This document discusses ways that lecturing and teaching can be enriched through virtual and e-learning tools. It provides examples of technologies like Google Docs, Moodle, and mobile devices that allow for collaborative learning. The benefits of e-learning include flexibility in time and place, but learner satisfaction depends on factors like computer anxiety and course quality. Educational games are more effective when supplemented with other materials and allow for active reflection and group play. To be successful, e-learning should start from the learner's perspective and engage them through approachable participation.
2. Pre-task
The idea here is to create a Google Docs presentation in
real time as a group by accessing this link :
https://docs.google.com/presentation/d/1iWFgU0sQtFowcF
vXCADgMgMw42YsldRNcSwW8S9-2bo/edit#slide=id.p
Please answer the question : Which E-learning tools
have you used in your teaching or learning ?
3. How lecturing (and teaching) can be
enriched using virtual teaching?
Social learning and the new
learning culture
Some of the new media skills that are
being utilized in this way are:
• Play
• Simulation
• Collective intelligence
• Networking
• Multitasking
• Judgment
• Appropriation
• Transmedia Navigation (1)
Web 2.0 applications –
Transmedia
image source (1)
4. How lecturing (and teaching) can be
enriched using virtual teaching?
Transformative technologies
for Pedagogy 3.0 (applying
web 3.0 technologies in
teaching)
• Internet-enabled mobile devices
• cloud computing
• cloud-based collaborative working
tools such as Google Apps
• Moodle
Open source platform:
http://moodle.com/
image source (2)
5. How lecturing (and teaching) can be
enriched using virtual teaching?
Helpful resources and apps for
teachers and professionals:
• http://www.google.com/edu/teachers/
• http://www.apple.com/education/ipad/res
ources/
• http://eduforum.fi/
• http://news.google.com
• http://padlet.com/
• Forums provide educational staff with
an alternative communication channel
• Blogger, WordPress and Edublogs
• Blended learning activities
image source (3)
6. HOW TO MAKE E-LEARNING WORK?
An orientating task: Evaluate the eLearning courses you
have participated in.
-> Please go to the Padlet wall and write your answers
to the questions there
Timo‟s group: http://padlet.com/wall/l6ohyi5isj
Alexandra‟s & Virpi‟s group:
http://padlet.com/wall/k66bmzejhx
Tiina‟s group: http://padlet.com/wall/6h4ibm4jp8
7. How to make E-learning work?
Benefits of E-learning:
Flexibility, no strict limits of time
and place
Some aspects that can affect
learner’s satisfaction:
• Learner computer anxiety
• Instructor attitude toward e•
•
•
•
Learning
E-learning course flexibility
E-Learning course quality
Perceived usefulness, perceived
ease of use
Diversity in assessments
(Source 3)
image source (4)
8. Studies about educational games
1.
2.
3.
4.
5.
6.
7.
Educational games are
more effective than
conventional teaching
They should be
supplemented with other
instructional learning
materials
Better when played in
groups
Active reflection
Surprising events
Learning content is more
important than design
Motivation: effect on
motivation is not clear
(Source 4 & 5)
image source (5)
9. How to make E-learning work?
Start from the learner
• Know what the learners know
• Engage the learners
• Make participation
approachable
→ Facilitate
image source (6)
10. How to make E-learning work?
As a teacher
• Make assessment criteria
and methods clear
• Know the tools you are
using
• Collect course evaluation
data
• Set limits when needed
image source (7)
11. Coursera –
The Future of Online Education
(Yes, this is an advertisement, but at
least it is non-commercial.)
Coursera
http://www.youtube.com/watch?v=3z
YNsL9Oolw
(4m15s)
If you have time at home, watch also
this bit longer (20m41s) presentation:
Daphne Koller: What we're
learning from online education by
TED
http://www.youtube.com/watch?v=U6
FvJ6jMGHU
12. Extended Possibilities of Online Education
• Education as fundamental human right
• Access
• Affordability
• Scale
• Enables life-long learning
• Continuous just-in-time education
• Break-away from “one-size-fits-all-education”
• New Innovations
• Networking
• Unprecedented data on how learning happens
13. Sources
(1) Jenkins, H., Purushotma, R.,Clinton, K., Weigel, M.,Robinson A.J. (2006). Building the field of Digital Media &
Learning, Comparative Media Studies Program at MIT. Retrieved from:
http://www.newmedialiteracies.org/wp-content/uploads/pdfs/NMLWhitePaper.pdf
(2) Dunn, J. (2010). The 100 Best ( And Free) Online Learning Tools, Edudemic. Retrieved from:
http://www.edudemic.com/the-100-best-and-free-online-learning-tools/
(3) Pei-Chen Suna, Ray J. Tsaib, Glenn Fingerc, Yueh-Yang Chend & Dowming Yeha. 2008. What drives a successful
e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education.
Volume 50, Issue 4, May 2008, Pages 1183–1202.
