EnROLE in different designs for teaching: role-based e-learning for university students
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This document discusses using role-based e-learning designs for university teaching. It describes how traditional university teaching focuses on lectures, labs, and tutorials, but role-based designs immerse students in authentic roles and contexts. The document provides examples of role-based simulations used at various universities, such as a land development negotiation simulation. It also discusses important considerations for designing effective role-based simulations, such as defining student roles and rules, and the teacher's important role in moderating discussions and debriefing the learning experience.
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Associated site: http://efest2008collaboratingbydesign.pbwiki.com/
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The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
OER Past & Present: an Australian Perspective
1. The document discusses the history and current state of open educational resources (OER) in Australia, including a focus on sharing resources nationally in schools, vocational education, and higher education.
2. It describes how learning designs can both provide models for using OERs and demonstrate good practices, potentially making learning designs themselves open educational resources.
3. Several examples of open learning designs and resources are mentioned, including a role-playing simulation of development issues in the Mekong River basin.
Enroling academics in sharing teaching ideas: building a community of practic...
The document discusses online role-playing simulations for educational purposes. It describes the EnROLE project which involved over 800 participants in role-playing simulations across several Australian universities. The project aimed to build a community of educators sharing role-playing learning designs. Examples provided include a simulation about development issues along the Mekong River and a simulation about adoption of interactive whiteboards. Frameworks for designing and documenting role-playing simulations are also discussed.
Punahou tech lab school: Interactive technologies & online learning environments
The document discusses various interactive technologies and online learning environments that can be used for education, including blogs, wikis, virtual worlds, and more. It defines interaction as events that require two objects and actions that mutually influence one another. There are different types of interaction, including learner-content, learner-instructor, and learner-learner. Emerging web 2.0 technologies like collaborative writing tools, blogs, podcasts, and media sharing are interactive and social. Virtual worlds allow synchronous interactions through avatars and can be used for remote learning, immersive experiences, and peer-to-peer learning. Second Life is discussed as a virtual world platform used by many educators for teaching and learning activities.
Using ADDIE Model to Design Second Life activities for Online Learners
Using ADDIE Model to Design Second Life activities for Online LearnersNew York Institute of Technology
This presentation examines the nature of a virtual learning environment – Second Life--, and introduces several Second Life learning examples to help readers who never used Second Life understand its merits and setback on teaching and learning.Are we ready for OER?
Keynote from HEA/SEDA event, July 20, 2012.
What educational developers in HE should be doing about OERs in HE. Do you agree?
Modding the Metaverse; The Pedagogy of Participation - AoIR 2007
The document discusses participatory pedagogy and its advantages over traditional didactic teaching methods. Participatory pedagogy incorporates student experiences and knowledge, encourages interaction, and gives students an active role in the learning process. It also discusses how virtual worlds and Web 2.0 technologies can support participatory learning through interactive and collaborative features. The document describes a workshop held in Second Life to explore collaborative modding and building of virtual learning spaces.
Mapping the journey barcelona pp
This document summarizes the transformation of a Research Methods module at the master's level to incorporate more online and collaborative learning elements. Key aspects included adopting a co-construction approach where learners and teachers share expertise, using connectivism as a learning theory, developing 9 online Learning Episodes with activities and assessments, and facilitating collaborative work between student clusters online with less direct tutoring. The process involved conversations with various stakeholders and revealed the need for tutor training on online pedagogies to develop engaging online communities of learners.
Abergavenny Staff Tutors March07
The document discusses the benefits of online interaction for teaching and learning. It notes that structured online activities with clear tasks and goals can promote higher levels of interaction and engagement among students compared to less structured discussion forums. When activities require students to collaborate to complete authentic tasks, explain their reasoning, and achieve consensus, it supports the development of valuable skills like argumentation, teamwork, and knowledge construction. The document also describes an environmental science course that incorporates structured online conferencing activities to discuss real data collection and simulate international negotiations, providing an example of an interactive online learning design that engages students and enhances their learning experience.
ePortfolios and Assessment
The document discusses the use of electronic portfolios to support learning. It touches on personal development planning, assessment for learning, and reflective learning. Various aims of e-portfolios are mentioned, such as encouraging student-tutor contact and active learning. The challenges and benefits of e-portfolios are also examined based on learner feedback.
