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Dan Davies

JOLT - Journal of Online Learning and Teaching - 0 views

  • The multi-dimensional learning tasks of the first time eLearner This author proposes a conceptual model which identifies the multiple learning tasks that a first-time eLearner must deal with immediately and simultaneously on embarking on an eLearning course. These are: (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.   Negotiating the technology: This is where an eLearner is required to come to terms with the computing technologies involved. Osika and Sharp, (2002) comment that not only does a Learner have to master the course material presented in course, but they must also become competent in using the range of technologies involved in online learning. Many overestimate their own skills in computing and underestimate the broader range of skills required by an eLearner. It also brings Learners face to face with the vagaries of computing technology and their feelings of helplessness when technical support is not immediately available or easily accessed. Negotiating the Learner Management System (LMS) interface:  In this the leaner has to develop a mental model of the content structure and navigation system in order to find his/her way around. Many Learners do not have the experience of ‘drilling down’ through a deep website, preferring instead to “Google” many websites.They tend only to peruse one or two pages until they find what they want. The site and content structure of an eLearning course is often multi-levelled and deep, requiring familiarity and understanding of the functionality of the LMS.  Negotiating the learning content: In this the Learner has to engage with the learning materials, readings, activities and assessments that make up a programme of study.  It should be noted that this anxiety of negotiating the content may have two component parts: Confronting the actual content and of becoming a Learner again. Many Learners experience some apprehension when learning something for the first time. Negotiating the content relates more to the ability to master the material covered in the course. Levels of experience, pre-knowledge and aptitude would be factors in determining the level of confidence or anxiety experienced.Anxiety on becoming a Learner again is more likely to relate to thoughts of whether one is capable of learning anything again after a long period without formal learning experience. This is especially so if the potential Learner had poor experiences in the secondary school system or earlier.  Thoughts like “Am I up to it? Am I clever/disciplined or literate enough? Will the others be smarter or more knowledgeable than me? Will I make a fool of myself?” All would contribute to levels of Learner anxiety. Becoming an eLearner: In this a Learner is required to effectively abandon his/her existing mental model of what it is to be a Learner in a formal learning situation. For most Learners, this is likely to be the model of a teacher led classroom. eLearners need to embrace a model based on a self-directed and motivated Learner who is physically isolated from fellow Learners and the tutor; and communicating primarily by electronic text. Negotiating CMC interaction: In this a Learner has to undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication (CMC). For those unused to the format and conventions of Discussion Forums and Bulletin Boards, communication via text, and with others a Learner doesn’t know, can be quite intimidating. Klem (1998, p. 1 cited in Smith, 1999, p.3) puts it this way: “…some are afraid they will embarrass themselves with postings that are not clever, erudite or interesting to others." In addition, Learners can become quickly overloaded if they are unable to get online for a period of time and the quantity of discussion forum contributions has grown to such an extent that trying to work through the backlog can be overwhelming and daunting. (Fox, 2002)  It is clear that these complex and multiple learning tasks could significantly contribute to a Learner’s cognitive load at the start of an eLearning course, which may lead to rapid rises in anxiety for the Learner; feelings of being overwhelmed and of despair coupled with a sense that eLearning is just too hard, the result of which is the virtual shutting down of the learning process. At this point, the decision to drop out may seem the only option. Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the Learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the Learner is inducted can make a very important difference in a Learner deciding whether or not to engage and persist or to drop out. 
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    This paper focuses on certain characteristics of adult learners enrolled in part-time education by distance eLearning course for the first time. Topics such as models of attrition for distance education, motivation and persistence, learner perspectives on their own attrition, Cognitive Load Theory and the impact of cognitive overload on early drop outs, and (probably most importantly) strategies to reduce early drop outs.
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    Adult e-learners and drop out rates
lovinget2

Assessing Student Learning - five practical guides - 4 views

  • Start small The basic advice here is, initially, aim for quality rather than quantity. A complete overhaul of the entire curriculum may not be the best place to start with introducing on-line assessment. Many academic staff have successfully started with an on-line assessment task that is a relatively minor proportion of the assessment for a subject. That way, any technical, educational or other difficulties that might arise can be resolved without the risk of seriously disadvantaging students. If might also be useful to start with formative rather than summative assessment on-line. Any efforts made towards this end will be useful in themselves in providing feedback to students and therefore assisting learning, as well as in providing a ‘trial run’ for the more ambitious objective of putting summative assessment
    • Jodie Bramel
       
