Webinar Online Learning Myths & Engaging (Distance) Learners!

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Presented by Sara Valla, a Digital Library Learning (DILL) Masters student completing her virtual internship with UNCG Libraries, and an Instructional Design & e-learning Consultant at Università degli Studi di Parma UniPR Co-Lab http://unipr.academia.edu/SaraValla
Dec 17, 2013 9am in UNCG Libraries' Blackboard Collaborate virtual room

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  • Collaboration is an added value – not important institution or person
    You decide on common objective and you cannot do it without the participation of everybody.
    (Tammaro)
    The task is getting people to learn
    Collaboration is when all the groups merge to get to a common objective
  • Collaboration is an added value – not important institution or person
    You decide on common objective and you cannot do it without the participation of everybody.
    (Tammaro)
    The task is getting people to learn
    Collaboration is when all the groups merge to get to a common objective
  •  
  • A livello di laboratorio didattico, il social reading è emerso da alcune esigenze all’interno dei corsi della Prof.ssa Mansfield, Valero e Tammaro.
  • A livello di laboratorio didattico, il social reading è emerso da alcune esigenze all’interno dei corsi della Prof.ssa Mansfield, Valero e Tammaro.
  • A livello di laboratorio didattico, il social reading è emerso da alcune esigenze all’interno dei corsi della Prof.ssa Mansfield, Valero e Tammaro.
  • A livello di laboratorio didattico, il social reading è emerso da alcune esigenze all’interno dei corsi della Prof.ssa Mansfield, Valero e Tammaro.
  • Webinar Online Learning Myths & Engaging (Distance) Learners!

