Open Hs Digital Futures Presentation Sdd T1 07

1,250 views

Published on

An Overview of the ICT issues and challenges in implementing a variety of ICT solutions in distance education delivery

  • Be the first to comment

  • Be the first to like this

Open Hs Digital Futures Presentation Sdd T1 07

  1. 1. Open High School Digital Futures Project Dimensions and challenges of a digital learning platform School Development Day 29 th Jan 2007 OHS Languages by Distance Education
  2. 2. New Dimensions of Learning <ul><li>FACTS and PREDICTIONS </li></ul><ul><li>70% of job descriptions and workplace skills in 2025 have not yet been identified. </li></ul><ul><li>The human experience can be captured, replicated and simulated – digitally – stored, manipulated and distributed. </li></ul><ul><li>Conventional language structures will be complemented by many ‘new’ digital languages eg SMS. This trend will accelerate. </li></ul><ul><li>Connectivity and mobility of ICT is revolutionising how we accumulate, organise, assimilate and distribute information – copper replaced by wireless. </li></ul>
  3. 3. New Dimensions of Learning <ul><li>FACTS and PREDICTIONS </li></ul><ul><li>‘ Smokestack’ industrial models of learning are being challenged </li></ul><ul><ul><li>Linear with controlled entry points </li></ul></ul><ul><ul><li>space & time dependent and constrained </li></ul></ul><ul><ul><li>hierchial knowledge structures eg syllabus </li></ul></ul><ul><li>Content will disappear as the ‘engine’ of curriculum delivery and be replaced by process and thinking skills based frameworks. </li></ul><ul><li>24/7/365 access to digital personal learning assistants (digital mentors) will become an ‘everyday’ conventional learning tool </li></ul><ul><li>Souths will win in 2007 </li></ul>
  4. 4. So What?
  5. 5. <ul><li>In 2004 28% of Australian households routinely accessed the following information primarily online: </li></ul><ul><li>Sports results and betting odds </li></ul><ul><li>Weather </li></ul><ul><li>Financial markets </li></ul><ul><li>Employment ads </li></ul><ul><li>Classified ads (real estate, motor vehicle and recreational equipment) </li></ul><ul><li>(ABS 2004) </li></ul>
  6. 6. <ul><li>In 2010 this will have increased to 75% </li></ul><ul><li>(ABS 2004) </li></ul>
  7. 7. <ul><li>In 2003 approx 750,000 Australians accessed the internet on a routine basis to participate in an online learning course – approx 4% of the population </li></ul><ul><li>(ABS 2004) </li></ul>
  8. 8. <ul><li>By 2010 this will increase to 6.4 million – approximately 30% of the population </li></ul><ul><li>(ABS 2004) </li></ul>
  9. 9. <ul><li>By 2015 this will have increased to 72% </li></ul><ul><li>(ABS 2004) </li></ul>
  10. 10. Four fundamentals of learning design in 1895 <ul><li>Fixed content. A Determinist curriculum – ie teacher controlled and moderated </li></ul><ul><li>Single learning mode </li></ul><ul><li>Learning occurs in same place/same time </li></ul><ul><li>Assessment managed and controlled by teacher </li></ul>
  11. 11. Four fundamentals of learning design in 1995 <ul><li>Fixed content. A Determinist curriculum – ie teacher controlled and moderated </li></ul><ul><li>Single learning mode </li></ul><ul><li>Learning occurs in same place/same time </li></ul><ul><li>Assessment managed and controlled by teacher </li></ul>
  12. 12. Four fundamentals of learning design in 2005 <ul><ul><li>Negotiated content driven by process and thinking skills frameworks - A Constructivist Curriculum </li></ul></ul><ul><ul><li>Multi mode (Blended Learning) </li></ul></ul><ul><ul><li>Flexibility in time and space </li></ul></ul><ul><ul><li>Assessment negotiated and managed by teacher and student </li></ul></ul>
  13. 13. They’re out there man! <ul><li>Distance Education as a paper based delivery system is unsustainable – NSW >$75,000 per month by snail mail </li></ul><ul><li>Alternative digital delivery models are beginning to appear </li></ul><ul><li>Bean counters count! </li></ul><ul><li>Our clients are digital consumers – connectivity is expanding exponentially </li></ul>
  14. 14. SO…….. <ul><li>The challenge is to provide a flexible and blended curriculum delivery model that meets the learning needs and styles of a diverse student body </li></ul><ul><li>AND </li></ul><ul><li>At the same time </li></ul><ul><li>Enriches students’ learning </li></ul><ul><li>AND </li></ul><ul><li>Provides students with greater control over their learning </li></ul>
