning that technology enables, and Covid-19 has accelerated this trend. The generation of new knowledge is increasing exponentially and having the 'single expert' that knows all there is on a given topic is no longer viable. Communities of practice, co-creating and sharing ways of working offer much to our students, as team working, data searching, managing and archiving are all skills employers value in the workplace. Drawing upon ONS (October 2021) data about the student experience of first year undergraduates, I suggest that student learning through the medium of the institutional VLE needs to be enhanced through authentic learning opportunities, and suggest ways in which augmented reality can play a role.
The digital conundrum: digital health and/or wellbeing?debbieholley1
Visiting Lecture: Plymouth College of Arts
In this first of our series of visiting lectures, Debbie Holley, Professor of Learning Innovation at Bournemouth University challenges us to explore the boundaries of the digital, while still ensuring that our own digital health and wellbeing is protected, along with that of our students. Debbie will share examples of her work leading teams embedding creativity (online) through the disciplines, with considerations for the health and wellbeing for all. We will conclude the talk with a panel discussion about how we may like to take some of the ideas forward. The event will be recorded, and the slides shared. Debbie has requested that you bring along your SMART (internet connected) mobile phones, but emphasises this workshop is suitable for all. Dr Ben Goldsmith, from the Bournemouth University learning technology team, will join us to talk about what is possible at the panel!
Debbie is a National Teaching Fellow, a Principle Fellow of AdvanceHE and on the JISC student experience experts panel. She has research interests in digital competence frameworks, augmented reality, virtual reality and simulations.
Ben is a Learning Technologist at Bournemouth University and a Fellow of AdvanceHE. His research interests include digital and media literacy, the use of media and digital content and tools in secondary and tertiary education, and the engagement of critical theory with approaches to learning.
You can follow Debbie on twitter @debbieholley1
Mobile, Digital, Ubiquitous: Solutions for Learning with Handhelds
A panel session at NECC07, Atlanta, June 2007
Panel Moderator: Julie Lindsay, International School Dhaka, Bangladesh
with Judy Breck, Graham Brown-Martin, Janice Kelly and Tony Vincent
Joining the high-tech bandwagon on low bandwidthwitthaus
Keynote address given to the National Association of Distance Education and Open Learning in South Africa, presented via video conference on 17 Aug 2009.
Integrating technology into the classroomerica pitrack
Throughout this presentation I hope I am able to offer guidance and make the transition of adding technology into your classroom a simple daily rountine.
Educational Technology in the NJ ClassroomLisa Thumann
New Jersey K12 schools have been charged with preparing our students to excel in the community, work place, and in our global society. What are we doing to accomplish this? Let's look at how these students, educators, and administrators are using digital tools to communicate, collaborate, and create in the New Jersey classroom.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Pilot experiment courses at the University of Nebraska-Lincoln, embedding "Coaching Metacognition" and "Web Literacy" into main core subject-content curriculum as "Hidden Curricula", using Connectivist Open Online Learning (COOL) technology tools and techniques.
Presentation at the 2014 Online & Blended Colloquium by Roz Hussin, Bill Lopez, and Jane Hanson, on April 14, 2014.
SAMPLE GED 501 RESEARCH PAPERTechnology Based Education How.docxagnesdcarey33086
SAMPLE GED 501 RESEARCH PAPER
Technology Based Education: How can theories of learning and/or development be used to guide the use of technology in schools?
Introduction
Twenty first century learning environment is no longer a goal, but an educational reality. We are deep into the midst of a paradigm shift that spans across our entire globe. The technology we live with as a society has exponentially grown at an increasingly rapid rate. This is illustrated from the integration of computers in every facet of our lives. This includes televisions, phones, cars, and even coffee makers which all contain a microprocessor, they all think. Even more startling is how connected we all are. Access to information is available at a finger’s touch. We can connect to people, we can shop, and ask for directions from anywhere at any time. We are tethered to the world by social media such as Facebook. Google has mapped out the entire earth. We can send a text message from the middle of Antarctica. Even more startling is how corporations and the government collects data as they track our ever movement as we go online. All this is reflected upon education, which mirrors this new 21st century society. No longer is the classroom isolated from the world, but it too is connected. Learning technology is critical more than ever because it impacts skills and productivity (Hall, 2011) for both the student and the teacher.
Background
Incorporating technology into the classroom has been around since computers were invented, but it has been only recently been the norm in the last few years. This revolution no more pointedly reflected in our education system, than it is today. Johri (2011) states that although digital information technologies in education has become commonplace, there are few guiding frameworks or theories that explains the relationship between technology and learning practices. Bennett and Oliver (2011) share that view. Research has focused on practical implementation versus the theory and application of the technology. They explained once theories are developed, a better understanding of effective technology based pedagogy would occur.
