developing independence online

David Tallach MillerDistrict School Board of Niagara

1November 3, 2004www.eDSBN.net/symposium04

DevelopingIndependence

Online

Addressing Pedagogical IssuesDavid Tallach Miller, eLearning Facilitator

[email protected] x 2288

Dennis Munn, Curriculum [email protected]

905-227-5551 x 2359

Sue Greer, Superintendent of [email protected]

905-641-2929 x 4110



Developing Independence Online

The most important skill that you can pass on

to a learner is – how to learn.




Learning Skills vs. Content

Learning Skills are most important continuous constant independent of content transferable

Curriculum is less important inconsistent dependent on current philosophies non-transferable




What are the Learning Skills?

Independence Organization Work Habits Initiative Teamwork




Defining Independence I

low maintenance / without supervision follows instructions follows routines takes responsibility




Defining Independence II

sets goals identifies interprets re-states researches pursues

stays on task completes tasks




Defining Organization I

uses a scheduling tool to meet deadlines calendar/daybook/PDA software (Outlook)

makes notes that are concise precise complete easily searched




Defining Organization II

uses organizing tools such as cognitive (mnemonics) physical (highlightinghighlighting)

organization of thought writing oral




Defining Work Habits I

completes assigned work homework assignments

routinely and effectively organizes learning materials notes equipment




Defining Work Habits II

uses time efficiently reduces distractions stays on task

consistent effort shows attention to detail




Defining Initiative I

asks for clarification of work when needed ambiguous instructions due dates not set

asks for assistance when needed takes risks




Defining Initiative II

seeks a variety of learning strategies as needed reads makes notes co-operative learning groups participates in discussions




Defining Initiative III

seeks higher order tasks C questions analysis synthesis evaluation




Defining Teamwork Skills I

willing to work with others assumes the responsibility assigned such as

discussion facilitator recorder summarizer illustrator




Defining Teamwork Skills II

helps others provides constructive feedback to others share resources considers and reflects on differing opinions




Developing Independence I

students need to follow instructions The web-based course must be self-aware.

self-referencing referral to appropriate parts of course FAQs glossary

the instructions must be clear there must be a consistency of terms




Developing Independence II

students must follow routines due dates are set via online scheduler drop-boxes are clearly identified communication routes are clearly made

email discussions paging/instant messaging chat eJournal FAQs whiteboard drop box topic/unit/course feedback link




Developing Independence III

responsibility & goals… identifies pursues evaluation methods are listed and clearly defined research skills are developed with a tutorial

completes/stays on task set due dates via scheduler post news items at appropriate times email




Developing Organization Skills

students use a scheduling tool to meet deadlines encourage the use of the online scheduler

students make notes and share thoughts have summaries of discussions submitted to a drop box for

evaluation include a course eJournal as well as a personal eJournal

students use organizing tools have students create and submit summary

webpage slideshow




Developing Work Habits I

students complete assigned work have students create/use scheduler post news

students routinely and effectively organize learning materials have students submit a “cheat sheet” of unit content

students participate monitor discussion activity daily monitor if students are online




Developing Initiative I

students ask for clarification / assistance read email daily add to discussions when needed

ask students to produce material that they have not done before equations presentations web pages




Developing Initiative II

students seek a variety of learning strategies as needed set up a variety of tasks virtual vs. real labs ethics discussions role playing

students seek higher order tasks assign homework/work that requires higher order

thinking and group participation for it to succeed




Developing Teamwork Skills I

set co-operative tasks that make use of chat (help, feedback) virtual whiteboard (help, feedback) email (help, feedback) group work area (share resources) group discussions (roles, feedback, reflection)




Developing Teamwork Skills II

Probably harder to create a feeling of inter-dependence than independence

use group orientated tasks and implement group folders group discussions group email group chat group whiteboards and assign independent roles

researcher editor presenter




Scaffolding I

Less is More Group Selection

1. you select the groups2. computer randomly selects groups3. students select groups

Discussions1. you select

discussion topics roles

2. students select discussion topics roles




Scaffolding II

Less is More II Assignments

1. you select a specific task2. students select from a group of tasks3. students determine their own tasks

Notes/Web Text1. you

create a website create the web pages with the information create a summary of units

2. students create website - http://www.eDSBN.net/courses/PTWeb/ students suggest homework students create quizzes/test/assignments




Conclusion

design for success require certain tasks to be completed

before students move on set schedules and procedures Include Teamwork remove scaffolding slowly teach how to learn… then monitor and

mentor.




DSBN Team

David Tallach Miller, eLearning [email protected]

905-227-5551 x 2288

Dennis Munn, Curriculum [email protected]

905-227-5551 x 2359

Sue Greer, Superintendent of Schools

[email protected]

905-641-2929 x 4110

developing independence online

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