Acpet eLearning Program 2013 Webinar 3 - Discussion Forums
•Download as PPTX, PDF•
0 likes•436 views
Presentation to support 3rd online session for Victorian private RTOs participating in the ACPET e Mentor program
Recommended
Recommended
More Related Content
Similar to Acpet eLearning Program 2013 Webinar 3 - Discussion Forums
Similar to Acpet eLearning Program 2013 Webinar 3 - Discussion Forums (20)
More from Yum Studio
More from Yum Studio (20)
Recently uploaded
Recently uploaded (20)
Acpet eLearning Program 2013 Webinar 3 - Discussion Forums
- 1. Facilitating Discussion based activities
- 2. On e-moderation “The e-moderator enters into discussions using one of many voices (personas, characters or masks). Generally they should not express their personal opinion but seek to clarify and extend the thinking of other people, depending on the purpose and stage of the collaboration. Moderating a dialogue by combining a voice and a strategy that are not necessarily the e-moderator’s own, requires concentration and diligence to master.” (Collison et al 2000 cited in Moving out of the Middle)
- 3. ACPET - Vic Government e-learning Program 2011 Thanks to ACPET now only Kryptonite can stop me from using Blended Learning at will at my RTO!!!
- 4. Networks
- 6. Share an experience using discussion forums
- 7. What are online networks are you part of?
- 8. What skills and behaviours are required for effective networking?
- 10. Face to Face Self Paced Online Facilitated Content Skills Knowledge Activities Assessment Courses for horses? Horse for Courses!
- 11. • Discussion • Sharing • Placement & Assessment • Social Media • Group work Discussion forum pedagogy
- 12. • Email • Online Discussion and or Voice Boards • Learner Management Systems • Blogs & Wikis • Social Networking Discussion forum Infrastructure
- 13. • Forums in LMS • Facebook • Google Groups • Yammer • Blogs & Wikis Discussion forum Infrastructure
- 14. • VoiceThread • Voxopop • LMS Plug ins (Wimba) • Moodle - PoodLL Voice Discussion forum Infrastructure
- 15. • Activities need to be linked to Assessment • Trainers need to monitor and actively moderate Discussion forum assessment
- 16. •Link to assessment •Base on participants sharing experiences & prior knowledge – “learners stories” •Application to workplace or experience •Make pre readings short •Mix of problems, case studies, reflections •Commenting/Building on postings •Use to demonstrate employability skills •Track to determine contribution to group •Peer Review Discussion forum good practice
- 17. •You’ll be allocated to a break out room •Share a discussion activity you can use with your learners •Brainstorm ideas for managing and encouraging the discussion •Elect a spokesperson to bring back your ideas Discussion forum Activity – 3 Breakout Rooms
- 18. •Don’t over intervene •Weave posts rather than answer •Add value with extra links •Share your experiences in relation to posts •Work with good posters •Contact lurkers for involvement •Give participants responsibility for post topics Discussion forum facilitation tips and tricks
- 19. • Knowledge and Skills • Group problems • Application to workplace • Learner’s stories • Contributes to formative assessment • Assessment carrot to ensure involvement Assessment – Discussion & Social Learning
- 20. • Share experiences • Wiki/LMS/Social Media • Industry Knowledge • Common issues • Variety in the sector • Private V Shared • Ethics & Confidentiality • “Case Study” style assessment creates learning for subsequent learners Assessment – Placement
- 21. • Develop a rubric with learners • Check for mapping • Distribute back to learners as marking guide • Rehearse the marking guide • Conduct presentations (summative) • Collect peer review • Redraft and resubmit • Share and assess Assessment – Peer Review
- 22. • Site Visits continue • Next F2F Thursday 11th July Using Audio and Video in Training When will we see you again?
- 23. Any Questions?
Editor's Notes
- It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS:These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities. Face to Face– Trainers and learners participate in online activities or resources during face to face sessions.Flexible, Self Paced Trainer or computer assessed– Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback.Facilitated online– learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements. Many RTOs commence using Elearning via the provision to learners of a Resource repository– learners access content online and refer to resources that are used in a face to face class. Not really considered elearning. Informal networks based on knowledge sharing (also known as social learning) – “The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team’s learning, performance and productivity. “Jane Hart.
