international conference on e-learning in the workplace june 8th-10th, 2011 1 technology strategies...
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International Conference on E-Learning in the Workplace June 8th-10th, 2011
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Technology Strategies for Technology Strategies for Teaching and Learning in Teaching and Learning in Education and the Workplace Education and the Workplace
Pamela Lowry, Ph.D.
Associate Professor
Dept. of Math and Computer Science
Co-Director of Educational Technology Program
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AgendaAgenda Introduction Technologies Social presence Teaching presence Cognitive presence Conclusion References
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IntroductionIntroduction
Instructional design - key factor when creating instruction– Utilizing technology should be effective for the
learner– Build confidence in learner’s use of technology– Learner should have a comfortable learning
environment– Content should be structured so learner feels it is
meaningful to the context or environment – Interactions are integral part of the course
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IntroductionIntroduction
Comfortable learning environment, confidence in learner’s use of technology, interactions, etc. can:– create a meaningful learning experience – build an effective approach when designing
instruction – allow learners to interact, ponder, and consider
what they are learning – improve learner’s ability/readiness to perform
effectively
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IntroductionIntroduction
Instructional design links learning objectives to specific learning activities
Important to keep in mind teaching styles and students’ learning styles
One teaching style will not work for all learners
Variety of teaching styles help learner feel comfortable with learning environment
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IntroductionIntroduction
Technology can provide variety of learning opportunities
Integrating technology into learning objectives and learning activities can help teach students of various learning styles
Learning styles could include auditory, visual, and tactile learner
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IntroductionIntroduction
Auditory learner usually independent learner– Teaching styles include lectures, discussion
forums, verbal questions Visual learner usually dependent learner– Teaching styles include group learning,
demonstrations, activities involving creativity, visual images
Tactile learner - learns by doing– Teaching styles include experiential learning
activities, simulations, games
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IntroductionIntroduction
Examples of learning objectives:– Participate actively in online discussion forums– Use technology to enhance learning– Participate in group discussions both asynchronously and
synchronously– Lead group presentations both asynchronously and
synchronously– Assess peer presentations– Reflect on your own learning– Identify benefits and challenges to distance learning– Discuss future trends in distance learning
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IntroductionIntroduction
Educators/trainers need to be:– motivating and positive in corresponding with
learners– respond reasonably quickly to learners– communicate what is expected of your learners– include many activities to promote learner
engagement – be compassionate for your learners
– be open to change and constantly evolving
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Technologies Technologies
Educators/trainers need to embrace technology
Technology can: – help educators/trainers better connect with their
learners– bridge instructional gap between instructors and
learners– make significant changes in instructor-learner
and learner-learner relationships
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Technologies Technologies
Educators/trainers need to look at different technologies that will utilize most of the learning styles of their learners
Always good idea to keep positive attitude toward integration of technology regardless of learning modality
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Technologies Technologies
Face-to-face instruction – instructors and learners in same location
Hybrid instruction – instructors and learners sometimes in same location/sometimes in different locations
Online instruction – instructors and learners in different locations
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Technologies Technologies
Asynchronous learning environment –instructors and learners are engaged in “anytime-anyplace” learning
Instructors can post learning materials such as syllabus, instructor bio, readings, ppts, podcasts, assignments, discussion forums, etc.
Need to organize and design course so it is effective for learner
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Technologies Technologies
Synchronous learning environment – instructors and learners engage with each other at same time but not necessarily same location
Synchronous learning can:– Allow learners to interact with each other and
instructor– Allow instructor to share desktop– Allow instructors and learners to present and
archive materials
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Technologies Technologies
Asynchronous and Synchronous learning environments can be utilized for all modalities
Depending on delivery of course, important for instructor to design effective materials for the learners
Important to focus on effective teaching methods and not just the technology
Keep it simple for the learner
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Technologies Technologies
Future educators/trainers need to be mindful which technologies will be effective for learners
As educators/trainers master a new technology, new technology emerges
Technologies can enhance and improve performance but it needs to be effective for the learner
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Technologies Technologies
Tablet PC can change way instructors and learners interact
Tablet PC can support active learning and add value to interaction in different learning modalities
Instructor can markup diagrams, sketch, annotate websites, provide feedback on assignments, etc.
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Technologies Technologies
Some additional technologies include:– Podcasting– Streaming video– Blogging– Social networking– Digital books– Youtube videos– iPad
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Technologies Technologies
Most difficult to design online courses:– Requires more time planning than face-to-face or
hybrid delivery– Design effective strategies that include
appropriate/effective use of technology– Consistency in course– Promote interaction and communication– Aligning goals to learning objectives– Integrating learning objectives in assignment
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Social PresenceSocial Presence Garrison, Anderson, and Archer argue that
social presence, teaching presence, and cognitive presence are three important elements in online teaching and learning
Social presence – ability to present oneself socially and effectively in a virtual environment
Educators/trainers need to present themselves as a real person
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Social PresenceSocial Presence Important to be available 24/7 to learners
via email/phone Important to get back to them in timely
manner Beginning of course provide learner
instructor’s bio, intro audio podcast that welcomes them to the class and explains general information
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Social PresenceSocial Presence Besides instructor presenting oneself
socially, important for learners to feel comfortable in learning environment
Discussion forum at the beginning of the course for learners to provide information about themselves such as their picture, basic background information, etc.