Roles and Responsibilities of the Online Learner
This document discusses the roles and responsibilities of online learners. Successful online learners are self-motivated, have strong computer skills, and are willing to commit significant time each week. They are also team players who can work collaboratively. As students, they generate knowledge, collaborate with others, and help manage online processes. Key responsibilities include being open, flexible, honest, and willing to work with others and take on leadership roles in community formation. The document provides tips for instructors to achieve maximum student participation and build an online learning community.
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This document outlines Rob Darrow's presentation on planning, implementing, and sustaining a blended learning program. The presentation defines blended learning and discusses various blended learning models. It also reviews existing blended learning research, which is limited given the newness of the field. The presentation emphasizes that successful blended learning involves focusing on six key elements: leadership, professional development, teaching practices, operations/policy, content, and technology. It provides examples of how these elements can be implemented in schools and promising practices within each element.
pepe161
This document summarizes the use of online technology to support socially isolated social work students undertaking rural practicum placements. It discusses how an online learning environment was used to facilitate critically reflective practice and deep learning. Key aspects included developing a community of learners, introducing students to frameworks for critical reflection, and having students analyze critical incidents from their placements. Students reported learning to see issues from multiple perspectives and sit with complexity through collaboratively deconstructing and reconstructing their experiences online. Challenges of the approach included the potential risks of critical reflection and lack of field educator familiarity with the method.
Presentation to trec august 23
The document discusses how networked learning can enable deep, engaged learning through the integration of e-portfolios, social networks, and mobile devices. It argues that these tools allow learning to be student-owned and authentic through real-life projects and experiences. When combined, e-portfolios, social networks, and mobile devices can help students develop perceptions and conceptions from experiences in a way that prepares them for rapidly changing knowledge.
Online Teaching - Breaking the Distance Barrier
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
Please visit: http://www.iesl.lk/ to find out more about IESL or go to - http://www.nodes.lk to learn more about the National Online Distance Education Service
Teaching In The Virtual World
The document discusses trends in online and virtual education. It notes that online enrollment is growing rapidly in K-12 and higher education. Various technologies used in online learning are mentioned, including learning management systems, video conferencing, videos, blogs, wikis, virtual worlds, and mobile learning. Research shows that online learning can be as effective as face-to-face learning when certain factors are implemented, such as learning time, curriculum, pedagogy, and opportunities for collaboration. The document advocates giving learners control over their interactions with media and opportunities for reflection.
UNC TLT 2008
This document discusses using computer simulations and 3D virtual environments to enhance collaborative learning. It describes a pilot study where students used case-based simulations in an online course. A survey found that over 70% of students felt the simulations helped achieve learning objectives and the interface was easy to use. The document advocates offering simulations in 3D virtual worlds which can provide more interactive, self-directed learning while aligning with educational theories. Challenges include resource needs, technical support, and ensuring technologies enhance learning. Careful consideration of goals, resources, and support is needed for effective adoption of these tools.
Implementing Blended Learning Workshop #ISTE2015 #BlendedLearning
This document outlines Rob Darrow's workshop on planning, implementing, and sustaining a blended learning program. The workshop covers defining blended learning, understanding its implementation and sustainability, and applying it in schools. It discusses blended learning models and research, and presents a framework focusing on six key elements for successful blended learning programs: leadership, professional development, teaching practices, operations/policy, content, and technology. Participants engage in group work applying these elements to case studies and discussing how to implement them in their own schools.
Connecting Research with Policy and Practice
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
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This document discusses the open and online learning model at Charles Sturt University in Australia. Some key points:
- CSU has 40,000 students, with 70% in distance education and all courses available online.