  15. 15. Building our Strategic e-learning Plan - A Five Phase Process <ul><li>Strategic Analysis, Planning and goal setting - building the vision </li></ul><ul><li>Strategies and Resource Requirements </li></ul><ul><li>Organisation, Management and Administrative strategies </li></ul><ul><li>Metrics and benchmarking (milestones and key indicators </li></ul><ul><li>Implementation </li></ul><ul><li>Evaluation </li></ul>
  16. 16. STEP 1 Conduct a Strategic Analysis ie Planning and goal setting
  17. 17. Think About <ul><li>Who are we? ie What’s our core vision or school purpose? </li></ul><ul><li>HOW DOES THIS FIT INTO………………………………. </li></ul><ul><li>Where do want the school to be in terms of e-learning in 1-2 years? </li></ul><ul><li>Where do want to be in 3-5 years? </li></ul>
  18. 18. Think About <ul><li>Our student enrolment profile </li></ul><ul><li>The role of training to implement change and sustain improvements (Strategic directions/strategies) </li></ul><ul><li>How do we compare to the ROW? </li></ul><ul><li>How do we compare to the vision? </li></ul><ul><li>What do we need to do to achieve the vision? </li></ul>
  19. 19. STEP 2 Conduct an analysis of school’s Strategic directions, Targets and strategies and learning performance requirements
  20. 20. Think About <ul><li>Learner analysis of existing and new learners – identify psychological, cultural organisational and sociological needs and readiness </li></ul><ul><li>Learning environment analysis – identify current structures and processes within the school that provide individualised, self motivating and collaborative learning environments and learning community </li></ul><ul><li>Content analysis – usability, development, administration, management, sharing </li></ul>
  21. 21. Think About <ul><li>Technology Analysis – what technology and tools are available, ready and useful and meet learner needs including help desk capability </li></ul><ul><li>Teacher training Analysis – face to face and online solutions </li></ul>
  22. 22. Digital whisper to Digital Voice
  23. 23. Open High School Digital Futures Project 2006 Issues and Challenges System Inertia <ul><li>Declining capacity of face to face schools to provide curriculum diversity and continuity in languages - particularly critical in rural NSW </li></ul><ul><li>Broader community perception of the declining relevance of languages in the curriculum </li></ul><ul><li>High ‘drop out’ rates (Languages regarded as the ‘disposable elective) 12 10 units of study Yr 11 into Yr 12 </li></ul>
  24. 24. Open High School Digital Futures Project 2006 Issues and Challenges System Inertia <ul><li>Gender imbalance - 70% female </li></ul><ul><li>Declining number of new language teachers </li></ul><ul><li>Discounting of language courses’ contribution to UAI scores </li></ul>
  25. 25. Open High School Digital Futures Project 2006 Issues and Challenges <ul><li>Paper based ‘turn the page’ learning paradigm ie linear and sequential that lacks multiple entry points for learners. </li></ul><ul><li>Heavy reliance on a single delivery (paper based/analog) mode. </li></ul><ul><li>Generic ‘one size fits all’ content model. </li></ul>Systemic ‘ anchors ’ of NSW DE Delivery Model
  26. 26. Open High School Digital Futures Project 2006 Issues and Challenges <ul><li>Low level of teacher control over content development. </li></ul><ul><li>Learning that is content rather than process driven. </li></ul><ul><li>Heavy reliance on ‘drill and repeat’ learning. </li></ul><ul><li>Emphasis on low order cognitive ‘reach’ in learning activities. </li></ul>Systemic ‘anchors’ of NSW DE Delivery Model
  27. 27. Open High School Digital Futures Project 2006 Issues and Challenges <ul><li>Immediacy of response on enrolment </li></ul><ul><li>Immediacy of feedback to students when work submitted </li></ul><ul><li>Timely information flow to key stakeholders (supervisors and parents/carers </li></ul>DE Curriculum Delivery Imperatives
  28. 28. Open High School Digital Futures Project 2006 Issues and Challenges <ul><li>High level of supervisor support in home schools </li></ul><ul><li>Effective tracking and monitoring of student progress </li></ul><ul><li>Capability to track and monitor materials production compilation, storage and retrieval </li></ul>DE Curriculum Delivery Imperatives
  29. 29. Open High School Digital Futures Project 2006 Building student success Embedded use - Distribution of paper based content via mail - Telephone lessons (incl some teleconferencing) - Study days & tutorials at Open High School - Visits to students in their schools (Field Service Visit) Current Picture
