July 28, 2004

Facilitating Online Learning

Key facilitator roles (chs. 3-4):
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Add other FOL presentations and summaries

Posted by jerp0001 at 5:09 PM

Online Learning Course References

Boettcher, J. V. (2004). Designing for learning: The pursuit of well-structured content. In J. J. Hirschbuhl, D. Bishop, (Eds.). Computers in education 04/05, Eleventh edition, (pp. 30-32). Guilford, CN: Mc Graw-Hill/Dushkin.

Bransford, J. D., Brown, A. L., & Cocking, R. R., (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, D. C.: National Academy Press.

Collison, G., Elbaum, B., Haavind, F., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood.

Johnson, J. L. (2003). Distance education: The complete guide to design, delivery, and improvement. New York: Teachers College.

Jonasson, D. H., Carr, C., & Yueh, H. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.

Kowch, E., & Schwier, R. (1997). Characteristics of technology-based virtual learning communities. Paper presented at the Second National Congress on Rural Education, Saskatoon, Saskatchewan, February 21, 1997.

Ludwig-Hardman, S., & Dunlap, J. C. (2004). Learner support services for online students: Scaffolding for success. In J. J. Hirschbuhl, D. Bishop, (Eds.). Computers in education 04/05, Eleventh edition (pp. 190-197). Guilford, CN: Mc Graw-Hill/Dushkin.

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Boettcher, 2004
Well structured content:
1. Integration/grounding in previous knowledge (pre-assessment)
2. Multi-modal (gaming, music, multiple paths)
3. Content types scaffolded
(a) core concepts/principles
(b) well-structured problems with known solutions
(c) less structured complex problems without knows solutions
*Also described in class as explain, explore, & expand

Collison, 2000, et al
See separate BLOG for detail

Johnson, 2003
- Examples: Oregon Community College, Western Governor's College, Britain's Open University
- Practicals: pedagogy, case studies, design to delivery, course ingredients, student support
- Quality: assessment & evaluation, standards, accredation, how policy makers view DL, implications for future development

Kowch & Schwier, 1997
- Theoretical issues for building community:
1. Theory & form of online community should be aesthetically pleasing
2. Consider moral connections where "I" thinks about "we" - facilitate discourse on common shared values and committments
3. Robust, innovative, & integrated approach to technology that fits the community
4. Constructivist
- Organized around relationships (belonging), ideas (shared concerns), mutual support, and a common goal. Students need continuity, time to settle in, to become responsible for their physical surroundings, to take part in a caring community.
- Principles:
-Negotiation- purposes, intentions, and protocol constructed by participants
-Intimacy- participants free to select level of intimacy desired without limits
-Committment- community depends on participation, they feel this
-Engagement- immediacy, effervescent, legitimate, and authentic discourse

Ludwig-Hardman & Dunlap, 2004
- Online course attrition between 20-50%
- Student persistence predicted by degree of academic and social integration.
- Attrition linked to: lack of interaction, feeling isolated, not feeling a part of community, not possessing skills needed for success*, not self directed learners
- Self directed skill set: self-discipline, ability to work alone, time management, learning independence, ability to develop plan for completing work

Posted by jerp0001 at 5:03 PM

July 26, 2004

Necessary Ingredients

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Doering, A. (2004). Necessary ingredients. Powerpoint presentation as part of Building Online Communities class, University of Minnesota, July 26, 2004.

Posted by jerp0001 at 3:07 PM

Learner Support

Recruitment and admission into online learning:
1. Intake interview - is this for you?
2. Self-assessment tool
3. Pre-assessment - identify strengths and areas for improvement
4. Learner orientation questionnaire - are you ready for online learning?
Orientations: transforming, performing, conforming, resistant
5. Orientation - responsibilities & expectations
6. One on one advising
7. Access to community of learners

Posted by jerp0001 at 3:00 PM

Critical Questions

How do we build community?
BLOGs, pictures/bios, student presentations, inspiration (concept mapping)

How do we get to know someone without meeting them?
History, Pictures, Audio (voice), attachments (papers), ask questions

How do we make it meaningful learning for students?
Connect to personal schemas (contexts), techno-friendly, connected to previous learning and stimulating further learning, valuable/useful for the learner, something they want to share, accomplish student goals, cooperative (truly learning together), timely/needed

What are the tools you want to give students to communicate?
Threaded discussion, chat rooms, video, audio Inspiration (students purchase as if they would a textbook)
Problem based environment with over-arching theme where it is the student's mutual purpose to find solutions
-Of the tech tools avaliable, what is best for our clientele (don't assume newest is best)
-What tech can be used in addition, on the side (i.e. Inspiration)

How facilitate student to student communication?
All share intellectual resources, peer review and critique

How make it aesthitically pleasing?
Look at other websites. How do they make you feel? What is inviting?
-How can aesthetics enhance safe and comfortable feel?

How do we get students to need the community; instill intrinsic motivation?
-Learning groups of 3-4
-Assign specific tasks (accomplish this, present this, solve this)
-Work toward bigger/capstone project that motivates people to do well and learn

Is there an anonymous area to discuss?

Posted by jerp0001 at 2:12 PM

July 24, 2004

Forms of dialogue

Scaffold students into a pragmatic discussion bulding on the three forms of dialogue:

1. Social (ideal weekend)
2. Argumentative (Bush v. Perry)
3. Pragmatic (submit idea for building online community)
(a) specific goal (b) group working on goal

Posted by jerp0001 at 4:50 PM

Steps

1. Define purpose of community and establish daily problem-based goal
2. Create distinct gathering place - where will we meet in the online environment?
3. Promote effective leadership from within
4. Define norms and clear code of conduct
5. Assure a wide range and variety for member's roles
6. Members resolve their own disputes and have a place to go when they can't get it worked out

Posted by jerp0001 at 4:46 PM

July 21, 2004

Reflections on DMC

Notes from meeting with Yelena Yan on July 21, 2004

Questions addressed:
How do you move an existing course into an online format?
What is your preferred timeline for an online course's first offering?
How do we sell online learning to stakeholders?

How do you move an existing course into an online format?
- Review current material: Syllabus, lecture notes, handouts, activities, & assignments
- Ask questions of the materials: How can the activities and assignments be done online? How can interaction with the instructor and class be built in?
- Instructors develop course and submit to DMC. There is no requirement for instructors to take a course on online learning.
- I have DMC's syllabus template on this BLOG, I also have an example syllabus from EPSY 5261, one of the newest online courses in the College

What is your preferred timeline for an online course's first offering?
- One year of development (9 mo. development, 3 mo. pilot)
- 1st quarter - Administrative set-up:
Copywrite
Content development plan - who's doing what and accouontable specifically?
Media scheduling - Video (Jeff Abbezahob)
- 2nd quarter - Develop Content (instructor/department)
- 3rd quarter - DMC Site Development
- 4th quarter - Testing - allow 2-3 weeks to update after testing

How do we sell online learning to stakeholders?
- WEBCT orientation
- Breeze orientation (free usage prior to fall 05)
- Have them educate themselves - help with good resources
- Exemplar - CPSY 4310 would be a good option for parent education

Posted by jerp0001 at 1:30 PM

July 19, 2004

Teacher's Role

Facilitator
"Guide on the side"
Design learning environment that best engages students
Stimulate dialogue
Release control - give it to students

Posted by jerp0001 at 2:43 PM