Here are the key aspects of perceiving and processing according to the 4-MAT system:
Perceiving:
- Sensing/Feeling: Taking in information directly through the senses and feelings
- Thinking: Thinking about and conceptualizing experiences in a more abstract, logical way
Processing:
- Reflecting: Reflecting on and integrating new information or experiences
- Acting: Taking action and applying new learning in practical, hands-on ways
The 4-MAT system proposes that all learners cycle through these four stages - sensing/feeling, thinking, reflecting, and acting - to fully learn and internalize new information. By addressing each of the four stages, instruction can be designed to engage all
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
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This presentation highlights tools and techniques that can be used by course facilitators and course developers to provide learners with more effective and engaging learning experiences.]
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Interested in more free on adult learning characteristics? Check out this blog: http://bit.ly/1kwTmQi
Building engagement in learning is a critical component of successful learning programs and helps to foster employee engagement in your organizations. Learn about adult learner characteristics and how to best support them in online learning environments.
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These are the slides used at the SHEEN Sharing Trials Planning Workshop, with decisions made at that meeting added into the slides for individual trials groups.
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PowerPoint for session conducted for ACPET eLearning Public Workshops - "Strategies for keeping the eLearner engaged" by Michael Gwyther, yum productions
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Participants will explore how fully online facilitation assists learners in the construction of new
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Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
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Presentation at the HEA-funded workshop 'Exploring the value of social media for education and research in business and management studies'.
The aim of the workshop was to consider ways in which academics engage with social media to enhance student and staff education and research experience. The focus will be to facilitate discussions towards an expected output with a set of generic enablers and inhibiters for adoption of social media in academic collaboration.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1cCgM1J
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Reaching Beyond the Physical
Classroom: Using Online
Educational Technology to Offer
and Enhance Formation for Adults
Charlotte McCorquodale, PhD
Ministry Training Source
S
2. Find a Partner
and Share
S Who, Where, What?
S Why did you sign up for this workshop?
S What is something you hope we
discuss today?
S What type of online course would you
want to create? Who is your audience?
3. Where are
we headed
today?
Purposes of online learning;
and reviewing best practices
for online learning, including a
change of mindset for both
teachers and students as they
adopt online and blended
learning
Overview of how to develop
online learning that reaches all
learning styles.
Examples of online courses.
4. Mobile Devices
As of May 2013:
S 91% of American adults have a cell phone
S 56% of American adults have a smartphone
S 28% of cell owners own an Android; 25% own an iPhone; 4% own a
Blackberry
S 34% of American adults own a tablet computer
As of January 2013:
S 26% of American adults own an e-reader
5. The % of cell phone owners
who use their cell phone to…
S Take a picture: 82
S Send or receive text messages: 80
S Access the internet: 56
S Send or receive email: 50
S Record Video: 44
S Download Apps: 43
S Look for health or medical information online: 31
S Check bank account balance or do any online banking:
29
10. Has learning changed?
• Is it more social or
individualized?
• Is it more formal or
informal?
• Is it easier or harder?
11. Have you ever taken
an online course?
S What grade would you
give the learning
experience?
S What parts were good
or effective?
S What needed
improvement?
22. INTENTIONALITY
KEY TO EFFECTIVE ONLINE LEARNING
• Instructional design
• Communication
• Structured Learning Activities
• Individual and Community Learning
• Orientation and Technical Support
23. What makes an effective
online learning program?
S Intentional integration of
instructional design
S Engagement of learners through
practical relevant discussions and
learning activities
S Appropriate use of technology
resources
25. Principles of Managing
Online Learning
from Transition from the Classroom to the Web
S Developing and managing online courses are time-intensive
activities.
S Students and faculty must have clear communication
guidelines.
S Engagement of the learner to promote active learning and
community is essential in online instruction.
S Online learners benefit from clear assignment guidelines and
deadlines.
S Online learners benefit from both individual and group
activities.