- Typical asynchronous learning events in a mature blended learning approach may include: Discussion based activities accompanied by short readings or resources that elicit learners application of skills and knowledge to the workplace contextSharing of ideas and learning resources through discussion forum, social bookmarks or TwitterBlog or Wiki diary posts by learners to support work placement assessment, including participation and verification by third party or workplace assessorUse of social network tools such as social bookmarks, RSS Feeds, Blogs to collect and share electronic resourcesGroup work projects using combination of discussion forums, SMS, Blog or Wiki post, Google DocumentsPhoto Credit: http://www.flickr.com/photos/71088059@N00/3050204663/
- It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS:These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities. Face to Face– Trainers and learners participate in online activities or resources during face to face sessions.Flexible, Self Paced Trainer or computer assessed– Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback.Facilitated online– learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements. Many RTOs commence using Elearning via the provision to learners of a Resource repository– learners access content online and refer to resources that are used in a face to face class. Not really considered elearning. Informal networks based on knowledge sharing (also known as social learning) – “The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team’s learning, performance and productivity. “Jane Hart.
- It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS:These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities. Face to Face– Trainers and learners participate in online activities or resources during face to face sessions.Flexible, Self Paced Trainer or computer assessed– Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback.Facilitated online– learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements. Many RTOs commence using Elearning via the provision to learners of a Resource repository– learners access content online and refer to resources that are used in a face to face class. Not really considered elearning. Informal networks based on knowledge sharing (also known as social learning) – “The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team’s learning, performance and productivity. “Jane Hart.
- It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS:These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities. Face to Face– Trainers and learners participate in online activities or resources during face to face sessions.Flexible, Self Paced Trainer or computer assessed– Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback.Facilitated online– learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements. Many RTOs commence using Elearning via the provision to learners of a Resource repository– learners access content online and refer to resources that are used in a face to face class. Not really considered elearning. Informal networks based on knowledge sharing (also known as social learning) – “The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team’s learning, performance and productivity. “Jane Hart.
- It is easier to think of Elearning as a suite of Blended delivery choices available to RTOS:These modes can be any mix of face to face and either or a combination of online self paced, facilitated or group work sessions. Students participate in both traditional face to face classes and virtual classes such as online tutorials or discussion forum activities. Face to Face– Trainers and learners participate in online activities or resources during face to face sessions.Flexible, Self Paced Trainer or computer assessed– Learner works through prepared learning content that is assessed as they progress. Access to trainer generally for support or higher level assessment task feedback.Facilitated online– learning is conducted entirely online through course material provision provided through a Learner Management System and online activities provided though either virtual classroom tutorials or discussion forums. Not such an attractive model for RTOs as it does not attract Government funding incentives for training placements. Many RTOs commence using Elearning via the provision to learners of a Resource repository– learners access content online and refer to resources that are used in a face to face class. Not really considered elearning. Informal networks based on knowledge sharing (also known as social learning) – “The revolution that is social media means that now everyone can have access to the Social Web and a range of services and applications to support their own as well as their team’s learning, performance and productivity. “Jane Hart.
- For each course we can determine the best mix of delivery modes according to:Infrastructure available to deliver in each modeCapability of our organisation and our learners to teach and learn in each modeStrategic choices about how to package courses for blended learningThe types of content we will need to deliveryLearning activitiesAssessment methods and potential for assessment submission.
- Typical asynchronous learning events in a mature blended learning approach may include: Discussion based activities accompanied by short readings or resources that elicit learners application of skills and knowledge to the workplace contextSharing of ideas and learning resources through discussion forum, social bookmarks or TwitterBlog or Wiki diary posts by learners to support work placement assessment, including participation and verification by third party or workplace assessorUse of social network tools such as social bookmarks, RSS Feeds, Blogs to collect and share electronic resourcesGroup work projects using combination of discussion forums, SMS, Blog or Wiki post, Google DocumentsPhoto Credit: http://www.flickr.com/photos/71088059@N00/3050204663/
