1 engaging the on-line learner andrew hill february 2006
TRANSCRIPT
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Engaging the on-line learnerEngaging the on-line learner
Andrew HillFebruary 2006
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what we’d like to achievewhat we’d like to achieve
Aims of this session: Group members to consider how to engage learners in on-line courses and be aware of the challenges posed in this type of e-learning
Intended outcome: A range of ideas for activities that might be suitable to meet the key phases of engagement in an on-line course.
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are your on-line learners dying are your on-line learners dying of boredom?of boredom?
how would you know?
what can we do about it?
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what is on-line learning?what is on-line learning?
learning over the intranet or intranet
real-time: synchronous non-real-time:
asynchronous
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the challengethe challenge
to keep learners engaged whilst you’re not present
in a normal session you can monitor reactions
eye contact detect body language in synchronous on-line
learning this can be difficult
in asynchronous on-line learning it’s impossible!
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what is ‘engaged learning’?what is ‘engaged learning’?
how do we know when a learner is engaged? can we actually engage someone when on-line and
we’re not even present?
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the tutor’s split rolethe tutor’s split role
providing information providing guidance
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on-line sources of informationon-line sources of information
especially for asynchronous on-line learning as not present to provide when required
recorded presentations
text books, notes, illustrations
web-based resources
libraries
guest speakers
other students
members of the community
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providing guidanceproviding guidance
a challenge when you’re not present
answering questions
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documented study guidesdocumented study guides
normal guidance that can be accessed on-line course outlines module guides assignment guides activity guides orientation and help resources
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learning activitieslearning activities
the key is that learners DO something
not just reading content include opportunities to
interact learner to tutor learner to learner learner to content remember: clear
guidance is required!
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successful interactivitysuccessful interactivity
Enjoyable and engaging Positive and supportive Active Collaborative Contextual
Differentiates e-learning from self-study
Allows learners to define and construct knowledge
Creates a learning community
Provides practice with feedback
Stimulates and motivates learners
Promotes social experiences rather than independent ones
Kathleen Iverson – E-Learning Games: Interactive Learning Strategies for Digital Delivery, Pearson Prentice Hall 2005
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4 phases of engagement4 phases of engagement
learning the tools ice breakers team activities learner-led activities
Rita Marie Conrad & J Ang Donaldson, Engaging the on-line learner, Jossey-Bass 2004 ISBN 0-7879-6667-3
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other kinds of activitiesother kinds of activities
reflection activities how a learner might
transfer learning to their job or a task
authentic activities working on real projects
or in a realistic environment
games and simulations not necessary to use the
expensive ones - many available now free
example ahi2000.com/studyzone/
links2.htm
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engage your on-line learnersengage your on-line learners
think of an activity for each of the 4 phases
now, can they be made to work in an on-line class?
tools ice team lled
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acknowledgementsacknowledgements
Rod Corbett, University of Calgarywww.ucalgary.ca
Rita Marie Conrad & J Ang Donaldson, Engaging the on-line learner, Jossey-Bass 2004 ISBN 0-7879-6667-3
Kathleen Iverson – E-Learning Games: Interactive Learning Strategies for Digital Delivery, Pearson Prentice Hall 2005
Greg Kearsley, Theory Into Practice (TIP) databasehttp://tip.psychology.org
On-line Tutoring e-Book, Heriot-Watt University and The Robert Gordon University,http://otis.scotcit.ac.uk
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