S Immediate, relevant, and continuous feedback promote
26. Tips for Creating Effective
Online Education
S Orientation & Technical Support
S Structuring Course in to Modules or Learning Blocks
S Frequency of Communication & Feedback from Faculty
S Use of Readings
S Use of Learning Journal or Student Blogs
S Vary Types of Learning Activities including Use of
Asynchronous and Synchronous Learning Presentations
S Discussion Board Techniques
S Use of Small Group & Collaborative Learning
27. Keys to Successful Online
Learning
S Be intentional about learning!
S Be persistent in overcoming
learning challenges!
S Be committed to the learning
community!
30. Yay, we have the best
online learning community!!!!
31. Online Learning Tools
S Coursesites by Blackboard: www.coursesites.com
S Moodle: www.moodle.com
S Google+ Hangouts:
S Webinar Tools:
32. What to look for
in a webinar product/provider?
Interaction tools such as polls and status tools
(raise hand, applaud, laugh, step-a-away)
Text chat available to participants and
speakers
Option to Record
Audio Options including integrated telephone
and VoIP
Breakout rooms
File sharing and screen sharing functions
Multiple screen layouts
35. Tip #1
Have a Host or
Moderator
Orients
participants to webinar
site
Monitors text chat or
backchannel
Feed questions to presenters
Provides tech support for
participants and presenter(s)
Possible dialogue partner
36. Tip #2
Use Polls
When to use a poll?
Different poll types:
Use polls before you provide
learning point
Introduce participants to each
other
Test knowledge, skill, or
experience on topic
Multiple choice
Multiple answer
Chat question (avoid broad
general questions)
Yes/No or Agree/Disagree
Always have in slide and in
polling function
How often
should polls
be used?
37. Tip #3
Use your different PODS and
screen views
Polls
Document
Q
sharing
&A
Text chat pod &
multiple text chat pods
Notes pod
Video clips
Application sharing
38. Use Text Chat
Pod for
Engagement
For
Tip #4
ADD YOUR THOUGHTS HERE
participants asking questions
Invite participants to share their
experiences related to the learning
topic and contribute to learning of
others by sharing examples or resources
Using problem-solving questions
Use chat to ask participants to apply
learning at the end of webinar
39. Tip #4
(Tip 4 Continued): Using Text
Chat for Engagement
Different group sizes require different
strategies
Don’t always allow chatting especially in large
groups because it can be distracting,
encourage private chats if needed
Try using the multiple chat pods by dividing
participants into groups such as born from
January to June and then July to December or
to get learners to pick a question that relates to
their experience or knowledge
Do not read chat verbatim; highlight
comments by skimming and looking for
responses that help make teaching point
40. Tip #5
The Zen of Web Delivery
What makes a good virtual classroom
presentation?
Include more images and less words
Encourage to simulate a F2F
presentation such as to stand when
presenting to, have other people in the
room with them so that they can get
non-verbal feedback (especially if they
are new to using the medium for
training)
Do not to read a script and use a
headset so hands are free
Remember pause and breathe,
especially if things do not go as
planned
If you are not the presenter then train
the presenter on both the technology
and tips for success
41. Tip #5
(Tip 5 Continued) Keep Learners
Engaged through Scenarios,
Videos, and Storytelling in a
Virtual environment
Personalize the
presentation with stories at
beginning and end or use
a story to create a thread
through the presentation
Use Scenarios
Embed Videos
Pictures and images
42. Tip #6
Preparing participants for
success
Ask
participants to register even
it it is free (get a commitment)
Send reminders at least 2-3 days
before and the day of the
webinar
Make sure you as well as your
users get on to the webinar site
at least 30 minutes prior to the
webinar so that a system check
can occur.