    1. 1. #colabunipr #onlinelearning online learning definition in 140 – 28 = 112 characters? @thuridilla (my Twitter account)
    2. 2. Online Learning Myths & Engaging Distance Learners Presented by Sara Valla virtual intern at UNCG Libraries Digital Library Learning (DILL) Master’s student Instructional Design & E-learning Consultant at UniPR Co-Lab Research Center, University of Parma, Italy UNCG Libraries, 17th December 2013
    3. 3. Outline ✓ online learning ✓ the context: UniPR Co-Lab collaboratory ✓ bridge the gaps: strategy, instructional design ✓ online experiences (to engage learners)
    4. 4. Let’s clarify the terms ONLINE LEARNING http://www.flickr.com/photos/sovietuk/2132551511/
    5. 5. Google search trends 2004-2013 8th December 2013
    6. 6. o n l i n e Summary from literature review in Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: are they the same? Internet and Higher Education, 14, 129– 135. l e a r n i n g
    7. 7. University of Parma (Italy) 32.050 students 1882 scholars (including visiting scholars) (November 2013) C o n t e x t
    8. 8. Learn Share Collaborate c o l a b
    9. 9. COLLABORATORY [. . .] a center without walls, in which [. . .] researchers can perform their research without regard to geographical location – interacting with colleagues, accessing instrumentation, sharing data and computational resource[s], and accessing information in the digital library. Wulf, W.A. (1989) c o l a b
    10. 10. c o l a b Learn Share Collaborate Research Center
    11. 11. BRIDGE the GAP Mackinac Bridge is the dividing line between lake Michigan and Lake Huronhttp://www.flickr.com/photos/odalaigh/2197628927/
    12. 12. INSTRUCTIONAL DESIGN as we see it at UniPR Co-Lab 4
    13. 13. INSTRUCTIONAL DESIGN designing TOGETHER efficient, effective and motivating learning experiences (technologies are tools, not the starting point) to reach learning objectives and increase learning quality Pedagogic needs drive the design or learning 4
    14. 14. What online learning is... NOT?! (or… online learning myths) 9
    15. 15. repository of learning content? http://www.flickr.com/photos/canonsnapper/3095326809/
    16. 16. TV-only course ? http://www.flickr.com/photos/wwworks/399455258/
    17. 17. http://www.flickr.com/photos/9682 9830@N04/9094534826/ blablablaquiz experience Learning objects for self-learning & quiz to assess learning? http://www.flickr.com/photos/giesenbauer/5809411906/
    18. 18. ...OR?
    19. 19. Interview to Michael Allen: Down with Boring E-Learning!  E-learning is often boring for the same reasons much traditional instruction is boring: it focuses on content presentation rather than the learning experience. PhD in educational psychology from The Ohio State University adjunct associate professor at the University of Minnesota Medical School. He received ASTD's Distinguished Contribution to Workplace Learning and Performance Award in May 2011.
    20. 20. Learning experience has to be (3M pillars): Meaningful Memorable Motivational http://www.flickr.com/photos/64225828@N03/5853869410/
    21. 21. STARTING POINT(S) ...or seem may as it looks mple as it i ated not s mplic ot co n Our tautology of the “necessity of needs” dialogue and listening Just in time Vs Just in case from learning (noun) to learn (verb) http://www.flickr.comp / hotos/visentico/3957570708/ task activity 8
    22. 22. ONLINE LEARNING EXPERIENCES LEARNING OUTCOMES  OBJECTIVES  LABORATORIES
    23. 23. Learning Community Area Instructional backbone (content) Activities Blog Topic Forum Topic Laboratory 1 Chat Wiki Topic other collaborative tool Topic Laboratory 2 Topic Laboratory 3 re-interpretation of learning platforms as hubs facilitate online learning design in the form of path-oriented and self-directed walkthroughs sketched using PeTEX@Work Projectas a reference Wulf, V. (2013). Computer-Supported Collaborative Learning at the Workplace: CSCL@Work. Springer. ... E X P E R I E N C E S
    24. 24. Can social bookmarking proposed as a learning activity foster active and participatory learning supported by IT, And help add meaning and associate information to resources? E X P E R I E N C E S
    25. 25. SOCIAL BOOKMARKING definition form of collaborative tagging (online) to apply keywords to insert comments to add descriptions to web pages documents Smith, G. (2007) that users can retrieve online Heymann, P., Koutrika, G., Garcia-Molina, H. (2008) E X P E R I E N C E S
    26. 26. social bookmarking for German language E X P E R I E N C E Social bookmarking with Del.icio.us as an alternative S to static lists of relevant resources
    27. 27. social bookmarking to share useful web resources with the class Diigo for assignments: search web links to videos and articles (English translation) E X P E R I E N C E S
    28. 28. social bookmarking for teachers’ updating #uniprtfa2013diding Social bookmarking with Del.icio.us to share links to useful teaching web site in a refresher course organized for English teachers E X P E R I E N C E S
    29. 29. social bookmarking for reference management Social Reference Management (Digital Publishing course) E X P E R I E N C E S
    30. 30. SOCIAL READING activity of reading on a computer screen or a mobile device and share highlights and comments inside an online group
    31. 31. social reading in text analysis English language and translation Concordance Analysis Contrastive Analysis Informationization analysis http://highlighter.com/r eader/sample Spanish Language and Translation Phraseology Read, highlight, comment, share, reflect upon... E X P E R I E N C E S 11
    32. 32. social reading of textbooks Digital Publishing Re-elaboration and re-publishing of textbooks E X P E R I E N C E S 11
    33. 33. observations Possible barriers: familiarity with the technology Lack of functionalities in open source / free software (e.g. single sign-on) Lack of support other than the technician involved in the research, given the experimental nature of the activities E X P E R I E N C E S 11
    34. 34. observations Strength points preparation work done by the scholar Tutoring online and helpdesk time and resource demanding... E X P E R I E N C E S 11
    35. 35. creation of (online) electronic books as a result and as part of the activities after seminars and workshops E X P E R I E N C E S 13
    36. 36. INVOLVEMENT OF STUDENTS Web conferences, webinars organized by and with students meetings for assessment, organization online seminars (webinars) to support international and remotely located students for their Master’s thesis online interaction with remote visiting scholars E X P E R I E N C E S 14
    37. 37. INVOLVEMENT OF STUDENTS E X P E R I E N C blogs, active participation in Wikipedia, E S lecture recording 15
    38. 38. Instructional Toolkit on a just in time basis http://www.flickr.com/photos/neilt/2517652/
    39. 39. Instructional Design Toolkit Visual Quick Guides Channels including micro videos 16
    40. 40. OER: Open Educational Resources http://www.flickr.com/photos/opensourceway/6554315179/
    41. 41. POLL: What is OER? A. I have no idea! B. Is it a MOOC? C. Open education resources D. Other (type your answer in chat!) A Answer Poll
    42. 42. "digitised materials offered freely and openly for educators, students, and self-learners to use and reuse for teaching, learning, and research. OER includes learning content, software tools to develop, use, and distribute content, and implementation resources such as open licences." (UNESCO, 2002)
    43. 43. Massive Open Online Courses
    44. 44. Project management - Timeline
    45. 45. blog as a diary
    46. 46. Future research: card sorting
    47. 47. Future research: navigation check / navigation menu testing
    48. 48. Future research: user needs perceptions
    49. 49. Conclusions & Tips Online Learning as “awareness raising” Use technology as a part of learning Interdisciplinary, cross-discipline communities Meaningful, memorable, motivational learning experiences Collaborative, active learning Attention to user needs (teachers, students)
    50. 50. References • • • • • • • • • • Heymann, P., Koutrika, G., & Garcia-Molina, H. (2008). Can social bookmarking improve web search? In Proceedings of the international conference on Web search and web data mining (pp. 195–206). New York, NY, USA: ACM. doi:10.1145/1341531.1341558 Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning enviroments: Are they the same? Internet and Higher Education, 14, 129–135. Smith, G. (2007). Tagging: People-powered Metadata for the Social Web (1st ed.). New Riders. Tabak, I., & Reiser, B. J. (1997). Domain-specific inquiry support: Permeating discussions with scientifi c conceptions . In Proceedings of From Misconceptions to Constructed Understanding, Ithaca, NY Valla, S (2013) "Parma Co-Lab: organizational challenge for research and learning", New Library World, Vol. 114 Iss: 7/8, pp.326 - 341 Wenger, E. (2008). Communities of Practice - Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wulf, W.A. (1989), “The national collaboratory”, Towards a National Collaboratory: Unpublished Report, The National Science Foundation Invitational Workshop, Rockefeller University, New York, NY. Wulf, V. (2013). Computer-Supported Collaborative Learning at the Workplace: CSCL@Work. Springer.
    51. 51. Thanks for Your Attention! Questions? Suggestions? Sara Valla - Università di Parma UniPR Co-Lab E-mail sara.valla@unipr.it twitter: @thuridilla Skype: saraunipr UniPR Co-Lab Facebook page: http://www.facebook.com/colabunipr http://www.slideshare.net/thuridilla/

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