      Three useful guiding principles when starting to use on-line assessmentStart with clear objectives; Start Small-use formative first; Start where success is most likely
  • While most students have access to computers at home, some do not – does the design of the task ensure that this latter group is not disadvantaged?
  • Does the on-line assessment assess anything that can’t be assessed as well (or more effectively) in a traditional format
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  • Has the highly valued and expected flexibility of time-of-day access, pace of work and time spent on task been incorporated
  • Is student learning related to subject content knowledge, understanding and skills being assessed rather than, or in addition to, ICT skills
  • If relevant, have opportunities for students to demonstrate creativity in their submissions
  • Where necessary, is the approach chosen to verify individual student performance/submission reliable
  • Has the opportunity to plagiarise been eliminated or at least minimised
  • Has the tendency, particularly where automated responses are incorporated, to focus on lower level cognitive skills been avoided or at least, supplemented with assessment of higher order learning
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the
  • Have practice on-line exams in the same format as the real exam been provided so students can prepare adequately
  • Are all answers able to be changed by the student up until the point where the test is submitted
    • Sandy Madelung
       
      Allowing learners to change an answer prior to submission.
  • Have dynamic on-line test questions that are in themselves learning experiences been provided, incorporating rich information and activities through the use of interactive images, sound and text
    • Sandy Madelung
       
      Use dynamic questioning on test.
    • tunstallmath678
       
      Many IEPs for Special Ed students contain requirements for word banks.  How could you ensure this modification is in place for only those students and in such a way as to keep this modification confidential?
  • Has student feedback (including on-line discussion boards) been used for reflection on the content and quality of the discussion, as part of examination of teaching practices
  • Where a range of computers and software packages are in use among students and staff, has the potential issue of compatibility and readability of files containing assignments that are submitted electronically been planned for
  • Have simple but time consuming matters, such as students forgetting to put their names on electronically submitted assignments, been planned for
  • Has the server containing the exam questions been isolated from the internet in order to maintain security
  • Where necessary, is the approach chosen to verify individual student performance/submission reliable
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the web
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the web ”
  • Are examples of model assignments/exam answers on the web for student access, consideration and discussion
  • Have practice on-line exams in the same format as the real exam been provided so students can prepare adequately ? Are all answers able to be changed by the student up until the point where the test is submitted
  • Have dynamic on-line test questions that are in themselves learning experiences been provided, incorporating rich information and activities through the use of interactive images, sound and text
  • Has the server containing the exam questions been isolated from the internet in order to maintain security
  • Start with clear educational objectives Start small Start where success is most likely
  • The subject objectives – what is being assessed? The needs, characteristics and situations of the learners
  • Table 1: Objectives, modes and learner characteristics of on-line learning If the goal or purpose is to: develop/assess… one might use… but in addition to learner access to and competence with technology, one may need to consider, for example… (objective) (mode) (learner characteristics) A body of knowledge An on-line exam The likelihood of cheating learner autonomy An on-line quiz with formative feedback That some students’ ICT-related anxiety will dissuade them from using this mode Group work skills On-line study groups learner comprehension of how to contribute effectively learner understanding of group product/process assessment Varying learner commitment to collaborative learning Understanding of basic concepts Web-based, self-paced, interactive modules with automated responses and no recorded marks or grades for students learner interest, motivation and engagement with modules/material given absence of marks/grades Effects on learners of heavy traffic at peak times Student problem-solving skills On-line ‘role-play’ where students adopt allocated roles and then solve a problem in role, with a minimum participation requirement only learner comprehension of how to contribute effectively learner interest, motivation and engagement with role play/material given absence of marks/grades Ability to think critically and articulate critical analysis On-line scenarios and information with accompanying prompts and a discussion board, with a minimum participation requirement learner comprehension of how to contribute effectively Varying learner commitment to collaborative learning Possible variation in starting and completion times for distance and other students learner ability to reflect Rhetorical, ethical or other questions and a web forum which learners must use to share their reflections, with a minimum participation requirement learner comprehension of how to contribute effectively Varying learner commitment to collaborative learning Possible variation in starting and completion times for distance and other students
  • It is wise to design assessment tasks that require the students to integrate the material they have learned in the subject with their own interpretations of that material.
  • The use of on-line tools to assess learner progress toward subject objectives can take many forms including: Electronic submission of written assignments Parallel print and on-line assessment options where students are given the choice of whether and how they use on-line tools in assessment tasks Publication of documents on the web Labelling of on-line diagrams Manipulation of on-line graphs Completion of on-line quizzes Completion of short-answer and multiple choice questions On-line exams with monitored and controlled start and stop times Any formative or summative task carried out in a web-based environment.
    • Maggie Rouman
       
