My Checklist for a good e-learning experience:
KNOW YOUR LEARNERS’ NEEDS
– Find out what learners want/need to know/do
– Empathic design, user-centered approach
– Listen to see if what their wants/needs have been met and respond to these
– Check constantly as to whether wants/needs have changed
– Recognition of prior learning
LEARNING IS NOT ‘ONE SIZE FITS ALL’
– Learning can occur in diverse ways
– Different people will have different ways of learning
– Learners will be at different levels
SITUATED & CONSTRUCTIVE APPROACH
– Learners need to be engaged in authentic real world examples and problems, in contexts and situations that are relevant to the learner.
– Case studies: apply learning to a scenario to solve the issue/problem.
– Learners need to construct their own learning rather than be instructed.
– Need to provide opportunities for reflection and active construction of knowledge.
– Learners must act on the info they receive in order to create personal understanding and transform info into knowledge.
– Context is important to ensure learner perceives learning of relevance.
COLLABORATION AND COMMUNITY
– Collaborative opportunities should be provided.
– Opportunity for regular interaction.
– Learners need empathy for what they are doing and to feel like they belong, need to be involved as interested parties to feel that it is for them.
– Write in a conversational style to help create a relaxed sense of community.
– Learners viewed as explorers and producers of knowledge not just consumers
ASSESS AUTHENTICALLY
– Assess in an authentic way: not just tests and quizzes
– Opportunities to revise their answers/learning
– Start with learning objectives and end with a summary of the knowledge learnt that serves as a take-away for the learner
RELEVANCE
– Knowledge changes, students need to understand about about knowledge as a tool
SUPPORT
– Support must be available (emotional/technical/cognitive)
–
Putting it into practice:
– More learner time should be spent on authentic challenging tasks (the ordinary practices of a culture)
– Students need access to domain experts who model the skills appropriate to the domain to model the skills and provide insights.
– Students should spend time working in cooperative relationships with other students to explore perspectives and evaluate ideas
– Emphasis on reflective thinking and productivity
Inert knowledge: knowledge students learned but failed to use.
Social context of learning:
– Cognitive apprenticeship – reciprocal teaching with teacher modeling in an attempt to help inexperienced practicitioners acquire essential thinking skills.
– Cooperative learning – students work together to accomplish a learning task, teachers need to first help students understand the skill then students need an opportunity to practice.
– Scaffolding: ding some of the work for students until they develop the capacity to do it themselves. Eg: reminders, step-by-step instructions, demonstrations
–
My notes on the readings I found most relevant
Watson, D. (2001). Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching. Education and Information Technologies 6(4), 251-267
– Education in the past has presented things as fixed and static whereas knowledge changes. Rather than present knowledge as a tool, students need to learn about errors and revision and the nature of knowledge as a living and changing concept – one of the seven knowledge’s necessary for education for the future
Teo, S. and Williams, J. (2006). A Theoretical Framework for Effective Online Course
Design. MERLOT Journal of Online Learning and Teaching, 2(1): 12-21.
– Learning will not necessarily emanate from one particular source and when it happens will occur through different means for different people.
– Knowledge must be presented in authentic context with the settings and applications that would be of immediate relevance to the learner.
– Learning should be acquired through opportunities for reflection and active construction of knowledge as well as by means of social interaction and collaboration.
– Key design features should include opportunity for regular interaction – self-assessment exercises, flash animations, simulations, asynchronous discussions.
– Design learning activities so that learner is capable of transferring knowledge through application in a real world situation: using cases, simulations, discussions, summative final projects and final examinations.
– Model of situated learning is based upon the notion that knowledge is contextually situated and is fundamentally influenced by the activity, context and culture in which it is used. (brown et al 1989). Learners need more than abstract concepts and generic examples they need full blooded authentic activities. Situated learning allows the students to gain a better appreciation of the unstructured nature of real world problems and to learn how to go about breaking down a task into operations and then actions. At the end the learner is brought back to the key learning objectives through a closing summary which allows for reflection and reinforcement of the lessons learnt.
