Designing activities for online learning

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<p>PowerPoint Presentation</p> <p>Designing Activities for Online LearningMark Childs</p> <p>Students prefer a choice in how they learnSignificant variations in levels of demand across the student populationHigh levels of demand for improved IT facilities NSS results demonstrated this also this year. Virtual Learning Environments to be used in an effective way particularly for FE students.International students, particular those from countries with highly developed technologies, expect ICT/e-learning in the UK </p> <p>Student demandAli and Porter, 2011</p> <p>2</p> <p>Technology is a word that describes something that doesnt work yet Douglas Adams (1999)</p> <p>3</p> <p>Four Models of Learning Design Teaching Approaches Experiential Learning Cycle 5 stages model Supporting online interaction</p> <p>Teaching ApproachesMayes, T. and de Freitas, S. (2004). Review of e-learning frameworks, models and theories: JISC e-learning models desk study, JISCAssociative, transmission model, behaviourist, didactiveSituative, social learning, social constructivismCognitive, experiential learning, problem-based learning, constructivism, Flipped classroom gets away from idea of spending time in class just talking</p> <p>VLEVideo lecturesWebPowerPointAnimated graphicsWebinarsScreen capture (Camtasia, Captivate)</p> <p>iTunesUonline module boxes</p> <p>UniViewTransmission approach</p> <p>6</p> <p>VLE</p> <p>TurnItInTurning PointQuizzes for formative feedbackSocrativeTransmission approach</p> <p>7</p> <p>CommunityDiscussion boardsFacebookVideoconferencing</p> <p>TeacherWikisTwitterPeer FeedbackSituative approach</p> <p>8</p> <p>Experiential LearningPlaces student activities at the core of the learning processForms a cycle of activities to consolidate learning effectivelyFirst used by Lewin and based on the engineering concept of feedback (Kolb, 1984, 21)</p> <p>9</p> <p>Experiential Learning Cycle</p> <p>10</p> <p>Experiential Learning Cycle</p> <p>11</p> <p>TEL and concrete experienceCan TEL provide concrete experience?What form can they take?SimulationsRemote and virtual laboratoriesGame-like environmentsWork-based scenariosRole playVirtual worlds</p> <p>12</p> <p>13</p> <p>14</p> <p>15</p> <p>Keegan (2012)</p> <p>16</p> <p>Experiential Learning Cycle</p> <p>17</p> <p>TEL and reflective observationSupporting students reflection on learningReflection in action TweetingReflection on action Blogging, social mediaReflection in collaboration discussion boards, blogging communitiesReflection synchronously videoconference (Skype, Collaborate), chatrooms, virtual worlds</p> <p>18</p> <p>19</p> <p>20</p> <p>21</p> <p>Abstract conceptualisation</p> <p>22</p> <p>TEL and abstract conceptualisation Students explore the concepts further;Draw parallels and fill in from other materialsVideo lectures in YouTube, iTunesULecture capture (Camtasia)Podcasts (Audacity)Websites, eJournalsAccess to materials on web, Univiewsynthesising ideasmindmapsOnline abstract conceptualisation</p> <p>23</p> <p>Active Experimentation</p> <p>24</p> <p>TEL and active experimentation Students consolidate their learning through creating artefacts and making meaningVideo productionWikisEportfolio (PebblePad)Presentations (PowerPoint, Prezi)</p> <p>TEL an active Experimentation</p> <p>25</p> <p>Evaluating</p> <p>Analysing</p> <p>Applying</p> <p>Understanding</p> <p>RememberingCreating</p> <p>Revised Blooms taxonomy</p> <p>Making meaning</p> <p>27</p> <p>Making meaning</p> <p>Remembering bullet-pointing, highlighting, bookmarking, social bookmarking, favouriting / local bookmarking, searching, googling</p> <p>28</p> <p>Making meaning</p> <p>Understanding advanced searches, Boolean searches, blogging, tweeting, categorising, commenting, annotating, subscribing</p> <p>29</p> <p>Making meaning</p> <p>Applying running, loading, playing, operating, hacking, uploading, sharing, editing</p> <p>30</p> <p>Making meaning</p> <p>Analysing mashing, linking, tagging, validating, reverse-engineering, cracking</p> <p>31</p> <p>Making meaning</p> <p>Evaluating blog commenting, reviewing, posting, moderating, collaborating, networking, refactoring, alpha and beta testing</p> <p>32</p> <p>Making meaning</p> <p>Creating programming, filming, animating, blogging, video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing / producing</p> <p>33</p> <p>34</p> <p>Experiential Learning Cycle</p> <p>35</p> <p>Devices and platformsClass-based learning advantages can control tech, can set aside time to ensure it takes placeSocial 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</p> <p>36</p> <p>Social learning areas</p> <p>37</p> <p>Study calendarsE-booksLearning resourcesOnline modulesAnnotation toolsMind mapping toolsCommunication mechanisms</p> <p>Mobile learningSlide: G. Conole 2013 </p> <p>38</p> <p>Hartje, (2012)</p> <p>39</p> <p>ReferencesAdams, D.N. (1999) How to Stop Worrying and Learn to Love the Internet, The Sunday Times, August 29th 1999., U. and Porter, A. (2011) What do students really want, JISC, Churches, A. (2008) Bloom's Taxonomy Blooms Digitally, Tech &amp; Learning, 4th Jan, 2008, G. (2013) Disruptive Learning, 2nd MobiLearn Asia Conference, Singapore,, Z. (2012) TLT Faculty Social: Augmented Reality Recap, Innovative Technology for Innovative Instructors, </p> <p>40</p>


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