  30. 30. Open High School Digital Futures Project 2006 Building student success Variable use of: - email - online asynchronous collaboration through ‘Nicenet’ bulletin boards - Learning Management System (early stage development of Moodle in Indonesian and Italian) Current Picture
  31. 31. Open High School Digital Futures Project 2006 Building student success Variable use of: - Video conferencing and digital video compilations - Website as an information source - internet learning sites Current Picture
  32. 32. Open High School Digital Futures Project 2006 Dimensioning our digital future <ul><li>Processes </li></ul><ul><li>Reframing Open High School’s core purpose, beliefs and values (2006) </li></ul>Our journey so far……
  33. 33. Open High School Digital Futures Project 2006 Dimensioning our digital future <ul><li>Why does our school exist? </li></ul><ul><li>What are we expected to provide? </li></ul><ul><li>What are the students entitled to receive? </li></ul>
  34. 34. Open High School Digital Futures Project 2006 Dimensioning our digital future Product: Student Achievement Processes: Pedagogy People: Building relationships Core Values and Beliefs
  35. 35. Open High School Digital Futures Project 2006 Dimensioning our digital future <ul><li>Establish a teams based approach using Focus Groups who are engaged in action research projects </li></ul><ul><li>Digital Futures Focus Group </li></ul><ul><li>Conducted whole school audit of current digital delivery modes and e-learning readiness assessment. A ‘think tank’ group. </li></ul>Processes
  36. 36. Open High School Digital Futures Project 2006 Dimensioning our digital future (b) Database and Digital Knowledge Focus Group - Assessing existing digital data capture, storage and distribution capabilities within the school. - Mapping student learning needs and school organisation against future database design requirements. - Strong focus on partner schools. Processes
  37. 37. Open High School Digital Futures Project 2006 Dimensioning our digital future (c) Website and School Intranet Focus Group Assessing purpose, functionality and accessibility of the school’s website and school’s intranet as primary information and content platforms (d) Moodle Focus Group Developing appropriate learning design templates and production protocols for asynchronous lessons to be accessed through school’s learning management system Processes
  38. 38. Open High School Digital Futures Project 2006 Dimensioning our digital future <ul><li>(e) Podcasting Focus Group </li></ul><ul><li>Assessing purpose, functionality and accessibility of podcasting to deliver digital learning content and information. Also examining technical feasibility of audio and video streaming. </li></ul><ul><li>Materials Production Focus Group </li></ul><ul><li>Developing consistent materials production and publishing protocols that incorporate online content standards </li></ul>Processes
  39. 39. Open High School Digital Futures Project 2006 Dimensioning our digital future <ul><li>(g) Quality Teaching Focus Group </li></ul><ul><li>Cross faculty reference group with a focus on: </li></ul><ul><li>mapping NSW Quality teaching framework against instructional design of learning materials (print & digital) </li></ul><ul><li>Developing scope & sequence of learning activities within a learning program (incl face to face classes, telephone lessons and video conferences). </li></ul>Processes
  40. 40. Open High School Digital Futures Project 2006 Dimensioning our digital future (h) SMS Focus Group Assessing benefits, costs and technical aspects of integrating an automated SMS messaging service into the schools student management database. Processes
  41. 41. Open High School Digital Futures Project 2006 Dimensioning our digital future Bringing it all together School Executive Digital Futures Website Teaching & Technology Committee Moodle Database Podcasting SMS Materials Production Quality Teaching = senior exec
  42. 42. Dimensioning our digital future <ul><li>Pedagogical foundations </li></ul><ul><li>R elationship building through collaborative learning </li></ul><ul><li>A ccessible & achieveable curriculum </li></ul><ul><li>I mmediacy of feedback & response </li></ul><ul><li>S upportive & proactive learning support structures </li></ul><ul><li>E xpectations that are high and shared by all stakeholders - a no excuses school </li></ul>Open High School Digital Futures Project 2006
