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Online, blended and web-facilitated learning at KTHStefan Stenbom2013-12-09
Todays agenda
Why, what and how?
Tools at KTH and elsewhere
Workshop
Pedagogical Framework for Online and Blended Learning
The opportunities opened up by e-learning technologies have been incorporated, and the virtual campus is as important as its physical equivalent.
The generation that is now looking to higher education have grown up with the Internet as a natural part of life, and there are rapid developments in e-learning. Consequences for universities who do not respond to this development may be significant.
Overall objective
• E-learning to be an integral part of kth educational programmes.
Online, Blended and Traditional
All online All Face-to-face
Online
(80+% of the content delivered online):
A course where most or all of the content is delivered online. Typically have no face-to-face meetings.
Blended
(30 to 79% of the content delivered online):
A course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has a reduced number of face-to-face meetings.
Traditional / Web-facilitated
(0 to 29% of the content delivered online):
A course that uses little or no online technology - content is delivered in writing or orally, or uses web-based technology to facilitate what is essentially a face-to-face course. Examples of this might be posting the syllabus or list of assignments on a web page or to a course management system.
Learning outcomes
Activities Assessment
What work must the students do in order to
reach the desired outcomes?
What should the students do in order to prove that they have
reached the learning outcomes?
What should the students be able to do as a result by the course?
Constructivealignment [Biggs]
Learning outcomes
Non or minor differences
What the student does
Examples of traditional activities
Attend a Lecture
Attend an Exercise
Solve problems alone, with peers.
Study visit
Read a text
Write a texts
Run a lab
Activities
Add on in online/blended activities
Engage in an online discussion
Attend a Webinar
Watch a video
Read an e-book
Run a virtual lab
Create a blog/wiki/…
What the student does
Examples of traditional assessment
Written exam
Quizzes
Oral exam
Assignments
Formative assessment
…
Assessment
Add on in online/blended activities
online Written exam
online Quizzes
online Oral exam
online Assignments
online Formative assessment
…
CC – BY: http://en.wikipedia.org/wiki/File:MOOC_poster_mathplourde.jpg
A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the web.
KTH have provided M(O)OCs for more than 10 years
MOOCs
CC – BY: http://en.wikipedia.org/wiki/File:MOOC_poster_mathplourde.jpg
Learning analytics
the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. (http://www.solaresearch.org)
Flipped Classroom
Class Homework
LecturingProblem solving
Video Screencasts
The student have the power
Make the student active
The 10 minute rule
Think like a journalist
Tools at KTH and elsewhere
Workshop
• Web-facilitate my course, Martin• Flipped Classroom, Johan • Blend my course, Stefan
Community of Inquiry
Methods• Coding analysis• Survey study
http://coi.athabascau.ca/
Teaching presence
Teaching presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.
Cognitive presence
Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication.
Social presence
Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as ‘real people.’
LH218V : Teaching Strategies and Design for Online and Blended learning3 ECTS credits, given in a blended mode.
A part of the eligibility requirement of 15 credits for teaching appointments and promotion at KTH.
Next planned course round:
Fall 2014
Given by:
Marti Cleveland-Innes
Stefan Stenbom
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