      examples
  • 34 strategies for developing effective on-line assessment Together these thirty-four strategies can be summarised into three checklists: An access and usage checklist A quality of teaching and learning checklist A technical and administrative checklist.
  • Access and usage checklist
  • Quality of teaching and learning checklist
  • Are mechanisms to enable rapid feedback both to and from the students included?
    • tunstallmath678
       
      Information and Communications Technology (ICT)
  • There is some evidence that on-line assessment, unless carefully planned, can encourage students to focus on lower level cognitive skills.
    • tunstallmath678
       
      Self checking assessments encourage some students to guess the answer then click new answers at  random until the correct answer is found.  
  • If the potential for the use of interactive resources has not been realised and the verification protection is set up so that there is little difference between taking an exam in paper-and-pencil format and taking it on-line, it may be difficult for students to see the point in on-line examinations.
  • Have greater opportunities been provided for students to practise their knowledge and skills than are available in traditional formats?
  • Have the opportunities for diagnostic, continuous, case-based and/or formative assessment of student learning been taken?
  • Have question banks and random selection of items been used, where appropriate?
  • ‘How will the on-line assessment add to the learning experience for students?’
  • The on-line assessment should also allow students to communicate their understandings and allow the provision of feedback to students on their efforts to these ends.
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    On-line assessment
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    34 essentials
momeducator

New York Library Association :: NYLA Calls Upon SED to include Information Literacy in Curriculum for Common Core Standards - 1 views

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    " Advocacy Contact Your Elected Officials Legislative Priorities Advocacy Day Advocacy Tools Snapshot Day Librarians Trustees Library Support Staff Students Public Home » Advocacy » Legislative Priorities NYLA Calls Upon SED to include Information Literacy in Curriculum for Common Core Standards Response to Curriculum RFI Download PDF 1. What are the necessary components for a standards-based curriculum model? A world-class, standards-based curriculum model that will aid school districts and teachers in implementation of the new P-12 New York State Standards in both English Language Arts (ELA) and Mathematics (including the Common Core) for all students must include an Information Fluency Continuum (IFC) led by school librarians. In addition to subject-specific skills, every model curriculum should have embedded information fluency skills that cut across all disciplines and include inquiry, critical thinking, literacy, technology, and digital citizenship skills. An exemplary model of a K-12 Information Fluency Continuum, complete with grade-by-grade benchmark skills and formative assessments at each grade level, has been developed by the New York City School Library System: http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm. An IFC will provide New York state students with: Success in college, career, and participation in democratic society: a standards-based curriculum model for New York State must prepare students for success in college and career as well as active participation in our democratic society Development of understanding and ability to learn on own: the curriculum must focus on essential content and skills, with the expectation that students will go beyond the accumulation of knowledge to the development of understanding and the ability to learn on their own A continuum of development: the curriculum should be coherently sequenced so that students are expected to build on previ
Kim Davis

4 Steps to Becoming a Learner-Centered eLearning Professional - 4 views

  • Jackson, Stratford, Krajcik, & Soloway, 2000; Quintana et al., 2000 further explained that learner-centered design "considers learning while doing;
  • defined learner-centered design as “the new challenge for human-computer interaction, with the goal of providing support for both learning a task and doing it.” 
  • Learning tasks should have a real world application that allows learners to connect personally with what they are learning. 
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  • Learners should be able to link their own experiences and prior knowledge with new learning. 
  • A problem solving scenario allows learners to develop, test, and analyze their ideas while being exposed to others' opinions. Each individual learner will arrive at an individual conclusion after collaboration is completed. 
  • Learners should spend time in conversation while planning and making sense of new learning.
  • As an instructor or eLearning course designer it is your responsibility to change your mindset to facilitate a healthy learner-centered environment. This new way of thinking will influence all of your instructional decisions: what content to include or not include, how to organize it and teach it, and how to assess it.
  • Failing to pay attention to the diversity between learners can make a huge difference in the success of the course and may result in the inability to facilitate student-centered content. 
  • Consider shifting your perspective to create objectives aimed at describing what the student will be able to do at the end of the course
  • Creating eLearning courses that shift the balance of power to the student is an excellent way of requiring more learner responsibility
  • are a variety of technologies available, including online quizzes, blogs, and discussion boards, that support this philosophical shift to effective eLearning courses. 
lovinget2