  43. 43. Professional Learning for a Digital Future <ul><li>Personal learning program based on an ICT skills and e-learning pedagogy self assessment tool </li></ul><ul><li>Supported through ‘e-champion’ mentor program </li></ul><ul><li>Action research based - focused on a key area of interest. Shared across the school and NSW DE network </li></ul><ul><li>Cross faculty, team based and collaborative </li></ul>Open High School Digital Futures Project 2006
  44. 44. A Blended Learning Model Open High School Digital Futures Project 2006
  45. 45. Blended Learning <ul><li>What is it? </li></ul><ul><li>A curriculum delivery solution that combines several different delivery methods such as collaboration software, Web based courses and digital media formats such as CD/DVD </li></ul><ul><li>Blended learning is also used to describe learning that mixes a variety of event based activities including face-to-face classrooms, live e-learning via conferencing and self paced/self assessed online learning </li></ul>
  46. 46. A Blended Model of E-Learning SKILLS ATTITUDES COMPETENCIES Open HS E-Learning Management System
  47. 47. Models of Blended E- Learning Dimension Why How SKILLS Learning specific knowledge and skills requires regular feedback and support from the teacher, mentor or peer. create a group-learning plan that's self-paced but has a clear structure and strict schedule/timeframe pad self-paced learning material with teacher-led overview and closing sessions demonstrate procedures and processes through synchronous online learning or a traditional classroom setting provide email support design long-term projects
  48. 48. Models of Blended E- Learning Dimension Why How Attitudes Content that deals with developing new attitudes and behaviors requires peer-to-peer interaction and a risk-free environment. hold synchronous Web-based meetings (Webinars) assign group projects (to be completed offline) conduct role-playing simulations Collaborative problem solving of real world events
  49. 49. Models of Blended E- Learning Dimension Why How Competencies To capture and transfer tacit knowledge, learners must interact with and observe ‘experts’. assign mentors and expert tutors develop a knowledge repository (LCMS/LMS) – animations, video clips, flow charts etc Provide opportunities for students to publicly demonstrate competencies to referenced standards
  50. 50. Open High School Digital Futures Project 2006 Print Digital Face-to-Face Database P = D = F = LMS Fred Mollie
  51. 51. What would the digital layer look like…?
  52. 52. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W
  53. 53. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W <ul><li>Dynamic Single Field Relational Database (FM Pro 8.5) </li></ul><ul><li>Remote Access 24/7 </li></ul><ul><li>Linked to Thin Client (ERN driven) </li></ul><ul><li>Web Compliant (Will talk to website and intranet solutions) </li></ul>
  54. 54. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W <ul><li>Web Based (Remotely hosted) </li></ul><ul><li>Linked to Tale & CPC </li></ul><ul><li>Subscribed Access & managed rights </li></ul><ul><li>Each asset linked to a common referencing protocol </li></ul><ul><li>Remote Access 24/7 </li></ul><ul><li>User Modifiable (Metadata Descriptor) </li></ul><ul><li>Automatic update advice to user </li></ul>
  55. 55. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W <ul><li>Learning Management System (MOODLE) </li></ul><ul><li>Australian designed (WA) for schools </li></ul><ul><li>Open Source </li></ul><ul><li>Stable and secure environment </li></ul><ul><li>Subscribed Access & managed rights </li></ul>
  56. 56. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Online lessons will have capability for students to log on 24/7 through either the school’s website or LMS Server, download lesson templates, complete the learning activities as guided and then upload to either a bulletin board or secure mailbox. This will trigger a pre-formatted message to their teacher’s mailbox that their response has been sent.
  57. 57. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Interactive whiteboard conferencing allows student and teacher to interact synchronously using desktop technologies to exchange text, graphics, audio and video as part of an individual or group lesson. For students unable to participate, the conference can be captured and uploaded as a podcast or distributed to the student on CD/DVD
  58. 58. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Interactive Whiteboard and accompanying telephone lessons are a powerful combination in languages learning by distance. Shared desktop technology + real time audio enables students to develop listening and speaking skills and make connections to associated text passages more effectively.
