Active, Social, and Engaging Online Learning Strategies

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Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 1: Active, Social, and Engaging Online Learning Strategies

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Active, Social, and Engaging Online Learning Strategies

  1. 1. Active, Social, and Engaging Online Learning Strategies George Veletsianos, PhD Canada Research Chair Associate Professor School of Education and Technology Athabasca University, Faculty of Health Disciplines, Edmonton, Feb 2014
  2. 2. Active, Social, and Engaging Online Learning Strategies Foundations
  3. 3. Be involved and organized –  Deadline calendar –  Check-ins (e.g., 1-1 phone/skype chat) –  Discussion flow (post by? Respond by?) –  Ongoing participation –  Clear expectations
  4. 4. Be involved and organized
  5. 5. Using a diverse array of activities… –  Discussions –  Videos –  Debates –  Digital stories –  Concept mapping –  Professional communities –  Case studies –  Solving problems
  6. 6. Active, Social, and Engaging Online Learning Strategies “We are all designers”
  7. 7. Create a list of adjectives describing ideal learning experiences www.tinyurl.com/audoc1
  8. 8. Our challenge/imperative To design [online] learning experiences and opportunities that are effective, fulfilling, inspiring, meaningful, caring, empowering, and democratic.
  9. 9. What are some activities/strategies that have worked well for you and your students?
  10. 10. What are some of the challenges that you faced? How did you solve them?
  11. 11. Active, Social, and Engaging Online Learning Strategies A list of suggestions
  12. 12. Commencing… •  Introductions –  What is your standard practice?
  13. 13. Commencing… •  One of my favorite activities: Superhero Students “In this activity you are to create a drawing of yourself to share with the rest of the class. Your drawing should portray you as a superhero and include your superhero name. You don't need any artistic abilities for this task, as I won't be evaluating you on your drawing abilities. The goal is to use your creativity to create a representation of yourself so that we learn more about each other. You can use pen/pencils/crayons and paper, or a graphics program to do this.” –  Adapted from Dunlap & Lowenthal: http://www.ucdenver.edu/academics/CUOnline/ FacultyResources/additionalResources/Handbook/ cuonlinehandbook2011/Documents/chapter10.pdf
  14. 14. •  Mine looks like this. •  Why?
  15. 15. Commencing… •  Introductions: Adjective Circle (Amazing Anna) A E B D C •  It’s easy to do this in a f2f class. How does it look like it in an online course?
  16. 16. Commencing… •  Variations •  Tell us about yourself using 7 adjectives •  Tell us about yourself using 7 nouns •  As above, but also use photos •  As above, but use the 7 adjectives to write a story.
  17. 17. Stories & digital storytelling •  Instructors telling stories •  Students creating stories –  Single images, videos, screencasts, comics
  18. 18. Stories & digital storytelling
  19. 19. Stories & digital storytelling Storybird
  20. 20. Stories & digital storytelling Voicethread
  21. 21. Weekly video updates: Social presence - Teaching presence
  22. 22. Empower (and listen to) your students
  23. 23. Discussions/debates driven by realworld data - Twitter http://search.twitter.com
  24. 24. Discussions/debates driven by realworld data - Newspapers
  25. 25. Discussions/debates driven by realworld data – Comments
  26. 26. Discussions/debates driven by realworld data – Blogs posts
  27. 27. Think-Pair-Share: Describe the use of an activity with your own content. How would you improve this strategy? Stories & digital storytelling Video updates Empowering students Discussions driven by real-world data
  28. 28. Concept Mapping: Keeping up-to-date and connecting all the pieces
  29. 29. Concept Mapping: Keeping up-to-date and connecting all the pieces
  30. 30. Concept Mapping: Keeping up-to-date and connecting all the pieces
  31. 31. Video-related activities •  Content delivery (reusing video) – Youtube, Vimeo, TED, Amazon, iTunes
  32. 32. Video-related activities •  ed.ted.com
  33. 33. Video-related activities
  34. 34. Video-related activities •  Additional ideas –  Record an elevator speech –  Find, share, and comment –  Identify misconceptions in existing videos –  Film and share roleplays
  35. 35. Introduce learners to professional communities - The case of Twitter
  36. 36. Introduce learners to professional communities - Others –  Professional listservs e.g., Tomorrow’s Professor –  Blogging communities –  Social Networking Sites (e.g., LinkedIn discussion groups, Facebook groups) –  Ask students to attend a virtual conference and do X (reflect/summarize/ etc)
  37. 37. E-books, Open Books, Open Textbooks •  Create worthwhile digital artifacts as a class (and make available to others) –  E.g., E-books and online textbooks
  38. 38. E-books, Open Books, Open Textbooks •  Work with your instructional designer to figure out the best platform for creating the e-book (Wiki? A dedicated website? A collection of Google documents?)
  39. 39. Audio •  Using music, sharing music, creating class playlists… http://www.rdio.com/ http://www.jango.com/
  40. 40. Think-Pair-Share: Describe how you would use one of these in your own course. How would you improve this strategy? Concept Mapping Vide-related & audio-related activities Professional communities E-books, open books, open textbooks
  41. 41. Image attribution •  Teacher writing on blackboard http://upload.wikimedia.org/wikipedia/commons/0/0f/Teacher-writing-onblackboard564.jpg Unless otherwise noted by the original images, content is provided under a CC Attribution Non-Commercial Share Alike license (http://creativecommons.org/licenses/by-nc-sa/ 3.0/).

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