How Can Neuroscience Inform Online Adult Education? | The EvoLLLution - 3 views

  • In terms of adult online education, these translate into the following pedagogical strategies: Make use of the inquiry model, supporting learners in conducting their own research and synthesizing their discoveries. Include video and/or audio clips from a variety of experts addressing relevant issues. Or include activities in which learners conduct interviews with experts and share insights learned. Present learners with complex problems via simulations, case studies, role playing, or game-based challenges. Invite learners to write, audio record, or video record their responses to assigned activities. Allow learners to select topics of interest within the scope of the course and to complete assignments based on actual projects related to work or life. Reduce anxiety and stress by including some flexibility in the coursework deadlines. Include graphics, video, or animation to illustrate processes or sequences of events. Provide visuals displaying examples and non-examples of concepts to be learned. Ask questions that require careful observation. Provide learners with opportunities to reflect on their learning and explain how it integrates with their work and/or lives. Offer learners access to online communities of practice to extend learning opportunities beyond the course.
  • Clemons (2005) suggests providing adult learners with the following to maximize learning: (1) steady encouragement, (2) engagement as active participants in learning, (3) occasional elements of surprise or novelty to maintain attention, (4) appropriate humor to relieve anxiety, and (5) activities that encourage interactions.
  • According to McGuckin & Ladhani (2010), online education should reinforce adults’ experiences as well as challenge them to extend learning. Collaborative learning activities providing stimulating discussions and/or complex problem-solving can provide such challenges as well as promote a personal and connected learning environment. In addition, adult learners solidify their knowledge by teaching others; involve learners in group and team projects and allow them to contribute to feedback via peer and self-evaluations.
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  • Weimer (2012) encourages three types of activities to develop metacognition and prepare independent, self-directed learners: (1) time and environment management to prepare for learning; (2) reflection and mental questions to monitor self-learning; and (3) use of mental questions or provided rubrics for self-evaluation of new knowledge and skills.
  • “The brain boggles the mind.
Paul Jinks

Nine questions to ask when choosing modes of delivery | Tony Bates - 1 views

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    " 1. What kind of learners are likely to take this course? What are their needs? Which mode(s) of delivery will be most appropriate to these kinds of learners? Could I reach more or different types of learners by choosing a particular mode of delivery? 2. What is my view of how learners can best learn on this course? What is my preferred method(s) of teaching to facilitate that kind of learning on this course? 3. What is the main content (facts, theory, data, processes) that needs to be covered on this course? 4. What are the main skills that learners will need to develop on this course? What are the ways in which they can develop/practice these skills? 5. How can technology help with the presentation of content on this course? 6. How can technology help with the development of skills on this course? 7. When I list the content and skills to be taught, which of these could be taught: fully online partly online and partly face-to-face can only be taught face-to-face? 8. What resources do I have available for this course in terms of: professional help from instructional designers and media producers possible sources of funding for release time and media production good quality open educational resources 9. In the light of the answers to all these questions, which mode of delivery makes most sense?"
Julie Council

Promoting Formative Assessment in Online Learning - 4 views

Boboc, M. & Vonderwell, S.K. (2013). Promoting formative assessment in online teaching and learning. Tech Trends: Linking Research and Practice to Improve Learning, May, 57(4), p. 22-27. The auth...

e-learning

started by Julie Council on 15 Jun 13 no follow-up yet
Nigel Coutts

How might we develop self-regulated learners? - The learner's Way - 0 views

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    A common question is how do we facilitate the development of independent, self-regulating learners. With an increased focus on the development of dispositional models for learning where the skills and mindset of the learner are crucial, how do we ensure that our learners move from requiring external regulation to a model of internal regulation?  
Jan Bontz