Technology in Education
I believe however, all the theorists play well with technology. Technology is merely a tool. Its strength is the ability to facilitate. John Dewey is a prime example. He believed in “learning by doing”. With an iPad there is an App where by students are able to see the stars and the constellation. With the use of satellites and GPS held within the piece of technology, students are able to view exact locations of stars. Where the iPad is directed in the sky, the stars would be in that location on the handheld screen, no telescope necessary. The students interact with the material to gain knowledge.
This is further illustrated by this second example. The best way to learn about Mayan pyramids is to actually visit one in Central America. With the use of laptops, students can connect to the Discove.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
NPAR: building networked participatory action research in cyberspaceAlana James
This is a report on the development of the online network that supports the international participatory action research project: The Future(s) of Education.
Venturing Beyond the Walled Garden: Building Online Learning Activities Outsi...Michael Paskevicius
If we want to motivate and engage students to learn in ways that will be longer-lasting and more meaningful to them, we need to design rich learning experiences that facilitate this through flexible and adaptable activities and assignments. Learning management systems (aka walled gardens) provide teachers and learners a safe and controlled space for threaded discussions, storing grades, uploading assignments, posting content, communicating notices, and deploying some constructed assessment components like quizzes.
However, learning management environments are limited in their abilities to engage students in deep learning and meaningful educational activities. To do so, requires instructors to move beyond the walled garden into a less organized and less controlled digital world.
In this session, we will outline supportive teaching strategies and learning activities (facilitated by the digital environment) that promote higher levels of engagement for learning – and are accessible and relatively easy to implement using open practices and resources.
This learning happens outside the walled garden and requires careful consideration and attention to care for the students and the learning they will embark upon. But where to start? There are so many options, tools, apps, platforms and parameters to consider when designing a more open and flexible learning experience.
Using a collection of evidence-based principles of learning, we’ll outline how designing rich online learning experiences may be easier than you think.
Participants will be exposed to 7 key learning principles and appropriate tools to use within and outside of learning systems. We'll share some of our favourite examples of aligned assignments and activities.
We'll engage youin a discussion of other examples that might fit within the principles, gather ideas and share back with everyone. Come prepared to share your best examples of online learning outside the walled garden - learning out in the open!
https://festivaloflearning2018.sched.com/event/Ddwf/venturing-beyond-the-walled-garden-building-online-learning-activities-outside-of-the-learning-management-system-that-allow-for-flexible-adaptable-and-meaningful-learning
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Online Learner Engagement H Briggs6
1. Online Learner Engagement Mr. Henry Briggs Walden University Principles of Distance Education EDUC-7102-2/EDUC-8842-2 Dr. Keith Pratt 8/08/09
2. Abstract Learner engagement is essential to the effectiveness of education. Distance education is even more critical and demanding of learner engagement to be effective.
11. Robert Gagne”s Instruction To Engage Learners Online 1. Gain attention 2. Inform learners of objective 3. Stimulate recall of prior Knowledge 4. Present the content 5. Provide guidance 6. Elicit performance 7. Provide feedback 8. Assess Performance 9. Enhance retention and transfer, (Integrating Instructional Design in Distance Education).
20. John Dewey stated, "If you have doubts about how learning happens, engage in sustained inquiry: study, ponder, consider alternative possibilities and arrive at your belief grounded in evidence." ( www.thirteen.org ) Constructivist Learning requires inquiry is a key component of constructivist learning.
21. Jean Piaget states, “To understand is to discover, or reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition” (Piaget, 1973).
28. Conclusion As technology evolve there will be more avenues to engage learners. New strategies will be developed, and there will be more opportunities for online education to continue to be adopted into society. In this presentation, I used a computer, LCD player, electronic screen, web-cam, clip-art, sound, pictures, PowerPoint and other software and hardware. Being enabled to present the content in various formats will also enable the learner to engage in the lesson. The next presenter will give additional thoughts to ponder for us to learn additional ways to engage online learners.
29. References Anderson, T. (2008). The Theory and Practice of Online Learning; Published by AU Press, Athabasca University, Edmonton, AB. Bloom's Taxonomy; The Learning Framework; retrieved from: http://faculty.citadel.edu/carnegie/general%20info/bloomstaxonomy.htm Integrating Instructional Design in Distance Education; retrieved from: http://ide.ed.psu.edu/idde/9events.htm on 7/29/09. Clipart downloaded 6/27/09 www.bing.com Clipart downloaded 6/23/09 www.fotosearch.com Clipart downloaded 7/1/09 www.iphone.com Lippincott, J. K. (2006). “Learning, Engagement, and Technology” http://www.cni.org/staff/joanpubs/acrl_Lippincott.doc Oblinger, D. G., Barone, C. A., Hawkins B. L., (2001). Distributed Education and Its Challenges: An Overview Palloff, R. M., Pratt, K. (2005). Collaborating Online; Learning Together in Community, John Wiley & Sons, Inc., A Wiley Imprint; publisher Jossey-Bass San Francisco, CA. Piaget, Jean. (1973). To Understand is to Invent. New York: Grossman. http://unesdoc.unesco.org/images/0000/000061/006133eo.pdf What is the history of constructivism, and how has it changed over time? (downloaded 7/29/09). http://www.thirteen.org/edonline/concept2class/constructivism/index_sub4.html Wikipedia, Connectivism (Learning Theory). Retrieved from; http://en.wikipedia.org/wiki/Connectivism_(learning_theory ) on 7/19/09.