  59. 59. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Drill/Repeat learning through self assessment. Repeat attempts to reach required proficiency level. Ongoing monitoring by teacher. Online validation assessment at end of learning unit
  60. 60. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Synchronous/Asynchronous chat rooms and bulletin boards facilitated and captured through LMS and archived through Student Admin Database
  61. 61. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Interactive Whiteboard Sessions can be captured and uploaded through the school’s website or made available as archival resources through LMS
  62. 62. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W All interactive whiteboard sessions to be recorded on student administration database
  63. 63. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Telephone lessons and contacts recorded in Student Admin Database. Messages and lessons able to be captured and archived
  64. 64. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Captured interactive Whiteboard sessions downloadable through LMS
  65. 65. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Database enables user to select and compile digital learning assets for individual learners
  66. 66. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Telephone/teleconference lessons captured and recorded on CD/DVD
  67. 67. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W School website as gateway to LMS Login/password and time constrained access
  68. 68. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Student access to school website recorded by Student Admin Database. Remote access to Student Admin Database by teachers (marking & reports) 24/7
  69. 69. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Student’s self assessment triggers LMS to send SMS text message via Student Admin Database to student, Home School Supervisor, Parent/Carer & Home School Principal, Kevin Rudd, Sylvia & God
  70. 70. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Podcasts of audio, text and video triggered by student’s self assessments through LMS. SMS text message triggered to student and recorded by Student Admin Database
  71. 71. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W SMS text messages automatically or manually generated and recorded by Student Admin Database. Linked to LMS
  72. 72. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Digital Resource Library managed through Database. Digital resource compilations recorded and dispatched through Student Admin Database for batch CD/DVD production
  73. 73. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Students subscribe to podcasting service. Also provided with an SMS text message when new audio, text or video content is uploaded to school website. Upload/download recorded by Student Admin Database
  74. 74. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W Digital content uploaded via podcast also available on CD/DVD
  75. 75. Internet Telephony Teleconferencing Message capture Interactive Whiteboard Conferencing Synchronous/Asynchronous Text & audio capture Screen capture Email/ Chat & bulletin board (SIBE) Synchronous/Asynchronous Moderated Archived Student administration Database (FMPro) Learning Management System (MOODLE) CD/DVD Audio - mp3 Video – mpeg Text – pdf Players, readers, drivers etc Podcasting Audio Video Text SMS Text Messaging Automated broadcast Day to Day needs School Website Information updates Content download LMS Gateway INTERACTIVITY/ENGAGEMENT TOOLS CURRICULUM/INFO DELIVERY PLATFORMS Online Lessons Asynchronous Monitored Learning Engagement & Technology A B C D E F F F G H I J K L M N O P R S T U V Open High School Digital Futures Project 2006 Digital Assets Library W School website serves as our information desk + portal to LMS and other interactivity tools
  76. 76. Open High School Digital Futures Project 2006 Student Management Database <ul><li>Four modules </li></ul><ul><li>Student Record Card </li></ul><ul><li>records marks and grades against generic or individualised learning program </li></ul><ul><li>tracks and monitors dispatch of learning materials, student feedback, assort mailouts, phone lessons, field service visits, online lessons, supervisor/parent contact and other aspects of student’s learning program </li></ul><ul><li>Enables whole group or cohort progress monitoring </li></ul><ul><li>Automatically generates name, address labels for rapid dispatch </li></ul>Dimensions
  77. 77. Open High School Digital Futures Project 2006 Student Management Database Four modules (2) Student Progress Reports – linked to Student Record Card, pull down comments, spell check, incorporates A-E scale, automated validation & collation (3) Mailroom Register – date stamps all mail in & out and registers against Student Record Card (4) Staff Management – contact details, teacher load & student allocations, attendance & leave, prof learning register Dimensions