UnBoxed: online [ Current Issue ] - 0 views

  • young people a meaningful stake in their community. They are being consulted. They are part of it. They belong. Their education is not done to them but in partnership with them.
  • Initially, more strange and difficult for both learners and teachers than the traditional paradigm of listen-ingest-regurgitate transmission teaching, Project-Based Learning grows learners with real strength, who can cooperate, think for themselves, organize and assess, of their own volition. This is of massively greater social value than training learners to memorize. Indeed, the most high-stakes learning within our developed world, the training of doctors, is enacted through project-based learning: a patient is presented with a set of symptoms, medical students form groups, learn collaboratively and then present their diagnoses for assessment. And this is a highly transferable model. Here’s a project for learners on their way home from school: all the traffic is helplessly stuck at a busy intersection, so think what to do, form teams and work together to get everything moving again.
  • In their second year, My World students are lead through a project in which they research their family tree and family history, and move to self-directed projects where learners find community issues that engage them and devise ways to make a difference. Examples include awareness and fund-raising in support of the homeless and helping with the design of a new sports centre.
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  • The focus on “Adult” to “Adult” discourse and a growing expertise in Project-Based Learning results in an untypically strong culture of learner/teacher co-construction. Over time it is becoming clear that the value of this partnership between students and staff is not only ethical, but includes increased efficiency and innovation.
  • And it was more engaging for the learners because they owned it, and understood its rationale and where it was going. Moreover, it covered 60% of the prescribed curriculum for the year within a half-term.
  • A science colleague went a step closer to high-stakes testing and the prescribed curriculum in his practice, but he still invested the time to co-construct an approach to learning with his students. He showed them a section of the exam they would all need to pass six weeks later and asked them questions. Which sequence is best? In what ways should we engage with the differing areas of content? What assessments do you want to have to ensure you have learned deeply and securely? A high quality scheme emerged that was varied and rigorous. If the best way to learn something is to teach it, then it follows we should share the teaching. This is not being a lazy teacher, but becoming a different kind of teacher, one who provides students with opportunities to stretch themselves and build their dignity, confidence and agency as learners.
  • about how they were spoken with, how they learned, how they were consulted and collaborated with by staff and how, through all this, they came to see themselves.
  • Young people cannot be expected to be active citizens if we train them to be inactive in schools. They cannot be expected to make good and ethical choices if, day after day, within their compulsory education, we allow them few opportunities to make real decisions of any import. They cannot be expected to operate as confident and effective citizens within our society if they have had an education that trains them, during their formative years, to be dutifully passive receivers of instruction. If we really want a better society, then schooling must develop in young people a sense of agency and strong dispositions to make decisions and to act. In doing, we give them the means to live a life both valid and satisfying to themselves and of significant value to society.
Dennis OConnor

European Journal of Open, Distance and E-Learning - 2 views

  • Abstract The digitalisation of educational communities has increased rapidly in the last decade. Modern technologies transform the way educational leaders such as teachers, tutors, deans and supervisors view and manage their educational communities. More often, educational leaders offer a variety of gateways, guiding the e-learners in their search for finding and understanding information. A new type of leader is required for understanding the needs and requirements of geographically dispersed e-learners. This calls for a compassioned kind of leader, able to reconcile the dilemma of high-tech versus hi-touch in the online classroom. This article examines servant-leadership and its implications for e-learning in the 24/7 classroom where community building is key. Keywords: e-learning, online servant-leadership, awareness raising, community building.
  • However, so far, less attention has been paid on servant-leadership and e-learning. This is remarkable because, especially in virtual learning communities where you do not meet face-to-face, the meaning of trust, talent nurturing and commitment are very much at stake. In understanding and serving a wide range of culturally diverse learners, the stewardship role of the teacher is an asset.
  • Transformative learning includes environmental factors such as social presence, authentic learning and interdependency.
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  • Social interaction among e-learners needs to be nurtured by good leadership. Learning engagement is accelerated by interdependency and reciprocity in the learning community,
  • This interdependent learning dialogue is characterized by reciprocity in communication. Reciprocity binds e-learners together, in both process and spirit.
  • According to Wojnar and Uden (2005) the teacher’s role in a trustful online learning environment is primarily a facilitator (a reminder of a servant-leader’s role). Facilitating successful online learning begins by leading, then supporting and fostering group empowerment. Finally the teacher steps aside and intervenes only when appropriate.
  • There is an ethical responsibility for servant-leaders in their roles as educationalists on the virtual campus. This role requires them to enforce the competences, motivation and inspiration of e-learners.
  • right to gain access to a good quality online learning community and to be engaged in a process of lifelong learning.
  • It is vital that e-learners are served with empathy and afforded the necessary tools to engage effectively with other e-learners on the virtual campuses.
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    Here is an article currently being discussed in the E-Learning Practicum. Servant Leadership and the fundamental values underlying our approach to facilitation are highy congruent.
Lisa Griebel