43. Tip #7
Use Multiple
Voices
Have
multiple presenters or guests to present
a case study example on topic
Create dialogue with host/moderator
Invite participants to speak or ask questions
or make comments (but don’t ask for
volunteers)
For large webinars create a participant
panel in advance
45. Understanding
Learning Theories
• There are many theories on
learning, we will look at the 4-MAT
System developed by Dr. Bernice
McCarthy from her book, About
Learning
• Two major elements or movements
in how people learn (David Kolb
and Kurt Lewin):
o Perceiving: How we both experience
and take in the experience
o Processing: How we react, confront,
and become the creators we are
meant to be.
49. Scholars have describe these two
aspects of perceiving in many ways.
Sensory (Piaget)
Perception (Jung)
Subject (Kegan)
Heart (Caap)
Concrete and Direct Experience (Kolb an Hunt)
Apprehension (Dewey)
Sensing/Feeling (McCarthy)
Representative (Piaget)
Object (Kegan)
Judgment (Jung)
Head (Caap)
Abstract Conceptualization (Kolb an Hunt)
Comprehension (Dewey)
Thinking (McCarthy)
51. We process in two ways: Reflecting and Acting
Processing
Acting
Reflecting
We process what we learn, we deal with it in
some way that helps us to use it and to
integrate it so that it becomes
a permanent part of our lives.
52. Scholars have describe these two aspects of
processing in many ways.
Extension (Kolb)
Intention (Kolb)
Extraversion (Jung)
Introversion (Jung)
Outsight (Jones)
Insight (Jones)
Action Mode
(Diekman)
Receptive Model
(Diekman)
Doing (McCarthy)
Reflecting (McCarthy)
53. Dr. Bernice McCarthy’s 4MAT Learning Cycle
Sensing/feeling
Why?
If ?
Reflecting
Acting
How?
What?
Thinking
55. Right and Left Mode Processing
We know, too, that learning entails interaction between the right and left brain.
Left – Operates best through
structure, sequence. Prefers
language, is
sequential,
examines the
elements, has
number sense.
Works to analyse
or break
down information.
Right – Operates out of
being, comprehends
images, seeks patterns,
creates metaphors,
is simultaneous.
Strives to synthesize,
consolidate
information.
http://www.intelliscript.net/test_area/questionnair
e/questionnaire.cgi
58. What is your 4MAT learning style?
http://www.aboutlearning.com/assessments/learning-type-measure
Type Four: Dynamic Learning
Doing and feeling. Seeking hidden
possibilities, exploring, learning by
trial and error, self-discovery.
Creating original adaptations.
Key question: If?
Type One: Imaginative Learning
Feeling and watching, seeking
personal associations, meaning,
involvement.
Making connections.
Key question: Why?
Type Three Common Sense
Learning
Thinking and doing. Experimenting,
building, creating usability.
Tinkering. Applying ideas.
Key question: How?
Type Two: Analytic Learning
Listening to and thinking about
information; seeking facts,
thinking through ideas; learning
what the experts think.
Formulating ideas.
Key question: What?
We have always learned socially however social media is changing how that happens. The advent of social media has brought an interest in social learning.
A course overview/syllabus, including a suggested learning plan for the student and a list of course completion requirements.Interactive learning activities designed that enable learners to integrate and apply course content within their ministry setting.Web-based presentations and webinars from leading youth ministry experts.Required readings contained within a unique reading book for each course that contains all course readings (or students can purchase the six to eight core texts used throughout the program). Reading options are explained in further detail below.A supplemental reading list, where readings are available electronically and via the Internet.Internet-based discovery learning using a list of current web links provided on each course topic.Engaging online discussion questions that address the variety of learning styles, moving learners through an intentional learning process.An optional student-learning journal based upon the online discussion questions.
How do we remain learner centered? Ask question, what do they need to know and do? And how can I know they can or have applied it?
Motivation is the key to successful learning regardless of the mode or format of learning
Learning community
It provides a greater range and depth of understanding and encourages creative expression and problem solving. Why is that?