1 engaging the on-line learner andrew hill february 2006

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1 Engaging the on-line learner Engaging the on-line learner Andrew Hill February 2006

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Page 1: 1 Engaging the on-line learner Andrew Hill February 2006

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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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Andrew HillE-learning Co-ordinatorLSDAandDunstable College

[email protected] 477776