How To Get Your Learners to Remember More - The Rapid eLearning Blog - 1 views

  • Organize Content into Small Chunks.  Structure the new information in small, related chunks so that it is optimized for working memory.  Don’t overload the working memory with irrelevant content.  The brain is sorting and organizing the information.  If it’s not relevant, or there’s too much of it, it interferes with the learning process.
  • Create processes where the learner can practice using the information in a context that integrates it with prior experience.
  • Case studies and practices exercises are good because they can be structured to combine the new information with the learner’s current understanding.
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  • Provide Real-World Context.  The goal is to get the learner to pull information out of long-term memory and transfer it to a real world context.  Create exercises and real-world scenarios that help the learner apply the new information into a workplace context.   Problem-solving scenarios help develop thinking skills that can be transferred to the real world.
  • If you want your learners to learn and use the course content after they’re done with the course, make sure that you create the elearning courses to be memorable.  Consider how much information you share and how you present it to the learner.
Debi Griggs

Heutagogy & The Craft of Teaching « The Heutagogic Archives - 0 views

  • From Andragogy to Heutagogy
  • key factors in turning teaching professionals into Learning Brokers;
  • a) Writes the syllabus & develops the learning process; get engaged in defining the syllabus you will deliver and the ‘Learning and Teaching’ strategies you will use to deliver it. b) Enable learners to follow the ‘interests’ that motivate them; once you have acquired the experience you need to build a distinct relationship with everyone you ‘teach’ The greatest area of flexibility emerges once you identify which interests best motivates different learners. c) Supports & facilitate collaborative learning; learning is a social process and once you have freed up the motivational drivers in learners you need to support the groups and group learning processes which will eventually enable them to become more self-directed in their learning. d) Allows creative assessments to be developed; this takes us back to teacher-led discussions about which form the necessary learning outcomes can be structured for assessment purposes to better enable the engagement of individual learners in the ‘products’ of their learning. (John Davitt’s Learning Events Generator for example.)
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  • Web Quests t
  • The conclusion of this was that socially inclusive e-learning required Tools & Skills rather than any specific learning content that might act as a silver bullet. It was the collaborative affordances of the tools that drove learning.
  • a) the ability to understand how to use their subject for teaching, that is an effective pedagogy 0f b) to understand how to manage the learning environment they are working in and treat each learner as an individual, that is the andragogy of learning relationships c) then having learnt how to manage the learning process related to their subject they then their turned control over to their learners, enabling the heutagogy of creativity to kick in
  • it becomes the Location where we socialise and work. It isn’t just an information resource, nor simply a learning platform, it is also a collaborative work space, where you can hang out with your friends and work at the same time
  • Teachers needed a new skill set if the creative, interactive and participative learning affordances of both dedicated and adapted new learning media were to be realised.
  • But as Web 2.0 emerged the ‘Tools & Skills’ model was driven more by new tools than any fresh thinking about learning.
  • identify new skill sets that enable teachers and learners to deploy the learning affordances that continually emerge from new media technologies.
  • Teachers need to understand a broader skill set related to designing and supporting the learning process as well as their own subject knowledge.
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    Article looking at heutagogic qualities in developing new knowledge.
Barb Jacobson

Applying Learning Theories to Online Instructional Design - Annotation - 0 views

Patsula, P. J. (1999). Applying learning theories to online instructional design. Retrieved from http://www.patsula.com/usefo/webbasedlearning/tutorial1/learning_theories_full_version.html This tu...

e-learning instructional design

started by Barb Jacobson on 11 Jun 13 no follow-up yet
Nigel Coutts

Becoming Learners: Making time for OUR Learning - The Learner's Way - 1 views

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    At the heart of all that we do as teachers lies the act of learning. Our hope is that our actions inspire our students to engage in a process that results in their acquisition of new knowledge, mastery of new skills and the development of capacities and dispositions which will prepare them for life beyond our classrooms. Increasingly our focus is on developing the skills and dispositions our students require to become life-long learners. We recognise that in a rapidly changing world, the capacity to take charge of your personal learning journey, to become self-navigating learners is essential. 
Dennis OConnor

