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2015 c3 online learning part 1 & 2
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
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2015 c3 online learning part 1 & 2
- 1. S Ready to DipYour Toe Into Sponsoring Online Learning Charlotte McCorquodale, PhD Ministry Training Source http://goo.gl/MhOKl5https://goo.gl/x53VPq
- 2. Find a Partnerand Share S Who, Where, What? S Why did you sign up for this workshop? S What is something you hope we discuss today? S What type of online course would you want to create? Who is your audience?
- 3. Where are we headedtoday? Purposes of online learning; and reviewing best practices for online learning, including a change of mindset for both teachers and students as they adopt online and blended learning Overview of how to develop online learning that reaches all learning styles. Examples of online courses. Learn how to build an online course using Coursesites by Blackboard. Learn how to build and share content online.
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- 5. Learning is theprocess of making meaning. -Robert Kegan
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- 7. Has learning changed? •Is it more social or individualized? • Is it more formal or informal? • Is it easier or harder?
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- 9. Have you evertaken an online course? S What grade would you give the learning experience? S What parts were good or effective? S What needed improvement?
- 10. S Online learning isvery different from learning that happens in a face-to-face setting. TRUE OR FALSE
- 11. IS LEARNING THESAME WHEN IT TAKES PLACE ONLINE?
- 12. S Online learning is easierthan face-to-face classroom learning. TRUE OR FALSE
- 13. S Online learning ismore difficult for the student. TRUE OR FALSE
- 14. S Online learning ismore difficult for the teacher. TRUE OR FALSE
- 15. Types of Online Learning Asynchronous vs. Synchronous Supplemental or Resource Course vs. Credit E-Learning Course Online Only Course Blended Course Flipped Micro-Learning and On- Demand Learning vs. Structure Courses
- 16. Online Only Course Elements A Course Overview/Syllabus/Calendar Types Learning Activities: Surveys, Online Research, Point & Click Content, Interviews, Tests, Instructor and Student Blogs, etc. Web-based Presentations &Webinars Readings: Required & Supplemental Course Assessments: Learning Journal, Tests, Projects WWW Links
- 17. Motivation is the keyto all learning!
- 18. Tools for OnlineLearning S Professor’s Choice S Online Content: Ted Talks, Catholic Vendors such as VCat Outside-Da-Box, or Busted Halo S Organizing Content via Online Inforgraphics S E-Learning Software Development Articulate or iSpring S Learning Management Systems such as Moodle or Blackboard
- 19. S Let’s Look atSome Online Course
- 20. LET’S PLAY JEOPARDY KEYTO EFFECTIVE ONLINE LEARNING
- 22. LET’S PLAY JEOPARDY KEYTO EFFECTIVE ONLINE LEARNING What is intentionality?
- 23. INTENTIONALLY… • Incorporating InstructionalDesign • Communicating with Students • Creating Structured Learning Activities • Creating a Path for Self-Directed Learning • Creating Ppportunities for Community Learning • Providing Orientation and Technical Support
- 24. S What makes an effectiveonline learning program?
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- 26. Developing Content for Online Learning PowerPoint/Kenote Presentation -Using Audiowith PPT Identifying Readings -Free -Paid Developing presentations –video (vcasts) -audio (podcasts) Step One: What do I have already that I can use? Step Two: What do I need to create?
- 27. S Let’s Look atSome Asynchronous Tool Surveys Professors Choice Pikto Chart Coursesites by Blackboard Closed Facebook Group Audacity Google Circle
- 28. Principles of Managing OnlineLearning from Transition from the Classroom to the Web S Developing and managing online courses are time-intensive activities. S Students and faculty must have clear communication guidelines. S Engagement of the learner to promote active learning and community is essential in online instruction. S Online learners benefit from clear assignment guidelines and deadlines. S Online learners benefit from both individual and group activities. S Immediate, relevant, and continuous feedback promote
- 29. S Let’s Look atSome Synchronous Tool Google Hangouts Adobe Connect Pro
- 30. Tips for CreatingEffective Online Education S Orientation & Technical Support S Structuring Course in to Modules or Learning Blocks S Frequency of Communication & Feedback from Faculty S Use of Readings S Use of Learning Journal or Student Blogs S Vary Types of Learning Activities including Use of Asynchronous and Synchronous Learning Presentations S Discussion Board Techniques S Use of Small Group & Collaborative Learning
- 31. Keys to SuccessfulOnline Learning S Be intentional about learning! S Be persistent in overcoming learning challenges! S Be committed to the learning community!
- 32. Online Learning Tools SCoursesites by Blackboard: www.coursesites.com S Moodle: www.moodle.com S Google+ Hangouts: S Webinar Tools:
- 33. What to lookfor in a webinar product/provider? Interaction tools such as polls and status tools (raise hand, applaud, laugh, step-a-away) Text chat available to participants and speakers Option to Record Audio Options including integrated telephone and VoIP Breakout rooms File sharing and screen sharing functions Multiple screen layouts
- 34. Microsoft Lync Go-to- Webinar Adobe Connect Pro Illuminate Google Hangout Google Air Skype Thereare 1000s of virtual gathering tools on line. Here are a few popular ones.
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- 36. Have a Hostor Moderator Orients participants to webinar site Monitors text chat or backchannel Feed questions to presenters Provides tech support for participants and presenter(s) Possible dialogue partner Tip #1
- 37. Yay, we havethe best online learning community!!!!