(4) Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation
games. Personnel Psychology, 64, 489–528.
(5) Wouters, Pieter; van Nimwegen, Christof; van Oostendorp, Herre; van der Spek, Erik D. 2013. A Meta-Analysis of
the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology Issue: Volume
105(2), May 2013, p 249–265.
(6) Hanover Research Council. 2009. Best Practices in Online Teaching Strategies. Retrieved from:
www.hanoverresearch.com http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practices-in-Online-TeachingStrategies-Membership.pdf
(7) Hietala, P. 2000. Internet-pohjaiset oppimisympäristöt –seminaari. Retrieved from:
http://www.cs.uta.fi/ipopp/www/ipopp2000/HeikkilaSaukko/sisaltoteksti.htm
14. Sources
(8 ) Korhonen, V. 2003. Oppijana verkossa. Doctoral thesis.Retrieved from:
http://uta17-kk.lib.helsinki.fi/bitstream/handle/10024/67287/951-44-5658-0.pdf?sequence=1
Image sources :
(1) Web 2.0. Digital Image. Kastelein, R., 22 October 2012.Transmedia: Believe Entertainment Group Plans Original Series On
Twitter, 'EpicEDM„. Retrieved from:
http://www.technationnews.com/2012/10/22/transmedia-believe-entertainment-group-plans-original-series-on-twitter-epicedm
(2) Moodle ladders. Digital image. Stephen, March 27, 2012. Engaging teachers with a Moodle VLE. Webanywhere Education
Blog. Retrieved from: http://www.webanywhere.co.uk/blog/2012/03/engaging-teachers-moodle-vle/#more
(3) Blended learning. Digital image. Rashed, S., 2010, Blog: Blended Learning. Retreived from:
http://friends2211.blogspot.fi/2010/12/blended-learning.html
(4) Benefits of E-learning. Digital image. Brown, J., May 12th, 2013. ATPLOnline.co.nz. Education. Escape Velocity. Retrieved
from: http://escapevelocity.co.nz/benefits-of-e-learning/
(5) Game Changer Ahead sign. Digital image. Retrieved From:
http://beforeitsnews.com/war-and-conflict/2013/09/syria-military-strike-will-be-a-game-changer-ziad-abdelnour-video-2448492.html
(6) Benjamin Franklin quote. Digital image. Retreived from: http://parentingcentral.com.au/benjamin-franklin-quote/
(7)How to make E-Learning work as a Teacher. Digital image.Kharbach, M., 2012. Educational Technology and Mobile
Learning .Retrieved from: http://www.educatorstechnology.com/2012/05/teachers-guide-to-creativity.html
Editor's Notes
1. Pre-Task for students ( 7 min ) Power point presentation on Google Docs link, asking for their experience of E-learning tools by creating a slide in real time.2. Different tools for virtual teaching (8min)3. Padlet Task for students ( 5 min)4. How to make E-learning work? (5 min )5. Extended possibilities of online education ( 10 min)
About 7 minWe have sent invitations to everyone via email. Ideally everyone should have given us their Gmail account address to be able to edit the document.In case someone does not have the Gmail account they can still see the link and perhaps comment live during the discussion time.Google Docs are very useful in teaching as they enable transparency of information, so everyone can for example brainstorm in one document and there is no need to email files back and forth. Also for example there is an option to use Google Drive or a Dropbox to store files, which our group has been using. So this tool becomes useful in group planning for projects or lab report documentation, writing a newsletter as a group etc. Here we can for example share information on the tools that we have used in eLearning and in this way refer it to this link later if we would like to try something that we have not tried before.Anyone with edit permission can make direct changes to a document. If other people make changes at the same time as you, you can see the changes happen as they’re made.The easiest way to share a Google Doc is just by clicking the Share button. But, if you need to share your Google document in another format, such as Microsoft Word or PDF, you can email it as an attachment, right from your Docs editor.Link to a guide: https://docs.google.com/document/d/1waM2uL6RmuGkwpAherfLRSFSgGxxe5trr5z8mO894RE/edit?hl=en_US&pli=1
With the development of internet and Web 2.0 technologies there is also the development of participatory culture that shifts the focus from individual to community.Educators (in school and out) tap into play as a skill when they encourage free-form experimentation and open-ended speculation. Simulations are dynamic, they can be a tool for discovery as researchers observe the emergent properties of these virtual worlds. We learn through simulations by a process of trial and error: new discoveries lead researchers to refine their models. Simulations broaden the kinds of experiences users can have with compelling data, giving us a chance to see and do things that would be impossible in the real world.For example : Supercharged, which was developed as part of the MIT Games to teach initiative, to help students to better understand core principles of electromagnetism.Judgment — the ability to evaluate the reliability and credibility of different informationsourcesAppropriation — the ability to meaningfully sample and remix media contentTransmedia Navigation — the ability to follow the flow of stories and information across multiple modalitiesWeb 2.0 describes web sites that use technology beyond the static pages of earlier web sites. The term was coined in 1999 and was popularized later in 2004. Here we can see some of the Web 2.0 applications such as Twitter, You Tube, FaceBook, Flickr, Gmail etc.