– Constructivist environment: learners should not be passive receptacles of information. Meaning is not transmitted by direct instruction, rather it is constructed by the student’s learning activities: knowledge construction not knowledge reproduction. Can use lists, development of comparison tables, mind mapping. Also in case-based, problem solving approach. Discussions, returning info back to the knowledge base, learn from mistakes, compare efforts on assigns against each other and model answers – context-rich simulated scenarios and case studies. This helps ensure that acquisition of knowledge and transfer to different contexts is seamless as possible.
– Pre-content exercises, exercises after an expository topic to practice principles, discussion topics, review topics, self-assessment at ens
Romeo, G. (2004). Teaching, learning and technology: Research, Reform, Realise the Potential. Keynote Paper presented at the ACEC 2004 Australian Conference for Computers in Education, Adelaide, Australia.
– Children are problem solvers and it is important they have challenging problems to solve and opportunities to pose their own problems. Learning changes the physical structure of the brain – development of the brain is an active process that feeds on vital information from experience.
– Designing for effective learning: learner centred (learners use their knowledge to construct new knowledge with recognition given to existing knowledge they bring with them, provide with opportunities for reflection and regulation, learners viewed as explorers and producers of knowledge not just consumers, knowledge centred, assessment centered (opportunity for feedback and revision, community centered (learn from one another, connect students)
Schuck, S. & Kearney, M. (2007 in press). Disruptive or compliant? The impact of two educational technologies on pedagogy. In Proceedings of Ed-Media 2007 World Conference on Educational Multimedia, Hypermedia and Telecommunications. Norfolk, VA, USA: Association for the Advancement of Computing in Education.
(digital video and interactive whiteboards)
The ability of technology to transform the pedagogy and disrupt the dominant didactic modes of teaching. Hedberg (2006) presents three categories of ICT based on Jonassen’s (1996) emphasis on cognitive tools : presentational, representational and generative tools
Nichani, M. (2002). Empathic Instructional Design. Eleaningpost. Available:http://www.elearningpost.com/articles/archives/empathic_instructional_design/ [accessed 25 July 2008]
E-Learning should not disintegrate into e-reading.
Emphatic design is about watching users in their own environment, a user-centered approach.
Must understand the needs, desires and methods of potential users.
Process is to observe users, capture the data, reflection and analyzing, brainstorming for solutions, developing prototypes.
Mason, R., Pegler, C. and Weller, M. (2005). A Learning Object Success Story. Journal of Asynchronous Learning Network, Volume 9, Issue 1 – March 5005. Available: http://www.sloan-c.org/publications/jaln/v9n1/v9n1_mason.asp
Just-in-time learning is an effective approach. Attention spans are changing in response to hectic lifestyles, impact of entertainment media, overload of information. But important that knowledge is not trivialized to a ‘soundbite’.
Elements of a rich learning experience include:
– a discursive element (the key issues and follow up readings)
– an interactive element ( group or individual activity or online discussion)
– an experiential element (the activity)
– a reflective element (choice of readings and level of engagement)
Baskin, C. and Anderson, N. (2003). The Online Classroom: a self-actualising theme park or a trial by multimedia? Australian Educational Computing, 18(1); 11-20. Available: http://www.acce.edu.au/journal/journals/vol18_1.pdf [accessed: 25 July 2008]
Issues for teachers can be that online teaching can lead to an increase in teacher workload and a dissatisfaction with the quality of the teaching experience.
To add edublogs
Alexander, B (2006). Web 2.0 A new wave of innovation for teaching and learning? EDUCAUSE Review 41(2):33-44. Available: http://www.educause.edu/ir/library/pdf/erm0621.pdf [accessed: 25 July 2008]
Good overview of lots of different Web2.0 applications.
Hedberg, J. G. (2006). E-learning futures? Speculations for a time yet to come. Studies in Continuing Education, 28(2), pp.171-183
In many cases e-learning is little more than the provision of information.