  78. 78. Open High School Digital Futures Project 2006 LEARNING MANAGEMENT SYSTEM <ul><li>Multi Object Online Digital Learning Environment (Moodle) </li></ul><ul><li>Open source, free and developed in Australia (WA) </li></ul><ul><li>World’s most rapidly growing and best supported LMS </li></ul><ul><li>Tracks and monitors logins and time actively engaged in learning </li></ul><ul><li>Tracks and records students’ self assessment </li></ul><ul><li>SQL database compliant ie web enabled and integrated to most databases (FM Pro, 4D, MYSQL, Oracle) </li></ul><ul><li>Provides multi template learning design modules </li></ul>Features
  79. 79. Open High School Digital Futures Project 2006 DIGITAL LEARNING PARADIGMS CHALLENGE CONVENTIONAL WISDOMS ABOUT TEACHING AND LEARNING
  80. 80. SOME KEY FUNDAMENTALS <ul><li>KIDS LEARN DIFFERENTLY TO THE WAY WE WERE TAUGHT TO LEARN </li></ul><ul><li>INFORMATION TECHNOLOGY IS SHAPING THE NATURE, STORAGE, DISTRIBUTION AND USE OF KNOWLEDGE </li></ul><ul><li>CONSEQUENTLY </li></ul>
  81. 81. <ul><li>Teacher’s mindsets have to change to effectively address changing paradigms of teaching and learning in a digital environment. </li></ul>
  82. 82. A simplified and generalised starting point…. Four x Four Paradigm of Online Learning
  83. 83. Four Structures of Learning Experience
  84. 84. The Four x Four Paradigm of Online Learning Specified Tasks Open-ended, strategic Learner Managed Teacher Controlled Teacher determined task specific NW Teacher determined Open ended SW Learner managed Open ended SE Learner managed Task specific NE
  85. 85. Four dimensions of learner management
  86. 86. The Four x Four Paradigm of Online Learning Specified Tasks Open-ended, strategic Learner Managed Teacher Controlled Dialogue Learner Involvement Support/Teacher Role Control
  87. 87. Some definitions <ul><li>Dialogue – refers to the pattern, direction and distribution of instructional conversation between student-teacher as well as student-student </li></ul><ul><li>Learner Involvement – refers to learner management strategies (individualised vs groups, collaboration vs structured direction </li></ul><ul><li>Support/Teacher Role – refers to nature and extent of control and direction the teacher exerts in the learning experience </li></ul><ul><li>Control – refers to the allocation of ownership and control of the learning activity provided to the student(s) </li></ul>
  88. 88. Four x Four Paradigm of Online Learning DIMENSIONS STRUCTURES Dialogue Learner Involvement Support/Teacher Role Control Teacher Determined, Task Specific Learner Managed, Task Specific Teacher Determined, Open Ended Learner Managed, Open Ended
  89. 89. The Paradigm Grid of Online Learning Teacher determined, task specific Dialogue Learner Involvement Support/Teacher Role Control Teacher defines & controls online dialogue and interaction.   Student responds to teacher’s questions and mini tasks.   Dialogue with peers is specified as part of task.   Focus of dialogue is usually task-oriented problem solving. Little or no scope for learner to influence content.   Activity is strictly defined and related to a pre-set task. Learning website is structured to lead the learner directly to specific information.   Students can access information from the website before, during or after real time sessions. From teacher only via e-mail, phone calls.   Scheduled face-to-face meetings.   Main feedback is from teacher. Teacher as instructor. Learner control is confined to responses to tasks.   Some learner control over sequencing and level of engagement.   Teacher controls the reading materials, the content to be learnt and deadlines.
  90. 90. The Paradigm Grid of Online Learning Teacher determined, task specific <ul><li>Provide easy access to technical support </li></ul>ADVICE FOR THE NORTH-WEST QUADRANT <ul><li>Structured text that clearly directs students to desired goals and learning outcomes results in more efficient use of time and clearer interpretation of the task. </li></ul><ul><li>Structured online discussions during ‘real’ class time. </li></ul><ul><li>Make online participation a requirement. Create reasons to participate. </li></ul>
  91. 91. The Paradigm Grid of Online Learning Learner managed, task specific Dialogue Learner Involvement Support/Teacher Role Control Teacher sets out the general responsibilities and procedures, but not participation, content or use.   Scope is defined to task.   Student managed dialogue with other students, peers and experts is facilitated. Task-focused self managed groups.   Groups can be self selected and/or self moderated.   Learner is able to relate or adapt tasks to his or her own circumstances. Teacher provides advice on the nature of the task, learning goals and outcomes.   Support is mainly by e-mail, or tutor moderated discussion groups.   Students provide feedback to members of their own group and others.   Teacher as coach Conduct of tasks is up to the learner.   Emphasis is on navigable links to a variety of sources.   There is use of resources outside formally prescribed materials.   Learner has wide discretion over activities, content and learning outcomes.