- The university aims to connect all courses with indigenous concerns and professional practice.
- CSU's learning model focuses on co-created and connected learning spaces for lectures, professional practice, and developing resources.
- The university explores open learning through MOOCs, blended courses, credit for prior learning, and open educational resources.
- CSU questions how far open learning could go, such as fully assessing and granting credit for other institutions' MOOCs and courses.
Csu oeru
This document discusses several potential online education modules and programs. It mentions that distance education subjects may work best as modular programs and some modules may need modification for an online platform. There is also discussion of developing a cross-cultural framework module on Australian indigenous issues and using an existing resource. Several graduate programs from different faculties are listed as well as the idea of developing a foundational module on what university is like funded by the Australian government.
MOOCs and Assessment - version for CSUed conference
The document discusses MOOCs and assessment challenges. It describes how MOOCs have disrupted traditional university education models by unbundling courses. However, assessing and granting credit for MOOC learning remains difficult. The document also outlines a five step process for obtaining low-cost, high quality bachelor's degrees through credit-by-examination and the use of open educational resources and online capstone courses.
Cloudscape progress v4
The document is a table that lists various topics and the associated learning design patterns and tools that could be used to teach each topic. Some of the topics listed include accident investigation, first fleet, middle eastern politics, round table discussions on the environment and pain, and the Versailles treaty. For each topic, the table indicates whether role play, visual sequences, simulations, design decisions, compendiums, IMS, LAMS, or other patterns could be used.
Design decisions[1] versailles
This document describes the design of a role play simulation about the Versailles Treaty. It provides details about the context, roles, problem, assessment, moderation, rules, and support for the role play. Key details include that it will be a 3-week online role play for on-campus students, involve up to 6 stakeholder roles representing organizations at the treaty negotiations, be based on the real historical scenario of drafting the treaty, and culminate in a final meeting where the roles negotiate to reach consensus.
Cloudscape progress v3
The document contains a table that lists various role play, simulation, and design activities and the tools that can be used to support each one. It shows that tools like visual sequences, pictures, triads, and decision logs can be used for activities like accident investigations, historical simulations, and round table discussions. Design decisions and pattern compendiums are listed as tools that provide support for some activities as well.
Versailles2 slider
The document discusses computer-mediated role-playing simulations and rule-based data management simulations. It references the Versailles Treaty and how roles and rules can be represented in plus or minus ways within simulations. Social roles are processed through computer-based problem solving systems.
OERu sandra
This document discusses the University of Wollongong's (UOW) involvement with the OERu (Open Educational Resources university) as an anchor partner. As a blended university with both on-campus and online students, UOW is interested in using open educational practices to improve access and inclusion. The OERu allows UOW to build on its early work in distance education and disaggregate elements like content, support, assessment and accreditation. UOW sees opportunities through the OERu to open up delivery, support, design, evaluation and research using open educational resources and practices.
Design decisions RTD
This document outlines the design dimensions of an environmental decision-making role play for students, including context, roles, scenario, assessment, moderation, rules, and support. The role play involved up to 70 students taking on one of 16 stakeholder roles over 3 weeks of online interaction, culminating in a presentation. Students were provided guides but chose their own roles and engaged anonymously. A moderator played an independent chair and resolved issues.
Cloudscape progress
This document contains a table summarizing different learning design resources. It lists various topics that can be taught and the tools that can be used for each including role play, visual sequences, pictures, triads, design decisions, simulations, and learning design compendiums. For each topic, it marks which tools would be applicable choices.
Design Decisions Save Wallaby Forest
This document outlines the design decisions for an online role-playing simulation called "Save Wallaby Forest" involving students taking on stakeholder roles to resolve a scenario based on real-world issues over the course of 3 weeks. Key aspects include students in mixed online/on-campus programs playing anonymously in teams representing stakeholder organizations, with a moderator deciding the resolution and a written reflection and debriefing component accounting for 40% of the total assessment.
