Diese Präsentation wurde erfolgreich gemeldet.
Die SlideShare-Präsentation wird heruntergeladen. ×

Designing an Online Course to Engage Learners in a World that is Open

Weitere Verwandte Inhalte

Ähnliche Bücher

Kostenlos mit einer 30-tägigen Testversion von Scribd

Alle anzeigen

Ähnliche Hörbücher

Kostenlos mit einer 30-tägigen Testversion von Scribd

Alle anzeigen

Designing an Online Course to Engage Learners in a World that is Open

  1. 1. + Designing an Online Course to Engage Learners in a World that is Open Zoraini Wati Abas, Ed.D. Faculty of Education and Languages Open University Malaysia, Kuala Lumpur zoraini@gmail.com
  2. 2. + 1 Focus  Designing  an Online Course  to Engage Learners  in a World that is Open ZW Abas - ICELET 2012 - Tehran February 15, 2012
  3. 3. + 2 http://www.oum.edu.my  Malaysia’s first ODL institution established in 2000  First intake: 753 students in 2011  Total enrolment: 110,794 students (Dec 2011)  Total no of programs: 54  Blended Learning  Total no of courses: 1,300+  Online learning (Master of Instructional Design and  Total full-time faculty: 90+ Technology)  Total no of tutors: 4,000+ ZW Abas - ICELET 2012 - Tehran February 15, 2012
  4. 4. + things first First What is engaged learning? ZW Abas - ICELET 2012 - Tehran February 15, 2012
  5. 5. + 4 Engaged Learning Definitions  “interest and motivation  “arendezvous between students have in their learning and the digital own learning of course tools and techniques content” that excite students” Young & Bruce (2011) Linda Deneen (n.d.) ZW Abas - ICELET 2012 - Tehran February 15, 2012
  6. 6. + 5 Engaged Learning Definitions: What students say  To be engaged in learning  Learning engagement refers to means to be self motivated to a situation where instruction learn by way of: encourages learners to take  Participating in the learning an active role in their own process by completing learning by giving them assignments. practical tasks that will promote information processing  By getting involved in class and understanding of concepts. discussions and doing self learning on your own where Jan Nkosi (6 Feb 2012 via email) needed in order to understand the subject matter even more. Enna Ayub (5 Feb 2012 via email) ZW Abas - ICELET 2012 - Tehran February 15, 2012
  7. 7. + 6 Engaged Learning Definitions: What Students Say I think that this means for the learner to be actively involved in all learning activities through interacting with instructor, peers, web, learning material. It also means that the tasks must be able to maintain the students interests and so must include tasks designed to challenge the student’s problem solving abilities, reasoning, evaluation skills and other cognitive abilities. Helene Francis-Seaman, 6 Feb, 2012 via email ZW Abas - ICELET 2012 - Tehran February 15, 2012
  8. 8. +  To achieve the intended learning 7 outcomes of the course by producing the desired learning Designing Begin with the end in mind ZW Abas - ICELET 2012 - Tehran February 15, 2012
  9. 9. +  How do we deliver the courses?  21st century approaches (SCCC)  Learning materials  Learning activities  Learning interactions  Web 2.0 tools  Web 2.0 platform Online Course Master of Instructional Design and Technology 100 percent online 42 credit hours (14 courses) 7 semesters 14 courses ZW Abas - ICELET 2012 - Tehran February 15, 2012
  10. 10. +   Various countries Different time zones  Experienced educators/trainers  Matured  Hold key positions  Some with existing post-graduate qualification Engage Learners Supportive Learning Community  5-18 students per course ZW Abas - ICELET 2012 - Tehran February 15, 2012
  11. 11. Community of Inquiry Model Bloom’s Taxonomy for the Digital Age Create Evaluate Analyze Apply Understand Remember Source: http://communitiesofinquiry.com/sites/communityofinquiry.com/files/Crit ical_Inquiry_model.pdf ZW Abas - ICELET 2012 - Tehran February 15, 2012