Discussion forum for learners to ask questions or make comments throughout course
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Social PresenceSocial Presence Learners are usually willing to share with
each other and this is beneficial to instructor
Social networking is another way for learners and instructor to stay connected
Audio recordings allow learners to hear speaking tone of instructor
Video recordings allow learners to see facial expressions of instructor
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Social PresenceSocial Presence Degree to which educator/trainer
perceived as a real person contributes to social presence
Learner should feel instructor– Shows respect to learners– Values everyone’s opinion– Encourages active participation– Treats everyone equal– Provides timely feedback
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Social PresenceSocial Presence Important for educators/training to provide
comfortable, safe learning environment Learner should feel comfortable
conversing online and interacting with each other
Effective component which fosters expression of emotions and feelings pointed out as fundamental aspect of social presence
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Teaching PresenceTeaching Presence
Teaching presence refers to work of teaching before and during course
Educator/trainer responsibility to design, develop, facilitate, implement instructional materials relevant to course
Instructional materials could include syllabus, recorded lectures, podcasts, assignments, external links, audio files, etc.
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Teaching PresenceTeaching Presence
Syllabus include goals, objectives, and what is expected of learner, etc.
Assignments that provide interactivity, give students’ ownership of their work which can enhance self confidence
Assignments that provides interactivity increases student’s interest, improves cognitive processes and develops group learning skills
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Teaching PresenceTeaching Presence
Assignments should have clear instructions, due dates and expectations
Examples of some assignments:– Self assessment – Design class unit– Create rubric– Reflection journal– Create ePortfolio
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Teaching PresenceTeaching Presence
All materials organized in asynchronous learning environment– Can be organized into weekly modules with
Theory and Practice component– Theory component includes reading, listening,
planning, exploring, etc.– Practice component includes completing
assignments, researching topics, quizzes,etc.
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Teaching PresenceTeaching Presence
Synchronous technology can be incorporated for live and/or archived audio files
Tablet PC can be utilized during synchronous session and archived
Tablet PC ability to write directly on screen open up new possibilities to pedagogy of teaching
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Cognitive PresenceCognitive Presence
Cognitive presence focuses on construction of meaning through a process of individual inquiry or community inquiry instead of merely covering course content
Educator/trainer needs to shift instructional strategies from giving or recording lectures to questions and open inquiry which helps learner construct their knowledge through reflective thinking and practice
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Cognitive PresenceCognitive Presence
Creates learning environment that captures learner’s attention and promotes curiosity for learning
Educator/trainer emphasize student-to-student interaction through group and cooperative activities, learning environment will increase from teach to learning paradigm
Sometimes difficult for educator/trainer because they may want to be in control
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Cognitive PresenceCognitive Presence
Instructor can encourage learners to understand concepts by providing feedback and encourage learners to reflect on their learning
Some learners reluctant of group work because prefer individual work
Group work can increase opportunities for communication for learners and can enhance collaborative skills
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Cognitive PresenceCognitive Presence
Researchers say:– Students working in small group tend to
learn more – Retain it longer than when same
material presented in other instructional formats
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ConclusionConclusion
When designing and developing effective instruction it is important to pay attention to:– Learning environments– Interactivity– Asynchronous/synchronous technology– Modalities such as face-to-face, hybrid, online– Social presence– Teaching presence– Cognitive presence
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ConclusionConclusion
Important to constantly investigate how these strategies can be improved or better used
Important to investigate new strategies Important to investigate new creative
ideas Important to remember, teaching and
learning is constantly evolving
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ReferencesReferences
Allen, M. (2003). Michael Allen’s Guide to E-Learning: Building Interactive, Fun, and Effective Learning Programs for any Company. New York: John Wiley & Sons.
Bower, B.L. (2001). Distance Education: Facing the Faculty Challenge. Online Journal of Distance Learning Administration, Vol. 4, No. 5.
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ReferencesReferences
Carlson, S., (2004). The Next-Generation Classroom, The Chronicle of Higher Education, 50(25), A26.
Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Publishers, San Francisco.
Kapp, K. (2006). Design: Advantages of Interactivity. Karl Kapp Blogg. Retrieved from: http://karlkapp.blogspot.com/2006/10/design-advantages-of-interactivity.html
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ReferencesReferences
Morgan, C. K., and Kinross, C., (2002). Facilitating Online Interactivity Among Remotely Located Land Management Students, Electronic Journal of Instructional Science and Technology.
Oblinger, D.G. and Hawkins, B.L. (2006). The Myth About Online Course Development. Educause Review, Vol. 41, No. 1, pp.14-15.
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ReferencesReferences Rourke, L., Anderson, T.; Garrison, R. &
Archer, W. (2001). Assessing Social Presence in Asynchronous Text-Based Computer Conferencing. Journal of Distance Education 16(2) 1-14.
Wang, H. (2010). 10 Ways to Make e-Learning More Exciting,. Online Classroom, p7-8.
Waterhouse, S. (2005). The Power of eLearning. Pearson Education, Inc.
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More Information More Information
Dr. Pam Lowry ([email protected])
Associate Professor
Dept. of Math and Computer Science
Co-Director, Master of Educational Technology Program
Lawrence Technological University
248.204.3653