Design Decisions Political Science
This document outlines the design dimensions of a political science online role play, including information about the designers, student enrollment status, duration, roles, scenario, assessment, moderation, rules, and support provided. Key details include that it was designed by a multi-disciplinary team, lasts 5 weeks total with 3 weeks for online role play interaction, has a maximum of 15 roles that students can choose or be assigned, is based on a real-world scenario, has role play assessment worth 35% of the total grade, and uses a custom-built in-house platform for hosting.
Design decisions Mekong eSim
The document outlines the design dimensions of an online role play simulation involving students from multiple institutions playing roles related to development issues in the Mekong region. It describes aspects such as the duration of 7 weeks total with 3 weeks for online interactions; roles including stakeholder organizations with private and public agendas; a scenario based on real world issues; and assessment involving 35-50% from the role play. Moderation involves moderator decisions for resolving issues and options for staying in role or debriefing out of role.
Frameworks
Some common frameworks teachers use to plan and document their teaching include module plans, case studies, briefing documents, pattern overviews, concept maps, learning design sequences, storyboards, and lesson plans. Module plans provide an overview of an entire module. Case studies and briefing documents provide narratives of teaching situations. Pattern overviews, concept maps, and learning design sequences map concepts and activities. Storyboards and lesson plans map activities against timescales. These frameworks are used to guide tutors, students, course developers, and others.
Design decisions
Designing online role plays involves many decisions. The document discusses a framework for 77 key design decisions across areas like setting, characters, story, and gameplay. The framework is meant to help those creating online role plays systematically consider important factors and tradeoffs.
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EnROLE in different designs for teaching: role-based e-learning for university students
- 1. EnRole in different designs for teaching: role-based e-learning for university students Prof Sandra Wills University of Wollongong Australia
- 3. Wo-long-gong
- 4. Wollongong main campus one hour drive from Sydney airport seven smaller locations along the coast
- 5. UOW Wollongong Campus UOW Dubai Campus plus teaching partnerships in ten international locations
- 8. Traditional University Teaching Designs Lecture information Laboratory activity, doing Tutorial activity, discussing Assignment reflection (or regurgitation?)
- 10. Acknowledge learning context
- 13. Situated
- 14. Reflective
- 16. from McLaughlan et al, University of Technology Sydney
- 18. to do authentic tasks in an authentic context
- 19. involving substantial in-role human interaction such as collaboration, negotiation, debate
- 20. interaction between roles is substantially in an online environment
- 23. face2face vs online: anonymous asynchronous …. more reflective Maureen Bell, University of Wollongong IdontgotoUni Role Play
- 27. Online Role Play in Middle East Politics inter-institutional & inter-national
- 28. Why? “We use online role play because it encourages deep approaches to learning through safe, yet challenging, explorations of perspectives.” Online Role Play Expert Reference Group, AUTC Project, 2002
- 29. enRole, Research, wRite, React, Resolve, Reflect: developing and using online role play learning designs enRole Research wRite React Resolve Reflect
- 30. The Design Space Framework
- 31. “Save Wallaby Forest” Kristin Demetrious, Deakin University Problem:
- 39. Design Decisions Design Decisions
- 40. Design Decisions
- 41. What Students Say… Middle East Role Play Macquarie University
- 43. Student Difficulties? Rob McLaughlan, University of Technology Sydney
- 44. Simulation vs role play?
- 45. Using Second Life for simulations & role plays… Virtual Patient, Glasgow Caledonian University, UK
- 46. Virtual Peace, Duke University, USA
- 47. Three dimensions for understanding function of technologyin role-based simulations
- 49. Marie Jasinski Debriefing from role Teacher Skills?
- 50. Teacher as Moderator Mark Freeman (ex University of Technology Sydney, now University of Sydney) Securities Market Role Play
- 51. Getting a resolution… Environmental Decision Making Gary Brierley, Macquarie University
- 54. Wo-long-gong