  92. 92. The Paradigm Grid of Online Learning Learner managed, task specific ADVICE FOR THE NORTH-EAST QUADRANT <ul><li>Keep groups small. </li></ul><ul><li>Assign students roles and makes these roles clear and explicit. </li></ul><ul><li>Groups with appointed leaders tend to solve tasks more </li></ul><ul><li>effectively. </li></ul><ul><li>Provide training in online social behaviours – ‘netiquette’. </li></ul>
  93. 93. The Paradigm Grid of Online Learning Learner managed, task specific <ul><li>Develop strategies that enhance two-way interaction. </li></ul>ADVICE FOR THE NORTH-EAST QUADRANT <ul><li>Make it a requirement that students respond to others </li></ul><ul><li>contributions. </li></ul><ul><li>Motivation increases when students realise their work </li></ul><ul><li>will be displayed – the digital portfolio approach. </li></ul><ul><li>Develop a course structure that allows students to </li></ul><ul><li>always know what they are doing and what needs to </li></ul><ul><li>be done next. </li></ul>
  94. 94. The Paradigm Grid of Online Learning Teacher determined, open ended Dialogue Learner Involvement Support/Teacher Role Control Wide range of dialogue styles (synchronous – asynchronous). Teacher establishes and moderates student roles ie students participating as leaders or respondents in discussions Dimensions of dialogue although fluid are within teacher determined boundaries Student commences with solo activities then into groups. Text may be online Locations for students to upload ‘discoveries’ (links, data and content) Opportunities for students to create something of their own Group activity is mainly confined to the course group. Tutor support is predominantly online and occasionally face-to-face.   Teacher feedback is generally in the form of guidance and facilitating rather than providing answers.   Teacher as guide. Learner has control of specific learning goals within the generalised goals.   Learners manage their own unstructured discovery activities within given parameters.   Learners are free to set their own personal goals within the generalised activity.
  95. 95. The Paradigm Grid of Online Learning Teacher determined, open ended <ul><li>Structure the learning environment to promote co-operation within groups. </li></ul>ADVICE FOR THE SOUTH-WEST QUADRANT <ul><li>Provide examples and instruction of ways to work online in groups (model ways to have a lively dialogue). </li></ul><ul><li>Creation of labels to allow students to structure the dialogue. </li></ul>
  96. 96. The Paradigm Grid of Online Learning Teacher determined, open ended <ul><li>Keep dialogue on topic through carefully designed questions, guidelines for learners and online summaries. </li></ul>ADVICE FOR THE SOUTH-WEST QUADRANT <ul><li>Categorise messages, summarise threads of discussion. </li></ul><ul><li>Provide steps in the problem-solving process. </li></ul>
  97. 97. The Paradigm Grid of Online Learning Learner managed, open ended Dialogue Learner Involvement Support/Teacher Role Control Self or collaboratively (peer group) directed.   Wide discretion over choice of discussion groups from peers to ‘public’ special interest groups.   Asynchronous dialogue with other specialists.   External sources of specialist assistance. Total involvement in the learning activity.   Student can be working alone or in a team.   Learners relate their learning to their own personal, vocational and academic needs. Contacts with teacher initiated and monitored by the learner.   Teacher is in the background, offering advice on procedures and resources.   Feedback is sought from a variety of sources and experts.   The structure and design of the online learning facilities gives learner considerable discretion. Teacher as facilitator. The learner determines the goals and outcomes and monitors own progress.
  98. 98. The Paradigm Grid of Online Learning <ul><li>The role of the tutor, and the amount and level of tutor participation, should be clearly defined. </li></ul>Learner managed, open ended ADVICE FOR THE SOUTH-EAST QUADRANT <ul><li>Embed prompts and other ways for students to interact with the content in order to make the thinking process clear. </li></ul><ul><li>Provide synchronous events (along with asynchronous events) to maintain student enthusiasm and a ‘real time’ sense of participation. </li></ul><ul><li>Develop criteria for students to assess each others’ work. </li></ul>
  99. 99. The Paradigm Grid of Online Learning Learner managed, open ended <ul><li>Remember that ‘free for all’ open discussions do not usually work. </li></ul>ADVICE FOR THE SOUTH-EAST QUADRANT <ul><li>Provide guidelines and carefully designed questions. </li></ul><ul><li>Create a structure to make teams collaborate (solve problems through a voting system: write collaborative assignments by dividing tasks into sections). </li></ul><ul><li>Beware that learners could become so involved in browsing that they might not be thinking about the learning related to specific subject matter. </li></ul>
  100. 100. Mission Possible….? Choose one <ul><li>Design a ‘Four x Four Paradigm’ model for online languages learning using the same dimensions (Dialogue, Learner Involvement, Teacher Support, Control) </li></ul><ul><li>Develop a ‘Four x Four Paradigm’ model for online languages learning using four different dimensions. </li></ul><ul><li>Develop a Four x ‘n’ Paradigm model for online languages learning using a different number of dimensions. </li></ul><ul><li>Create a separate model each for speaking listening reading and writing. </li></ul>
  101. 101. Thank you

×