Components of elearning interactions emphasise personal construction, the collection of artifacts representing a constructed learning state, and by comparing artifacts, how the learners thoughts were changed or modified, and even the source of the influence on those thoughts.
Alexander (2005)
Students value:
– access to info: knowing you can pre-read or catch up
asking questions: asking dumb questions without embarrassment and seeing what others ask
– benchmarking and comparing: comparing your interpretations with others
– time and place flexibility being able to juggle when and where
Vrasidas & Glass 2005
Obstcales to integrating ICT:
– conservative nature of schools and instructional techniques
– teachers resistance to changing traditional teaching practices
– lack of time for teachers to learn and integrate ICT
– lack of technology infrastructure
– la`ck of specific technologies that address the needs of teachers and students
– lack of ongoing support
– lack of release time and incentives for teacher innovators
– incompatibility of traditional teaching and constructivist framework fostered by ICT
– need for teachers to unlearn traditional beliefs and practices
– need to teacher ICT use in teacher training
E-learning interactions emphasise:
– personal construction
– collection of artifacts representing a constructed learning state by comparing artifacts how the learners thoughts were changed opportunities for students to explore and construct knowledge (using scaffolds)
Aim is to move:
– from content management systems to digital repositories
– from learning objects with embedded content to learning activities
– shift from information delivery to more interaction support this enabling the social construction of meaningful knowledge
– shift in focus from assessment of the end product to assessment of the learning journey, through keeping portfolios of en route products that indicate changes in understanding and reflection.
– Shift from focus on facts and principles to a focus on benchmarking of performance against many other examples
Outcomes might be to: create, evaluate, synthesise, analyse, apply, understand, recall
Interactive activities might be: diagram/map, journal, tutorial, case study, presentation, game, web quest, experiment, role playing, troubleshooting, diagnosis, composing
Support: FAQ, contextual help, links to checklists, self-checking, collaboration with others, links to further resources
Assessment: self-test, quiz, essay, report, journal, prognosis, hypothesis, classification, plan, visual representation, game, simulation, presentation.
Grabe, M. & Grabe, C. (2001). Conceptual models for school learning. In M. Grabe & C. Grabe (Eds). Integrating technology for meaningful learning 33rd Edtn. pp 56-76. Houghton MifflinPlace of Publication : Boston
Meaningful learning occurs when new experiences are related to what a learner already knows.
Assumes:
– students already have some knowledge that is relevant
– students willing to do the mental work to make connections – motivation is important.
Reception learning: ideas to be learned are presented directly to students.
Discovery learning: students must work to uncover what is to be learned.
Good chart with rote learning to meaningful learning on one side and reception to discovery learning on the other side with point made that all types of learning are appropriate under different circumstances.
Generative learning – a student selectively attends to events and generates meaning for these experiences by relating them to existing knowledge or by drawing inferences. The active learner creates a personal model or explanation to account for new experiences within the context of existing knowledge.
Technology seems to encourage students to write more and revise more frequently – powerful tools allow realistic opportunities with little risk.
Constructivism – generally argues that learners build personal understanding and this constructive process can be facilitated by appropriate learning activities and a good learning environment. What a person knows is not passively received but actively assembled by the learner. This means:
– learners must act on the info they receive in order to create personal understanding and transform info into knowledge
– context is important to ensure learner perceives learning of relevance
– primary purpose of education is not acquisition of universal truths, everyone’s reality is slightly different.
Goal is active learners: learners that seek to build an understanding of their personal worlds that will allow them to function productively. This process requires that learners build on what they know in order to interpret and respond to new experiences.
Putting it into practice:
– More learner time should be spent on authentic challenging tasks (the ordinary practices of a culture)
– Students need access to domain experts who model the skills appropriate to the domain to model the skills and provide insights.
– Students should spend time working in cooperative relationships with other students to explore perspectives and evaluate ideas
– Emphasis on reflective thinking and productivity
Inert knowledge: knowledge students learned but failed to use.