Innovate: Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory - 0 views

  • Core Learning Principle #1: Every Structured Learning Experience Has Four Elements with the Learner at the CenterThe first core learning principle offers a framework that helps simplify the complexity of instructional design by distinguishing the role of each element in the learning experience. This framework (LeMKE) has four elements—the Learner, the Mentor/faculty member, the Knowledge, and the Environment (Boettcher 2003). This principle can be captured by envisioning a learning experience featuring the Learner "on stage" actively learning under the direction of the mentor/faculty membe
  • This framework (LeMKE) has four elements—the Learner, the Mentor/faculty member, the Knowledge, and the Environment (Boettcher 2003). This principle can be captured by envisioning a learning experience featuring the Learner "on stage" actively learning under the direction of the mentor/faculty member using a set of resources containing the knowledge/content/skills to be learned within an environment.
  • The first element, the learner
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  • The second element is the mentor/faculty member
  • The third element is the knowledge, the content, or the problem that is the focus of the instructional experience.
  • The fourth element, the environment, is determined by answering the question, "When will the event take place, with whom and where and with what resources?"
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    Innovate requires you establish a free account. Once you can login, you'll be able to read the article. This is an online Journal dedicated to online education. In general the articles high quality and relative to what we are all learning together.
Dennis OConnor

A National Primer on K-12 Online Learning - 7 views

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    iNacol research report from 2007. Intended Audience: This article is written for individuals who are planning or developing online school programs/courses for K-12 learners. Through the examination of successful online programs such as the Florida Virtual School, the Illinois Virtual High School, the Michigan Virtual high School, the Louisiana Virtual School, and the Electronic Classroom of Tomorrow; Watson gives insight into what works in the K-12 online school environment. He emphasizes that these courses need to be active, learner centered, and appropriate for the age of the learner. ~ cited by Caroline Watters Fall 2011 E-Learning Practicum
Carol Kubota

Technology for the ESL/EFL Classroom - Classroom 2.0 - 1 views

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    I have created this Interest Group for those who are teaching or planning on teaching ESL/EFL learners in the classroom. Almost every teacher will at sometime have a second language learner in their classroom. Please spread the word to other teachers around you. Feel free to share anything that you think will contribute to the learning of second language learners.
Judy Barnicle

Illinois Online Network: Instructional Resources : Pointers and Clickers : Facilitating Every Student in an Online Course - 7 views

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    Every student in an online course is not going to be the "ideal" online learner. In this article Dr. Varvel gives several techniques for the online facilitator to use in order to accommodate all types of learners. Methods are given to address each of the six traits of online learners at any level. These traits include time management skills, discipline and motivation, the online learning community, communication skills, technophobia and access. The success of every online student is dependent on the instructor/facilitator designing and implementing the course to meet the needs of every student. While reading this article, I was able to identify students that are enrolled in my internship class. Dr. Varvel includes a chart of different types of students along with examples of proper instructor response to the different situations. This will come in very handy when constructing communications to my various students.
Stephen Reznak

Key Trends for 2012: New Era of Personal Learning is Transforming the Training Industry | Training Industry - 0 views

