designing activities for online learning

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

Twitter

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