Editor's Notes
Online Learner Engagement Henry Briggs Walden University Principles of Distance Education Dr. Keith Pratt
Learner engagement is essential to the effectiveness of education. Distance education is even more critical and demanding of learner engagement to be effective.
Content in distance education is presented in different media format. For distance education to continue to evolve and be effective the learner must be engaged in the process. Distance education is able to be used by educators and learners of all ages, ethnic background, geographic locations and economic situations.
Questions to be analyzed and answered are: How to engage the learner? What strategies can be used and why?
How? Build world-wide groups, communities through collaborative work with no constraints on geographical location of the groups and communities. Also, if open source software no cost software can be used by these groups.
Effective instruction to engage the learner will need a blueprint of a master plans which will map out the way to allow instruction for engagement.
Some electronic tools that are or can be used are: Computers Web-cams Cell Phones
iPhone 3G (s) Voice control Twitter blogs Pownce Google Jaiku And any data communication or learning device that will lead to knowledge acquisition.
Of course we talk about the electronic technology and software of online learner engagement but The Human Tool, The brain, In combination with initiative and self-motivation of the learners will be utilized.
Using the computer is an excellent tool for teaching Bloom”s six levels of cognitive thinking. Understanding this will enable online instructors to create modules of learning to engage students on each level.
According to Robert Gagne the nine principles needed to engage learners online. They are: 1. Gain the learner's attention 2. Inform learners of objective 3. Stimulate recall of prior Knowledge 4. Present the content 5. Provide guidance 6. Elicit performance 7. Provide feedback 8. Assess Performance 9. Enhance retention and transfer, (Integrating Instructional Design in Distance Education). It incorporates and extends Bloom's taxonomy for thinking
Building a community of inquiry will foster the principles of engagement. This community needs: Teacher Presence Social Presence Cognitive Presence
Within The Community of Inquiry there is: [Discourse, Collaboration, Meetings, and any connections to assist the engagement process]
Teacher Presence includes the teacher providing feedback,Cues,message tailoring, setting climate; selecting content
Social Presence is facilitated by: Synchronous and asynchronous audio/video, blogs, wikis,twitter, face book,Text messaging, video conferences, e-mail, Threaded discussion, setting climate Many more tools used for collaboration and contacts.
Cognitive Presence consists of [Critical thinking, problem solving, Research, reflection, selecting content]
Educational Experience & Knowledge Construction will be obtained within the community of inquiry.
Why use certain researched-based method of learning? The Researched- based constructivist method of teaching and learning suited to online format of distance education.
Constructivist Theory of Learning is researched-based and suitable to the online format. John Dewey and Jean Piaget are two of the constructivist theorist.
John Dewey view of learning states, "If you have doubts about how learning happens, engage in sustained inquiry: study, ponder, consider alternative possibilities and arrive at your belief grounded in evidence." Constructivist Learning requires inquiry as a key component.
Jean Piaget view states, “To understand is to discover, or reconstruct by rediscovery, and such conditions must be complied with if in the future individuals are to be formed who are capable of production and creativity and not simply repetition”. The construction and creation of knowledge will take place in a community of inquiry. We teach for creation not replication in the community of inquiry.
The connectivist theory of learning as defined by George Siemens and Stephen Downes. They believe the digital age of knowledge acquisition occurs via networking.
George Siemens states: The Global Web is central for learning in the digital Age. We are in the age of communication and collaboration with the web at its center.
Stephen Downes: Knowledge is constructed by making connections in the digital age.The connections by the web will help individuals construct knowledge. Web inquiries, research and collaboration is how we learn and teach in distance education.
The instructional strategies of the constructivist and connectivist, will give credibility to the online format. Many traditionalist in the educational community do not view online teaching as credible, however with the use of researched-based theories of learner that is suitable to the online format some of the negative views will change.
Learner engagement via online education is available to individuals all over the world. Here we have a picture of Huli Wigmen of Papua, New Guinea using laptop computers. One of you in the audience could communicate and collaborate with the Huli Wigmen.
Working together we can lift the world to new heights of knowledge acquisition by learner engagement.
As technology evolve there will be more avenues to engage learners. New strategies will be developed, and there will be more opportunities for online education to continue to be adopted into society. In this presentation, I used a computer, LCD player, electronic screen, web-cam, clip-art, sound, pictures, PowerPoint and other software and hardware. Being enabled to present the content in various formats will also enable the learner to engage in the lesson. The next presenter will give additional thoughts to ponder for us to learn additional ways to engage online learners.
I thank each and everyone of my classmates, instructor and references for my journey to this presentation. I want to thank each one of you for attending this lecture today and thanks to all in the online community that viewed this presentation.