Models for open learning workshop slides 27 oct
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The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
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Models for open learning workshop slides 27 oct
- 1. models for online and open learning Christine Smith
- 2. Questions at anytime and/or use the post-its to capture please!
- 3. Introducing THE OFFICE OF OPEN LEARNING
- 4. Vision and Mission Strategic Goals Systematic OL Pedagogical and QE Partnerships Developments Models Governance for the Office of Open Learning: Advisory Panel, OL committee, network of OL champions
- 6. open learning online learning accessible active and immersive collaborative Q: what do you understand by open and online learning?
- 8. Overview of the workshop • Pedagogical Models for Open Learning • Potential for design of new programmes and courses • Potential for adaptation of existing programmes and courses
- 9. We must begin by focusing in on Good Learning as: active, cumulative, individual, self-regulated, goal-oriented, situated and an experience of the student (Ellis& Goodyear, 2010, p25)
- 10. GOOD LEARNING • Active • Individual Owned by the learner Active • Cumulative Situated Individual • Self- Goal oriented Cumulative regulated Goal- oriented • Self regulated • Situated • Owned by the learner
- 11. The Environment
- 13. Organisational Context Philosophy Educational Setting High level pedagogy Task Environment including learning s technologies Pedagogical strategy Student Activity Pedagogical tactics (Learning) Outcomes From Steeples, Jones & Goodyear 2002
- 14. • Inquiry based learning • E-training • Collective intelligence • Drill and practice • Resource-based Associative Constructivist Focus on learning Building on prior through knowledge association and Task-oriented reinforcement Situative Networked and Learning through Collaborative social interaction Learning in a Learning in connected context environment • Experiential learning • Reflective and dialogic • Authentic contexts learning • Problem-based • Personalised learning learning (PBL) • Role play
- 15. What are the factors to consider in design for OL? Transactional Distance = place/space, time Tasks, Activity, Assessment and Resources
- 16. Aspects of an OLE Examples of resources Administrative support Course/programme outline Notices Requirements Assessment submission Communication email Discussion fora – synchronous/asynchronous Chat rooms FAQs Delivery of content Lectures – streamed, Collaborate, on-demand Handouts Study guides Assessment Formative – quizzes, tests Summative – essays, reports, MCQs Resources Support materials Links to other sites Library resources – e-books, e-journals, OERs Interactive materials Multimedia Simulations Online tutorials
- 17. mobile apps e-books and e-journals games-based learning simulations and virtual worlds learning analytics video (teachers AND learners) personalised learning environments e-portfolios BYOD (Bring your own device) digital content and open access Open Educational Resources (OERs) the flipped classroom MOOCs and free/open universities
- 18. social networking – for course discussions blogs as reflective journals video with audio commentary for feedback immersive technologies for role plays eg SecondLife wikis for collaborative content creation social bookmarking - expanding reading - critique
- 19. Choose a course A design task for belonging to one you in groups of of you to adapt to no more than 5 online Or start on the Be creative and design of a 6 innovative in your week online design – don’t course for 1st year feel restricted by undergraduates costs! But have a on healthy eating rationale for your choices
- 20. Salmon’s 5 stage model Salmon’s 5 stage model Access and motivation Online socialisation Information exchange Knowledge construction Development
- 21. Tools and resources Guidance and Content and support experience Communication Reflection and and demonstration collaboration Responsibilities and relationships
- 22. Instructor Developer Administrator Librarian IT support CTL staff Advisory staff Admissions and Recruitment Registry PEOPLE IN THE TEAM?
- 23. challenges and opportunities Open Educational Resources (OERs) building from what you know bring creativity to your design
- 25. Guides the design process Makes the design explicit Enables sharing Fosters repurposing and adaption Highlights gaps Creates a representations for learners Benefits in upstream efforts to learning design
- 26. Good learning in HE • Extensive • Involves constructing understandings • A natural outcome of CoPs • Situated and hard to transfer • Needs engagement and practice • Involves challenge and scaffolding • Must embody an idea of progression • Conversational and interactive • Involves effective use of reflection • Not significantly limited by fixed abilities • Motivation designed into the curriculum • Teaching contributes but in various ways
- 27. Some design resources to get started: • How to create e-tivities: tinyurl.com/etivity-uol http://phoebe-guidance.conted.ox.ac.uk/wiki/PhoebeMapActivitiesToTechnologies • Task swimlane at cloudworks.ac.uk/cloud/view/3421 • Info literacy cards on JISC design studio for embedding info literacy in e-tivities Tinyurl.com/infolit-cards Using a VLE effectively • Tinyurl.com/using-vle-effectively • Tinyurl.com/warwick-vledesign-idea • Tinyurl.com/vle-uol Salmon’s e-moderating at http://www.atimod.com/e-moderating/5stage.shtml
- 28. Interested in OERs? Please look at: • OER commons • JorumOpen • Xpert • Open Coourseware Consortium • OU LabSpace • Google with usage rights filter (free to use or share) • Any repository listed at wikieducator.org/OER_Handbook/educator/Find/Genera l_repositories
- 29. Other Resources and References Go to the blog (after tomorrow!) at : openlearningwindsor.wordpress.com Plus www.contactnorth.ca/home http://www.youtube.com/watch?v=a-jex5697ec http://www.youtube.com/watch?v=0eUeL3n7fDs&feature=related Sign up to be: • An OL champion in your Faculty • An online course developer interested in the CTL online course and/or the OOL advanced online course (around April 2013) Join the blog and continue discussions, access the slides and resources Contact me directly: chris.smith@uwindsor.ca
- 30. thank you for participating chris.smith@uwindsor.ca http://www.youtube.com/watch?v=XVQ1ULfQawk
Hinweis der Redaktion
- This template can be used as a starter file for a photo album.Twitter feed at -- wiki site neededBring devices to use for the OER search
- Where is it? Erie Hall 1111Currently a staff of one = ME!, but set to grow over next month or so, watch this space!
