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Designing Activities for Online Learning
Mark Childs
1. Students prefer a choice in how they learn
2. Significant variations in levels of demand across the student population
3. High levels of demand for improved IT facilities – NSS results demonstrated this also this year.
4. Virtual Learning Environments to be used in an effective way – particularly for FE students.
5. International students, particular those from countries with highly developed technologies, expect ICT/e-learning in the UK
Student demand
Ali and Porter, 2011
“Technology is a word that describes
something that doesn’t work yet” – Douglas Adams (1999)
Four Models of Learning Design• Teaching Approaches• Experiential Learning Cycle• 5 stages model• Supporting online interaction
Teaching Approaches
• Mayes, T. and de Freitas, S. (2004). Review of e-learning frameworks, models and theories: JISC e-learning models desk study, JISC
• Associative, transmission model, behaviourist, didactive• Situative, social learning, social constructivism• Cognitive, experiential learning, problem-based learning,
constructivism,
• Flipped classroom – gets away from idea of spending time in class just talking
Technology
StudentTeacher
VLEVideo lectures
WebPowerPoint
Animated graphicsWebinars
Screen capture (Camtasia, Captivate) iTunesU
online module boxes
UniView
Transmission approach
Technology
StudentTeacher
VLETurnItIn
Turning Point
Quizzes for formative feedback
Socrative
Transmission approach
Technology
StudentSubject
CommunityDiscussion boards Facebook
Videoconferencing
Teacher
Wikis
Peer Feedback
Situative approach
Experiential Learning• Places student activities at the core of the learning
process• Forms a cycle of activities to consolidate learning
effectively• First used by Lewin and based on the engineering
concept of feedback (Kolb, 1984, 21)
Experiential Learning Cycle
Experiential Learning Cycle
TEL and concrete experience• Can TEL provide concrete experience?• What form can they take?
• Simulations• Remote and virtual laboratories• Game-like environments• Work-based scenarios• Role play• Virtual worlds
Keegan (2012)
Experiential Learning Cycle
TEL and reflective observationSupporting students’ reflection on learning• Reflection in action – Tweeting• Reflection on action – Blogging, social media• Reflection in collaboration – discussion boards,
blogging communities• Reflection synchronously – videoconference (Skype,
Collaborate), chatrooms, virtual worlds
Abstract conceptualisation
TEL and abstract conceptualisation Students explore the concepts further;Draw parallels and fill in from other materials• Video lectures in YouTube, iTunesU• Lecture capture (Camtasia)• Podcasts (Audacity)• Websites, eJournals• Access to materials on web, Univiewsynthesising ideas• mindmaps
Online abstract conceptualisation
Active Experimentation
TEL and active experimentation Students consolidate their learning through creating artefacts and making meaning• Video production• Wikis• Eportfolio (PebblePad)• Presentations (PowerPoint, Prezi)
TEL an active Experimentation
Evaluating
Analysing
Applying
Understanding
Remembering
CreatingRevised Bloom’s taxonomy
Making meaning
Making meaning
Remembering – bullet-pointing, highlighting, bookmarking, social bookmarking, favouriting / local bookmarking, searching, googling
Making meaning
Understanding – advanced searches, Boolean searches, blogging, tweeting, categorising, commenting, annotating, subscribing
Making meaning
Applying – running, loading, playing, operating, hacking, uploading, sharing, editing
Making meaning
Analysing – mashing, linking, tagging, validating, reverse-engineering, cracking
Making meaningEvaluating – blog commenting, reviewing, posting, moderating, collaborating, networking, refactoring, alpha and beta testing
Making meaningCreating – programming, filming, animating, blogging, video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing / producing
Experiential Learning Cycle
Devices and platforms• Class-based learning – advantages can control tech,
can set aside time to ensure it takes place• Social learning – can use the group spaces in The
Lounge and soon the Centre for Student Life.• Mobile learning – activities can take place
anywhere, personal devices give students more ownership of learning process
Social learning areas
Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms
Mobile learning Slide: G. Conole 2013
Hartje, (2012)
ReferencesAdams, D.N. (1999) How to Stop Worrying and Learn to Love the Internet, The
Sunday Times, August 29th 1999. http://www.douglasadams.com/dna/19990901-00-a.html
Ali, U. and Porter, A. (2011) What do students really want, JISC, http://www.slideshare.net/JISC/what-do-students-really-want
Churches, A. (2008) Bloom's Taxonomy Blooms Digitally, Tech & Learning, 4th Jan, 2008 http://www.techlearning.com/studies-in-ed-tech/0020/blooms-taxonomy-blooms-digitally/44988
Conole, G. (2013) Disruptive Learning, 2nd MobiLearn Asia Conference, Singapore, http://www.slideshare.net/GrainneConole/conole-mobilearn
Hartje, Z. (2012) TLT Faculty Social: Augmented Reality Recap, Innovative Technology for Innovative Instructors, http://blogs.cofc.edu/tlt/2012/09/25/tlt-faculty-social-augmented-reality-recap