  • For the very first time, learners have the ability to take control of his or her own learning experience.
  • what’s responsible for this shift in the learning landscape? 
  • the advent of new technologies
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  • search engines have become the most competitive technology to the training profession
  • social platforms,
  • the Internet has become the first option as they take greater responsibility for their own learning experience
  • Savvy training organizations are adjusting to this new era by creating personal learning environments and other initiatives aimed at assisting both learners and companies.
  • conservative spending practices will resume in 2012.
  • large and established training suppliers will again be the winners in 2012 while independent trainers and consultants continue to persevere.
  • TrainingIndustry.com predicts that companies will increase spend an average of 2% more on training in 2012 than in 2011, a growth rate that mirrors the overall U.S. Gross Domestic Product.
  • estimates the global market for training services to grow to $292 billion in 2012,
  • We expect higher than average spend in sales and IT training to support strategic business investments
  • Corporate training departments continue to feel the uncertainty of the global economy.
  • Competition is also heating up among higher strata suppliers as they are dealing with the fact that many educational institutions have entered the corporate market.
  • a bearish outlook for job growth within the training profession
  • the search engine
  • user-friendly portals that feature highly customized content.
  • Personal Learning Environments (PLE).
  • the next generation of learning management systems
  • personal learning environments are defining a new relationship between the training professional and today’s learner.
  • to deliver training in a variety of modalities preferred by any learner including laptops, mobile devices or video.
  • PLEs,
  • are highly personalized portals
  • recognize individual users and their preferences and provide them with highly customized experiences.
  • driving the trend is the massive increase in social media and the access to informal learning content.
  • Allowing workforces to gain greater access to informal knowledge-based content is clearly the objective of most organizations.
  • That means providing a platform that enables learners to discuss and share relevant content, but which also incorporates tools that allow content to be measured, monitored and controlled for accuracy and timeliness.
  • The spirit of competition not only makes learning more enjoyable, it increases retention and boosts all important time-to-competency measurements.
  • gaming is not just a training phenomenon. It is a social and marketing phenomenon
  • Everyone wants to be recognized for their achievements.
  • games incentivize employees to learn and accomplish more skills, which raises competency levels throughout the organization.
  • Retaining and protecting corporate knowledge is a critical objective for any company,
  • trainers are wise to endorse and encourage them within recognition activities.
  • Trainers need to recognize that people are incentivized in ways other than learning.
  • key strategy for talent retention is in new hire, or on-boarding programs.
  • Whenever a talented individual leaves for another opportunity, more than that person’s skills and career potential are lost. Knowledge and intellectual property leaves also.
  • highly mobile and globally competitive corporate culture,
  • companies are accelerating efforts to identify and retain high potential talent.
  • priority begins with differentiating high potential employees earlier, and channeling them into customized, and oftentimes, fast-track programs that emphasize training and advancement opportunities.
  • social media has demonstrated that business professionals long for other forms of recognition.
  • first and best opportunity to reach top talent.
  • top talent quickly perceives the difference between good and bad.
  • 2012 will continue to see consolidation among suppliers of training products and services,
  • Our industry is an incredibly fragmented and diversified market of training suppliers, which is always an indicator that mergers and acquisitions will be the norm.
  • Consolidation is also a trend among buyers of training services.
  • the strategy is to consolidate redundant processes, technologies and organizations to minimize duplicate and wasteful spending. 
  • buyers consolidate suppliers.
  • involves selective outsourcing.
  • bulk of business process outsourcing (BPO) in the training space
  • a common myth that social learning is an open, free-for-all world where learners go online, communicate with peers, and comment about what they’ve learned.
  • the highest quality social learning environments are differentiated by the continued involvement of facilitators and instructors.
  • Contrary to the myth that the instructor is going away because of e-learning, the reality is the instructor is still with us, and they are not going anywhere any time soon.
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    An analysis of present and future trends in the corporate training industry.
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    Interesting read on current and future challenges in the world of corporate training.
lovinget2

elearn Magazine: Improving Motivation in eLearning - 2 views

  • but instead focus on creating conditions that facilitate the internalization of motivation from within our learners.
  • self-determination theory (SDT)
  • control versus autonomy as the differentiating factor between various forms of extrinsic motivation (activities that lead to a separable outcome) and intrinsic motivation (engaging in activities because they are enjoyable or interesting).
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  • extrinsic motivation can be viewed by the degree to which it is controlling of behavior (external) or allows the behavior to be more autonomous (internal).
  • Organismic integration theory (OIT),
  • greater the satisfaction of a person's basic psychological needs, the greater their internalization and integration of externally regulated activities will be.
  • The most controlling form of extrinsic motivation is external regulation, which is performing a task to receive an external reward of avoid a punishment. A less controlling form of extrinsic motivation is introjected regulation, which is performing a task to avoid feelings of guilt or to affect one's self-esteem or sense of self-worth. Identified regulation is a somewhat autonomous form of extrinsic motivation and is where a person identifies with the personal importance of the task. Finally, integrated regulation is the most autonomous form of extrinsic motivation. In this case, motivation is connected with a person's values or beliefs.
  • the types of motivation along the continuum relate to increasing levels of internalization and lower levels of control. Greater internalization "is critical for effective psychological and academic functioning among students at all education levels."
  • all humans require the satisfaction of three basic psychological needs, namely: Competence (a sense of being able to do something i.e. being competent) Autonomy (a sense of control and freedom) Relatedness (a sense of being associated or connected to others)
  • There are a number of strategies that can be used to satisfy CAR in online (and classroom) situations: Give learners some level of control as they work through the module or course.v Provide regular, meaningful feedback throughout the learning experience. Incorporate social elements. Provide opportunities for collaboration between learners. Keep the stakes low and allow learners to practice. Allow learners to make meaningful choices and pursue challenging goals.
  • As educators we have an opportunity to assist with this internalization in the way we design and deliver learning experiences.
  • if we can use strategies to support autonomy, competence and relatedness needs we can assist learners to internalise their motivation.
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