Instructor Skills Workshop for Online Development (ISWOD):

On-site to On-line Presenters: Ginny Cathcart, Robin Popow, Sue Birtwell

May 4th 2011

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Instructor Skills Workshop: On-site to On-line

1. How many adult educators are present?

2. What is your best or worst teaching or learning online experience. Why?

3. How do we get from here to there?

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The People in the Collaboration

BCcampus Online Program Development Fund (OPDF) for values and resources

Instructor Skills Workshops Network (ISW) for their inspiration and experience

VCC Centre for Instructional Development for support and leadership

Karen Belfer-VCC Project Manager

Sue Birtwell-VCC Ginny Cathcart-VCC Tannis Morgan-JIBC Robin Popow-VCC Peer Evaluators

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The Champions The Development Team

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ISWOD Presentation Description A robust collaboration created the course; future

collaborations and partnerships will assure its survival.

This presentation is about this collaboration and the process as much as it is about the deliverable.

Collaboration for us was the sincere desire to work together; share ideas as equals in an intellectual endeavor.

It is also about fluctuating and situational leadership and teaching and learning roles.

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ISWOD Provides an experiential learning approach.

Participants design and implement "mini-lessons" and receive feedback from their peers and the instructor.

Encourages practicing educators to develop online lessons using sound andragogy (theory and practice.)

Provides tools to re-purpose lessons for the online environment.

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Inspiration and History: The Instructional Skills Workshop (ISW)

Who is familiar with the ISW ? 3-4 day workshop small group setting enhancing teaching effectiveness participants design & conduct 3 “mini-

lessons” verbal, written and video feedback from

peers Cited at http://iswnetwork.ca/

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Collaborating to Create a Bridge: ISW to ISWOD

ISW-built in the classic traditions of Behaviourism and Cognitivism

ISWOD-developed within Constructivism perspectives and learning constructs

Bridge-Connectivism

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Challenges: Teacher-Learner Roles Change in the Networked Environment

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8 Teacher/instructor/professor play numerous roles in a traditional classroom:

role model, encourager, supporter, guide, synthesizer

Most importantly, offers a narrative of coherence of a particular discipline.Cited April 28th 2011 at

http://www.connectivism.ca/?p=220

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Connectivism, a learning theory for a digital age

Coherence and lucidity are key to understanding our world.

How do educators teach in ambiguous networks?

For educators, control is being replaced with influence.

Instead of controlling a classroom, a teacher now influences or shapes a network.

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George Siemens Connectivism, Credit: ClixCited April 28th 2011 at

http://www.connectivism.ca/?p=220

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Some Principles of Connectivism

Learning may reside in non-human appliances. (community, network, or database.)

Knowing where to find information is more important than knowing information.

Nurturing and maintaining connections is needed to facilitate learning.

Learning is a knowledge creation process...not only knowledge consumption.

Reference: An Introduction to Connective Knowledge by Stephen Downes cited at http://www.downes.ca/

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Learning therefore becomes a reciprocal experience for the students and teachers

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Collaboration Challenges: Shift Happens!

Discovering the “process” interface

Connecting traditional lesson planning models to techniques suited to learning and social sense- making online

Reframing teacher-learner relationships within “Connectivism”

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The WebQuest: Critical Attributes

http://ted.coe.wayne.edu/ted6020/webquest/

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Technique: Connect Onsite-Online

BOPPPS-Content Bridge-in Objective Pre-test Participatory Learning Post-test Summary

WebQuest-Process Introduction- set the stage Task-doable and interesting Information- sources to

complete the task Description- of the process Guidance-how to organize

the acquired information Conclusion- summary

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Non-critical Attributes of a WebQuest

WebQuests –learning activities may be designed as…

Group activities-cooperative learning groups Problem-based Learning- authentic cases,

WIKIs Role Plays- MMORPGs or simulations Disciplinary or Interdisciplinary-

collaborations Critical thinking-information literacy,

research projects

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Onsite to Online: Let’s go to Vancouver

ROBIN&

SUE

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ISWOD Connects the Dots

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Staged Self-directed Learning Model

Unintended Learning Outcomes-Continuous & Self-directed Learning

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Thank you for your interest

“Good teaching means seeing the learning from the learner’s eyes” (Ramsden)

Good Teaching-Learning Is a Beautiful Thing

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References

1. Anderson. C. (2010) Teaching in Social and Technological Networks. Cited April 28th 2011 at http://www.connectivism.ca/?p=220

2. Downes, S. (2007). An Introduction to Connective Knowledge in Hug, Theo (ed.): Media, Knowledge & Education - Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies. Proceedings of the International Conference June 25-26, 2007. Cited April 25th 2011at: http://www.downes.ca/post/33034

3. Learning Theories. Cited April 25th 2011 at: http://www.stanford.edu/dept/SUSE/projects/ireport/articles/general/Educational%20Theories%20Summary.pdf

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References

4. Gerald Grow (1996) Teaching Learners to be Self-Directed Cited April 25th 2011 at: http://www.longleaf.net/ggrow

5. Bernie Dodge (1997) WebQuests. Cited April 25th 2011 at: http://webquest.org/index.php

6. Hersey, P. and Blanchard, K. H, (1999) Leadership and the One Minute Manager, William Morrow. Cited April 25th 2011at: http://www.longleaf.net/ggrow/SSDL/Notes.html

7. Ramsden, P (1998) Managing the Effective University in Higher Education Research and Development Vol 17, 3: October, pp. 347–370