Engaging Learning Experiences in Open-Ended Learning Environments


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2010 "Innovations in teaching and learning with technology" keynote

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  • The contemporary Web, the social web, rests on communication, interaction, collaboration in open-ended spaces.Individuals can post content online and they can interact on that content.For instance, TED is a site that hosts videos from orators – ppl can talk about thoseSame with Youtube – last night I read that 35 hours of video are posted on youtube every minute. 35 hours.Or wikipedia – people post content, and others edit… they get into it so much that they engage in edit wars:Image: each color represent a wikipedia and its size over time. This is the case where people change each others edits and you see this zigzag shape.Obviously, we have all heard the dark side of the Internet as well…
  • Learning in open-ended spaces? How does it happen?
  • Repurposing technology to fit teaching practice.Repurposing teaching practices to fit technology?Negotiated relationship
  • Engaging Learning Experiences in Open-Ended Learning Environments

    1. 1. Engaging Learning Experiences in Open-Ended Learning Environments Dr. George Veletsianos Assistant Professor University of Texas at Austin Instructional Technology program College of Education 2010 Innovations in Teaching & Learning with Technology Conference Keynote
    2. 2. Interaction and collaboration Diversity (cultural & professional) Interaction between experts and learners Creation of digital artifacts Participation in affinity-based communities Engaging with a culture that is participatory
    3. 3. 1. Online Education. Check. BUT… I am concerned.
    4. 4. Dominant Narratives (that remain unquestioned)
    5. 5. Dominant Narratives (that remain unquestioned) 1. Online education vs. face-to-face learning
    6. 6. Dominant Narratives (that remain unquestioned) 2. The latest technology as a panacea
    7. 7. Dominant Narratives (that remain unquestioned) 3. Online education = efficient mode of delivery to large numbers of students
    8. 8. Quality is not a feature of delivery mode. Online does not nevessarilly mean lower quality*. * (unless it simply reuses f2f material)…
    9. 9. “Strong pressures to produce mediocre instructional products based on templates and preexisting content.” Wilson, Parrish, & Veletsianos, 2008
    10. 10. “Examples of outstanding [online] instruction are hard to find.” Wilson, Parrish, & Veletsianos, 2008
    11. 11. 1. Online Education 2. Delivery Designing Learning Experiences
    12. 12. Our Challenge To design learning experiences and opportunities that can be fulfilling, meaningful, and inspiring.
    13. 13. How?
    14. 14. How does one design experiences and opportunities that can be fulfilling, meaningful, inspiring, and appealing?
    15. 15. 3 Projects ELGG Experiment River Place Summer Camp yoTeach.us
    16. 16. ELGG Experiment
    17. 17. River Place Camp
    18. 18. http://YoTeach.us An Adventure Learning project
    19. 19. What do these projects have in common?
    20. 20. Beyond course content
    21. 21. Narrative. Storyline
    22. 22. Collaboration & Interaction
    23. 23. Interacting with experts Participation in contemporary debates Real contributions (e.g., wikipedia edits) Real problems Engagement with authentic issues
    24. 24. Design for lasting impress
    25. 25. Thank you! www.veletsianos.com
    26. 26. Research basis Veletsianos, G. (2010). Emerging Technologies in Distance Education. Athabasca University Press. Available in print for purchase via the publisher and as a free pdf download from: http://www.aupress.ca/index.php/books/120177 Veletsianos, G. (2010). A Definition of Emerging Technologies for Education. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education. Athabasca University Press [download pdf] Veletsianos, G. (2010). A Small-Scale Adventure Learning Activity and its Implications for Higher Education Practice and Research. in education, 16(1). [link] Veletsianos, G., & Doering, A. (2010). Long-term student experiences in a hybrid, open-ended and problem based Adventure Learning program. Australasian Journal of Educational Technology, 26(2), 280-296. http://www.ascilite.org.au/ajet/ajet26/veletsianos.html Veletsianos, G., & Kleanthous, I. (2009). A review of adventure learning. The International Review Of Research In Open And Distance Learning, 10(6), 84- 105. Retrieved December 27, 2009, from http://www.irrodl.org/index.php/irrodl/article/view/755 Doering, A., & Veletsianos, G. (2008). What lies beyond effectiveness and efficiency? Adventure Learning Design.The Internet and Higher Education, 11(3- 4), 137-144. [pdf] Wilson, B., Parrish, P., & Veletsianos, G. (2008). Raising the bar for instructional outcomes: Towards transformative learning experiences. Educational Technology, 48(3), 39-44. [pdf] Veletsianos, G., & Miller, C. (2008). Conversing with Pedagogical Agents: A Phenomenological Exploration of Interacting with Digital Entities. British Journal of Educational Technology, 39(6), 969-986. [pdf]