Since 2010 we are moving to Web 3.0 tools and Pedagogy 3.0 refers to the the attitudes, competencies and skills required by teachers and educators working in a Web 3.0 enabled world.Web 3.0 is considered to extend the social aspects of Web 2.0 , through its use of internet-enabled mobile devices, cloud computing, social networking, and cloud-based collaborative working tools.Moodle was originally developed by Martin Dougiamas to help educators create online courses with a focus on interaction and collaborative construction of content. It stands for Modular Object Oriented Learning Environment. This is a free software e-learning platform and it has a user base of over 83,008 since 2013.
http://news.google.com -- aggregates articles from thousands of news sources worldwide.http://www.google.com/edu/teachers/ -- Google has compiled information and resources for teachers. For example google docs has a sharing feature where students can work on one document in real time, which we have just tried.http://www.apple.com/education/ipad/resources/ --- helpful resources and apps for teachers and professionals.For example there are some apps that are free such as BaiBoard HD (Live collaboration via zoomable multi-page whiteboard, collaborative annotation on PDF docs.)http://eduforum.fi/Forums provide educational staff with an alternative communication channel Blogger, WordPress and Edublogs,Blogs allowed students and teachers to publish their experiences and reflections chronologically, giving insight into their thoughts and practices. Blogs allow postings to be filtered and can provide an interface that encourages students to be more creative in the way in which they use multimedia to express their ideas, therefore supporting a wide range of content representation. (3)Blended learning activities are effectively changing the boundaries between school or University and formal learning on the one side, and non-formal and informal learning on the other.Goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities ( face to face and online).
Learner computer anxiety will negatively influence satisfaction with e-Learning.Instructor’s attitude toward using computer and network technology will impact students’ attitudes and affect their performance.Options in assessment: instructor’s assessment, self-assessment, or even peer assessment
Serious games = computer games that are designed for learning, not just entertainingConsistent with theory, post training self-efficacy was 20% higher, declarative knowledge was 11% higher, procedural knowledge was 14% higher, and retention was 9% higher for trainees taught with simulation games, relative to a comparison group.Trainees learned more, relative to a comparison group, when simulation games conveyed course material actively rather than passively, trainees could access the simulation game as many times as desired, and the simulation game was a supplement to other instructional methods rather than stand-alone instruction. However, trainees learned less from simulation games than comparison instructional methods when the instruction the comparison group received as a substitute for the simulation game actively engaged them in the learning experience.The additional effect of supplemental instructional methods is that they support players to articulate the new knowledge and integrate it with their prior knowledge. These findings are also in line with other research showing that the active reflection or reviewing of information and experiences is beneficial for learning. Learning by doing has to be supplemented with opportunities to reflect. Surprising events: the unexpected events yielded a higher level of deep knowledge without a decline in the reported engagement. An example: Serious games are beneficial for language acquisition. Design is not the main thing: From the perspective of learning, there is no argument to opt for photorealistic visual designs, because more basic designs such as schematic/textual and cartoonlike designs are equally or more effective. In that respect the results suggest that designers of serious games should focus more on the learning content and domain and less on visual design issues. A story with a theme that is closely related to the learning goals may improve the effect of a narrative. A difference between leisure computer games and serious games is that the former are chosen by the players and played whenever and for as long as they want, whereas the type of game that is used and the playing time are generally defined by the curriculum in the case of serious games.
Knowing what the learners know in advance results in well-targeted and on the correct level course. The content of the course is important but not the only starting point. For example, a short questionnaire about the knowledge and skills on the subject could be (and quite often is) sent to participants once selected for a course.The learners can be engaged by letting them do the work. That is, leading discussions, helping each other, grading their homework assignments. -> learning becomes more intensified. Deep-learning can happen and learners’ independent thinking develop. The importance of participation should be stressed and opportunities for discussion, team work, critique and problem solving should be easily available. Although there should be challenges, failing and mistakes should be made safe and understood as a part of the process as well.Teacher facilitates the learning but is not the only source of new and correct information.
Several methods can be used for assessing online learning, for example, self-tests, quizzes, journals, writing assignments, projects, exams, and of course the teacher has to keep track on how the learners participate in discussions or other forums. These methods and the criteria (scope, format, length etc.) need to be well-informed in advance.The teacher must know exactly how to use the tools in order to make working online feel easy and sensible for the students as well.To improve the course and his-/herself as a teacher it is important to ask for the students' opinions on the given course.Although the teacher's role is not what it is in a traditional classroom situation, the teacher is still the boss in generally monitoring and guiding the learners' progress, and for example, setting deadlines for assignments and time limits for discussions.