Social context of learning:
– Cognitive apprenticeship – reciprocal teaching with teacher modeling in an attempt to help inexperienced practicitioners acquire essential thinking skills.
– Cooperative learning – students work together to accomplish a learning task, teachers need to first help students understand the skill then students need an opportunity to practice.
– Scaffolding: ding some of the work for students until they develop the capacity to do it themselves. Eg: reminders, step-by-step instructions, demonstrations
–
Bonk, C. and Zhang, K. (2006). Introducing the R2D2 model: Online learning for diverse learners of this world. Distance Education, 27)2): 249-264.
Aldric, C. (2004). Clark Aldrich’s Six Criteria of Educational Simulation. Available: http://www.leaarningcircuits.org/NR/rdonlyres/567F34FA-E9C9-494F-AFAF-8DCE6199716C/4719/clark_e2.pdf [accessed: 25 July 2008]
Low, L. and O’Connell, M. (2006). Learner-Centric Design of Digital Mobile Learning, Queensland University of Technology. Paper presented at Learning on the Move, Brisbane, Australia. Available: https://olt.qut.edu.au/udf/OLT2006/gen/static/papers/Low_OLT2006_paper.pdf [accessed: 25 July 2008]
Additional references:
Barab, S., Arici, A. and Jackson, C. (2005). Eat your vegetables and do your homework: A design-based investigation of enjoyment and meaning in learning. Educational Technology 45 (1):15-21. Available: http://inkido.indiana.edu/research/onlinemanu/papers/eat%20your%20veggies23.pdf
[accessed 12 Sep 2008]
Barrett, H. (2004). Electronic Portfolios as Digital Stories of Deep Learning.
Available: http://electronicportfolios.com/digistory/epstory.html
[accessed: 12 Sep 2008]
Bennett, S., Maton, K and Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, Vol. 39 Issue 5, pp 775-786.
Digital Storytelling website
http://electronicportfolios.com/digistory/index.html
D’Souza, Q. (n.d.). Web 2.0 Ideas for Educators – A guide to RSS and More, Version 2.0. Available: http://www.ext.upmc.fr/urfist/rss/100ideasWeb2educators.pdf
[accessed: 12 Sep 2008]
Friesen, N. 2006. e-Learning myth #1: The “Net Gen” myth. Ipseity. Weblog entry. August 14. Available: http://ipseity.blogsome.com/2006/08/14/p36/
[accessed: 12 Sep 2008]
Herrington, J., Reeves, T. & Oliver, R. (2006) Authentic Tasks Online: A synergy among learner, task and technology. Distance Education, 27(2): 233-247.
PebblePad web site
Available: http://www.pebblepad.co.uk/ [accessed: 12 Sep 2008]
Teaching with Games Project – Futurelab, UK http://www.futurelab.org.uk/projects/teaching_with_games/
Van Eck, R. (2006). Digital Game-Based Learning – It’s Not Just the Digital Natives Who Are Restless. EDUCAUSE review, 41(2):17-30.
Available: http://connect.educause.edu/Library/EDUCAUSE+Review/DigitalGameBasedLearningI/40614 [accessed: 12 Sep 2008]
Woo, Y., Herrington, J., Agostinho, S. and Reeves, T. (2007). Implementing Authentic Tasks in Web-Based Learning Environments. EDUCAUSE QUARTERLY, No 3, pp 36-43. Available: http://net.educause.edu/ir/library/pdf/EQM0735.pdf
[accessed: 14 Sep 2008]
<My thoughts after exploring these options are:
With scripting: 
Ok so I plan to start my PhD next year (topic still slippery but something around online learning) but the really exciting bit is that I am also doing a TAFE course – Certificate 11 in Animal Care (why is there no Cert 1, only Cert 11 and Cert 111, don’t know) through Taronga Zoo. Talk about opposite ends of the educational spectrum.
GARAGEBAND: