EDUC 5199 G S17 - Week 3 (Monday, July 10)
•Als PPTX, PDF herunterladen•
1 gefällt mir•39 views
PPT slides for the Week 3, Monday July 10 Adobe Connect class session for EDUC 5199 G (S17) at UOIT.
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie EDUC 5199 G S17 - Week 3 (Monday, July 10)
Ähnlich wie EDUC 5199 G S17 - Week 3 (Monday, July 10) (20)
Mehr von Robert Power
Mehr von Robert Power (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
EDUC 5199 G S17 - Week 3 (Monday, July 10)
- 1. Group A (6-7:20 pm ET) Agenda: • Check-In • Discussions & Demos: • Open Access & Creative Commons • Social Presence & Transactional Distance • Cognitive Load • Break-Out Activity – Sharing Advice and Tips • General Q&A • Assignments • Technical How-Tos • To Do List
- 2. TEACHING & LEARNING IN AN ONLINE WORLD CHECK-IN • How is Week 3 going? • What are you trying to figure out?
- 3. TEACHING & LEARNING IN AN ONLINE WORLD OPEN ACCESS & CREATIVE COMMONS
- 4. TEACHING & LEARNING IN AN ONLINE WORLD SOCIAL PRESENCE & TRANSACTIONAL DISTANCE Athabasca University. (2016). The Community of Inquiry. [Web site]. Available from https://coi.athabascau.ca/ Moore, M. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1-7. Available from http://dx.doi.org/10.1080/08923648909526659 Moore, M. (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1-6. Available from http://dx.doi.org/10.1080/08923649109526758 Transactional Distance Theory
- 5. “Processes of meaning-making, integrating new information, and creating knowledge are not only enhanced and stimulated through reaction, discussion, and argument with others but also much knowledge confirmation, interpretation, contextualization, and validation happens only through interaction with others.” (Dron & Anderson, 2014, p. 39)
- 6. TEACHING & LEARNING IN AN ONLINE WORLD ZONE OF PROXIMAL DEVELOPMENT
- 7. TEACHING & LEARNING IN AN ONLINE WORLD COGNITIVE LOAD Intrinsic Load manage Extrinsic Load minimize
- 8. TEACHING & LEARNING IN AN ONLINE WORLD COGNITIVE LOAD Germane Load maximize
- 9. TEACHING & LEARNING IN AN ONLINE WORLD BREAKOUT ACTIVITY – GROUP A Instructions: • Watch the video • Refer to the resources in Week 3 in Canvas • Discuss how you could reduce cognitive load for participants in your courses • What is the single most important tip you would pass along to your classmates, or other teachers designing online modules for the first time? • Designate one group member to record a response at: • https://flipgrid.com/d96209 https://youtu.be/hw2hi7D1ALE
- 10. TO DO: WEEK 3 EDUC 5199 G • Review ALL contents in the Week 3 Module • Finish building your online module “draft” • Submit your Module Setup document to the Canvas dropbox, and share with your Peer Review Group partner • Complete the mid-course survey • Continue with your Online Teaching Journal • Participate in Week 3 Discussions
- 11. COMING UP: NEXT CLASS EDUC 5199 G • Scheduled for Wednesday, July 12 • Q&A on: • Open Access & Creative Commons • Increasing Social Presence • Reducing Transactional Distance • Reducing Cognitive Load • Collaboration and Sharing: • Demos and How-Tos • Finishing & Sharing Draft Modules
- 12. Break Time! …back to start the session with Group B at 7:40 pm ET…
- 13. Agenda: • Check-In • Discussions & Demos: • Open Access & Creative Commons • Social Presence & Transactional Distance • Cognitive Load • Break-Out Activity – Sharing Advice and Tips • General Q&A • Assignments • Technical How-Tos • To Do List Group B (7:40-9 pm ET)
- 14. TEACHING & LEARNING IN AN ONLINE WORLD CHECK-IN • How is Week 3 going? • What are you trying to figure out?
- 15. TEACHING & LEARNING IN AN ONLINE WORLD OPEN ACCESS & CREATIVE COMMONS
- 16. TEACHING & LEARNING IN AN ONLINE WORLD SOCIAL PRESENCE & TRANSACTIONAL DISTANCE Athabasca University. (2016). The Community of Inquiry. [Web site]. Available from https://coi.athabascau.ca/ Moore, M. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1-7. Available from http://dx.doi.org/10.1080/08923648909526659 Moore, M. (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1-6. Available from http://dx.doi.org/10.1080/08923649109526758 Transactional Distance Theory
- 17. “Processes of meaning-making, integrating new information, and creating knowledge are not only enhanced and stimulated through reaction, discussion, and argument with others but also much knowledge confirmation, interpretation, contextualization, and validation happens only through interaction with others.” (Dron & Anderson, 2014, p. 39)
- 18. TEACHING & LEARNING IN AN ONLINE WORLD ZONE OF PROXIMAL DEVELOPMENT
- 19. TEACHING & LEARNING IN AN ONLINE WORLD COGNITIVE LOAD Intrinsic Load manage Extrinsic Load minimize
- 20. TEACHING & LEARNING IN AN ONLINE WORLD COGNITIVE LOAD Germane Load maximize
- 21. TEACHING & LEARNING IN AN ONLINE WORLD BREAKOUT ACTIVITY – GROUP B Instructions: • Watch the video • Refer to the resources in Week 3 in Canvas • Discuss how you could increase social presence for participants in your courses • What is the single most important tip you would pass along to your classmates, or other teachers designing online modules for the first time? • Designate one group member to record a response at: • https://flipgrid.com/0713da https://youtu.be/1-YafD8upsQ
- 22. TO DO: WEEK 3 EDUC 5199 G • Review ALL contents in the Week 3 Module • Finish building your online module “draft” • Submit your Module Setup document to the Canvas dropbox, and share with your Peer Review Group partner • Complete the mid-course survey • Continue with your Online Teaching Journal • Participate in Week 3 Discussions
- 23. COMING UP: NEXT CLASS EDUC 5199 G • Scheduled for Wednesday, July 12 • Q&A on: • Open Access & Creative Commons • Increasing Social Presence • Reducing Transactional Distance • Reducing Cognitive Load • Collaboration and Sharing: • Demos and How-Tos • Finishing & Sharing Draft Modules