- Asynchronous EventsThe online learning infrastructure used to support asynchronous learning include:EmailMany teachers will be familiar with using email for administrative functions with their learners. Email can be useful for queries, sharing of resources, requests for support, assessment task clarification or for tutors to follow up on outstanding matters with individual learners. Email can also be used to conduct a range of learning activities. In general these activities are easy to construct and deliver and do not require you or the learners to have access to sophisticated software and hardware. Online discussion boardsDiscussion activities can be text or voice based. These can be used to pose questions, share resources, provide reflections on applications of skills and knowledge delivered in the course to the students’ work or life context or as mechanism for group work and shared assessment. Typically learners can add images, embed video or add attachments to their posts. Other common forms of discussions include:Voice boardsAre similar to discussion forums but allow you to create threaded discussions by recording your comments as audio messages. Like text discussion boards, users can post a voice message and then others can listen to it later and respond in voice and text. Learner Management Systems (LMS systems), including Moodle include a range of tools to support online interaction, allowing users to organise discussions, post and reply to messages, upload and access multimedia, contribute to group glossaries and content resources as well as peer review co learners contributions. Blogs and WikisBlogs are an easy to update web-based system that allows for online journals, diaries, portfolios and web communities. Wikis are a website resource which allows users to add and edit content collectively. Both blogs and wikis allow visitors (if permitted) and site members (e.g. trainers and students) to post comments and feedback to content posted there.Social networking systems. Course participants can be segregated into specific member only groups. Users can communicate with text-based comments. Many social networks allow you to communicate with co group members either by private e-mail-like correspondence, public message board-like posts, or both. Many social networks encourage participation through multi access – computer, smart phone or tablet.Examples of social networking systems include Edomodo(designed for use by learning organisations), Facebook, Ning , Yammer and LinkedIn. Links to pasteMoodle https://moodle.org/Edomodo http://www.edmodo.com/Facebook http://www.facebook.com/Ning http://www.ning.com/Yammer http://www.yammer.comLinkedIn http://www.linkedin.com/Photo Credit: http://www.flickr.com/photos/71088059@N00/3050204663/
- During synchronous online tutorials, the absence of body language removes one critical cue a trainer relies upon in face-to-face classes to continually monitor understanding of and engagement with the course material. There can be a steep learning curve for some learners to confidently and comfortably contribute vocally to sessions. Good trainers overcome this by ensuring online sessions of no more than an hours duration that include a lively mix of lecture, brainstorming, group work (learners can be added to break out rooms in virtual classrooms), student presentation, polling, quizzing, video presentations, web tours and resource sharing.Online tutorials provide a peer review forum for:Group problem solving (Case Studies & Scenarios)BrainstormingAssessment task pitching for review assistance by peersRole plays for communication events encountered on the jobAssessment presentationsLets now look at Online Facilitated approaches using Asynchronous learning.
- During synchronous online tutorials, the absence of body language removes one critical cue a trainer relies upon in face-to-face classes to continually monitor understanding of and engagement with the course material. There can be a steep learning curve for some learners to confidently and comfortably contribute vocally to sessions. Good trainers overcome this by ensuring online sessions of no more than an hours duration that include a lively mix of lecture, brainstorming, group work (learners can be added to break out rooms in virtual classrooms), student presentation, polling, quizzing, video presentations, web tours and resource sharing.Online tutorials provide a peer review forum for:Group problem solving (Case Studies & Scenarios)BrainstormingAssessment task pitching for review assistance by peersRole plays for communication events encountered on the jobAssessment presentationsLets now look at Online Facilitated approaches using Asynchronous learning.
- Facilitation and teaching difficulties to overcome by the Trainer in synchronous environments include:Learners will often not participate in knowledge and resource sharing activities voluntarily. Discussion forum activities therefore should be tied some assessment weighting to encourage participation and cross pollination of ideas.Text based communication on instant messaging; SMS or text chat can often be full of misinformation or unformed ideas by learners. Trainers need to become facilitators of such interactions to synthesize and summaries ideas, as well as extend group think, make links to workplace application and to clarify the accuracy of ideas presented where needed.Photo Credit: http://www.flickr.com/photos/71088059@N00/3050204663/
- Course content is essentially resources to support the engagement with the problem solving process. When presenting a problem, “content” can be provided in a variety of forms using video, audio and some text:. This gives more depth to typical “quiz” based assessment which test memory rather than understanding, problem solving and consequences on the job of decision making.Some examples of engaging content includes:Video demonstration of a workplace process or communicationAn “Ask my Co Workers” audio presentation with suggestions on how to approach the task Specific learning materials to address the knowledge and skills central to the decision making treeThe Standard Operating Procedures that might apply to this process or communication Progression through the problem can be through a decision making tree. Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices. The process of finding the solutions to the problems is more important than the solutions themselves. These can be developed using rapid elearning software. These designs don't have to be overly complicated. Well-designed case studies, decision-making trees, problems or scenarios can create a need for the learners to pull the information. Developers and subject matter experts need to be guided by concepts of workplace character and narrative to present workplace problems as a series of stories that depict problems at work that need to be addressed using the available knowledge and skills demonstration models presented in the elearning resource. Practitioners who advocate this model of elearning content design include Cathy Moore and Tom Kuhlmann.Links to paste in for participants:Cathy Moore - http://blog.cathy-moore.com/Tom Kuhlmann - http://www.articulate.com/rapid-elearning/building-scenarios-for-e-learning/Photo Credit: http://www.flickr.com/photos/28430474@N05/4376443940/
- Questions from the FloorProvide Links to ACPET PD Programhttp://www.acpet.edu.au/services/professional-development/ Victorian Providers remind of ementor program