- State the vision from strategic plan
- After photosAsk for opinions and ideas on open and online – think for a moment then some to call out or hands upCapture on paper – on large flip chart/whiteboard if there’s one in the room
- Open learning: refers toan approach to learning focused on the learner and their role in determining their own learning: eg in timing, pacing location, selection of resources, support/guidance, assessment …Open education is about freeing up learning opportunities to those who have the capacity to benefit from them and about eliminating unwarranted barriers to entry: culture, accessOpen educational resources: (OER) are teaching and learning materials freely available online for everyone to use, whether you are an instructor or student. OERs are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution.Networked learning: learning in which information and communication technology is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resourcesTEL: TEL focuses on the technological support of any pedagogical approach that utilizes technology and the support of any learning activity through technologyOnline learning: An online learning environment: is one that goes beyond the replication of learning events that have traditionally occurred in the classroom and are now made available through the internet. It provides for different ways of learning and the construction of a potentially richer learning environment.An online learning environment can include any or all of a number of aspects ranging from administration details relevant to the class to learning experiences mediated through interactive multimedia to a total course delivered via the internet. An online learning environment can supplement or complement a traditional face-to-face learning environment or it may provide a complete learning package that requires little face-to-face contact.Mobile learning: distinct in its focus on learning across contexts and learning with mobile devices. One definition of mobile learning is: Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.[1] In other words mobile learning decreases limitation of learning location with the mobility of general portable devicesincluding handheld computers, MP3 players, notebooks and mobile phoneDistance education: based on a physical separation of the learner from the instructor, with the instructor delivering teaching, to students who are not physically present in a traditional educational setting such as a classroom. It has been described as "a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both.Blended learning: an approach that blends classroom face to face learning experiences with technology-mediated learning experiences in both integrated and distributed modelsHybrid models: blend face-to-face interaction such as in-class discussions, active group work, and live lectures with typically web-based educational technologies such as online course cartridges, assignments, discussion boards, and other web-assisted learning tools.[1] The degree to which the design of hybrid courses utilize traditional classroom and online learning environments varies, being largely dependent on the subject matter and overall nature of a course = blended learning
- Some talking, lots of activity, discussions and sharing, and if we don’t get through it all that’s fine too- we can continue online in my blog space – more on that at the endAnd future things to support and I hope inspire youCan only touch on design of courses or programmes so today we will focus on some initial conceptions and design of tasks for learners in OLEsNeed to begin from learning – always, foreground and keep in focus
- Good learning – write on a post it note one idea or concept that you think is part of good learning and we’’ll gather these and share on a poster here today as well as online as a photo montage
- teacher controlphilosophical stanceteacher perceptions of learner needslearner ability to self-regulate, to self-directcurriculumorganisational requirements and/or PRSBs
- Conceptual and procedural levels in a pedagogical frameworkfeed into the educational designThis all takes time so in our activity today we will have to presume this activity has occurred and there is clarity to proceed among the team
- Some examplesTechnologies as media for accessing and studying learning materialAs media for learning through enquiry – eg in online case studiesAs media for communication and collaboration – wikis, blogs, virtual worldsAs media for learning through construction – eg knowledge construction environmentsTechnologies for learners’ assessment – quizzes, tests and e-portfoliosTechnologies for digital and multimedia literacy – video editing and annotation, image processing, digital narratives
- Use the aspects of an OLE for this taskCapture the group results on the flip chartHave 20 minutes to start on this – get as far as possible1 minute report back plus photo and add to blog for discussion= 25 minutes
- Create a T-shirt for your course on healthy eating or …. (your course)Access and motivationOnline socialisationUse the next slide to consider aspects in your design for this ‘e-tivity’
- Use for the Salmon stage 1 or 2 task: what ideas can you come up with?
- Law – negotiation skills development in small online groups role playing as a firm of solicitors, bringing incase law to augment their argument (Lancaster)Virtual Field trip for field trip preparation – what to expect, routines, skills, sources and documenting evidence (Sydney)Dentistry – sharing video of cases, treatments and processes for discussion and critique – Kings College LondonE-portfolios- to document learning journey, present achievements in variety of formats eg video, report – can be structured around Los - SalfordLab safety training – simulations, online tutorials, quizzes - BirminghamAudio feedback – can be used on documents, to personalise feedback, give generic feedback to group eg podcasts Salford, Built environment
- Good learning appropriate to HE – see Ellis and Goodyear p23-24 (2010)Open Learning Ecosystems ISD Template.doc (see desktop)Blog on open learning to open discussions and explore ideas on this slide (see handout)
- Play the us/ing us youtube at closehttp://www.youtube.com/watch?v=XVQ1ULfQawk