- 38. Use Polls Whento use a poll? Use polls before you provide learning point Introduce participants to each other Test knowledge, skill, or experience on topic Different poll types: Multiple choice Multiple answer Chat question (avoid broad general questions) Yes/No or Agree/Disagree Always have in slide and in polling function How often should polls be used? Tip #2
- 39. Use your differentPODS and screen views Polls Document sharing Q & A Text chat pod & multiple text chat pods Notes pod Video clips Application sharing Tip #3
- 40. Use Text Chat Podfor Engagement For participants asking questions Invite participants to share their experiences related to the learning topic and contribute to learning of others by sharing examples or resources Using problem-solving questions Use chat to ask participants to apply learning at the end of webinar ADD YOUR THOUGHTS HERE Tip #4
- 41. (Tip 4 Continued):Using Text Chat for Engagement Different group sizes require different strategies Don’t always allow chatting especially in large groups because it can be distracting, encourage private chats if needed Try using the multiple chat pods by dividing participants into groups such as born from January to June and then July to December or to get learners to pick a question that relates to their experience or knowledge Do not read chat verbatim; highlight comments by skimming and looking for responses that help make teaching point Tip #4
- 42. The Zen ofWeb Delivery What makes a good virtual classroom presentation? Include more images and less words Encourage to simulate a F2F presentation such as to stand when presenting to, have other people in the room with them so that they can get non-verbal feedback (especially if they are new to using the medium for training) Do not to read a script and use a headset so hands are free Remember pause and breathe, especially if things do not go as planned If you are not the presenter then train the presenter on both the technology and tips for success Tip #5
- 43. (Tip 5 Continued)Keep Learners Engaged through Scenarios, Videos, and Storytelling in a Virtual environment Personalize the presentation with stories at beginning and end or use a story to create a thread through the presentation Use Scenarios Embed Videos Pictures and images Tip #5
- 44. Preparing participants for success Ask participants to register even it it is free (get a commitment) Send reminders at least 2-3 days before and the day of the webinar Make sure you as well as your users get on to the webinar site at least 30 minutes prior to the webinar so that a system check can occur. Tip #6
- 45. Use Multiple Voices Havemultiple presenters or guests to present a case study example on topic Create dialogue with host/moderator Invite participants to speak or ask questions or make comments (but don’t ask for volunteers) For large webinars create a participant panel in advance Tip #7
- 46. S 4-MAT LEARNING THEORY A Cycleof Learning that Addresses ALL Learning Styles
- 47. Understanding Learning Theories • Thereare many theories on learning, we will look at the 4-MAT System developed by Dr. Bernice McCarthy from her book, About Learning • Two major elements or movements in how people learn (David Kolb and Kurt Lewin): o Perceiving: How we both experience and take in the experience o Processing: How we react, confront, and become the creators we are meant to be.
- 49. Perceiving This line representshow we take in the things we learn.
- 50. We perceive in twoways. We sense/feel our experiences and then we think our experiences. Sensing/feeling Thinking
- 51. Scholars have describethese two aspects of perceiving in many ways. Sensory (Piaget) Perception (Jung) Subject (Kegan) Heart (Caap) Concrete and Direct Experience (Kolb an Hunt) Apprehension (Dewey) Sensing/Feeling (McCarthy) Representative (Piaget) Judgment (Jung) Object (Kegan) Head (Caap) Abstract Conceptualization (Kolb an Hunt) Comprehension (Dewey) Thinking (McCarthy)
- 52. Processing This line representswhat we do with what we take in.
- 53. Processing We process intwo ways: Reflecting and Acting Acting Reflecting We process what we learn, we deal with it in some way that helps us to use it and to integrate it so that it becomes a permanent part of our lives.
- 54. Scholars have describethese two aspects of processing in many ways. Extension (Kolb) Extraversion (Jung) Outsight (Jones) Action Mode (Diekman) Doing (McCarthy) Intention (Kolb) Introversion (Jung) Insight (Jones) Receptive Model (Diekman) Reflecting (McCarthy)
- 55. Acting Reflecting Sensing/feeling Thinking Why? What?How? If ? Dr.Bernice McCarthy’s 4MAT Learning Cycle
- 56. A Cycle ofInstruction
- 57. Right and LeftMode Processing We know, too, that learning entails interaction between the right and left brain. Right – Operates out of being, comprehends images, seeks patterns, creates metaphors, is simultaneous. Strives to synthesize, consolidate information. Left – Operates best through structure, sequence. Prefers language, is sequential, examines the elements, has number sense. Works to analyse or break down information. http://www.intelliscript.net/test_area/questionnair e/questionnaire.cgi
- 58. The interplay betweenright and left is crucial to higher learning and thinking.
- 60. What is your4MAT learning style? http://www.aboutlearning.com/assessments/learning-type-measure Type Four: Dynamic Learning Doing and feeling. Seeking hidden possibilities, exploring, learning by trial and error, self-discovery. Creating original adaptations. Key question: If? Type One: Imaginative Learning Feeling and watching, seeking personal associations, meaning, involvement. Making connections. Key question: Why? Type Three Common Sense Learning Thinking and doing. Experimenting, building, creating usability. Tinkering. Applying ideas. Key question: How? Type Two: Analytic Learning Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think. Formulating ideas. Key question: What?
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