  12. 12.  Web Searching in the World of E-Books +  E-Learning and Blended Learning  Availability of Open Source and Free Software  Leveraged Resources and OpenCourseWare  Learning Object Repositories and Portals World that is Open  Learner Participation in Open Information Communities WE-ALL-LEARN  Electronic Collaboration and Interaction  Alternative Reality Learning  Real-Time Mobility and Portability  Networks of Personalised Learning ZW Abas - ICELET 2012 - Tehran February 15, 2012
  13. 13. +Evolution in Educational Technology 12 Social Systematic The Film Programmed Networks u- Television Instructional Computers (1950s) Instruction Design (1980s) Internet and Web Learning (1940s) (1960s) (1990s) 2.0 (2010 - ) (1970s) (2000s) ZW Abas - ICELET 2012 - Tehran February 15, 2012
  14. 14. 13 1890 2010 120 years apart
  15. 15. 14
  16. 16. 15 Source: http://langwitches.org/blog/wp-content/uploads/2009/04/connected-teacher-e.jpg ZW Abas - ICELET 2012 - Tehran February 15, 2012
  17. 17. 16 ZW Abas - ICELET 2012 - Tehran February 15, 2012
  18. 18. + 17 Bloom’s Taxonomy Digital Pyramid Source: http://www.usi.edu/distance/bdt.htm http://www.usi.edu/distance/bdt.htm ZW Abas - ICELET 2012 - Tehran February 15, 2012
  19. 19. + Engaging Learners ZW Abas - ICELET 2012 - Tehran February 15, 2012
  20. 20. + Factors that will Engage Learners and Learning Supportive Learning Community Friendly Learning Environment Student Engagement ZW Abas - ICELET 2012 - Tehran February 15, 2012
  21. 21. + Factors Supportive Learning Community Friendly Learning Environment Course Social (personal involvement with others) Completion •Sense of connectedness •Psychological closeness Welcoming Student Engagement Respectful Safe Instructor’s personal connection with Thoughtful students Collaborative Students encouraging each other Meaningful Active online environment Challenging but achievable goals Interesting, relevant and meaningful content & activities (view, read, discuss, suggest, apply, create) Interactive discussions •Critical thinking •Shared reflections •Helpful feedback from peers •Perspectives •Ideas •Personal experiences ZW Abas - ICELET 2012 - Tehran February 15, 2012
  22. 22. + 21 Maslow’s Hierarchy of Needs http://www.hypergene.net/wemedia/images/uploads/maslow.gif ZW Abas - ICELET 2012 - Tehran February 15, 2012
  23. 23. 22 Use of Social Learning Platforms ZW Abas - ICELET 2012 - Tehran February 15, 2012
  24. 24. + 23 ZW Abas - ICELET 2012 - Tehran February 15, 2012
  25. 25. + 24 ZW Abas - ICELET 2012 - Tehran February 15, 2012
  26. 26. + 25 Transform Learning from Push to Pull Adapted from: Morrison(2003). E- Learning strategies: How to get implementation and delivery right the first time. Hoboken, NJ: John Wiley ZW Abas - ICELET 2012 - Tehran February 15, 2012
  27. 27. + 26 Centralised Learning Adapted from: Morrison(2003). E-Learning strategies: How to get implementation and delivery right the first time. Hoboken, NJ: John Wiley ZW Abas - ICELET 2012 - Tehran February 15, 2012
  28. 28. + 27 Learner-Centric Learning Adapted from: Morrison(2003). E-Learning strategies: How to get implementation and delivery right the first time. Hoboken, NJ: John Wiley ZW Abas - ICELET 2012 - Tehran February 15, 2012
  29. 29. + 28 Tools Used  Ning  YouTube http://hmlt5203.ning.com  Slideshare http://hmid6303.ning.com  RSS  E-mail  Skype  Links to readings/textbook ZW Abas - ICELET 2012 - Tehran February 15, 2012
  30. 30. + 29 Top 100 Tools for Learning 2011 http://www.slideshare.net/janehart/top-100- tools-for-learning-2011 ZW Abas - ICELET 2012 - Tehran February 15, 2012
  31. 31. + 30 Top 10 learning tools (Jane Hart’s)  Twitter  YouTube Create  GoogleDocs Evaluate  Skype Analyze  WordPress  DropBox Apply  Prezzi Understand  Moodle Remember  Slideshare  Glogster ZW Abas - ICELET 2012 - Tehran February 15, 2012
  32. 32. + 31 Planning Tool Topic Intended Assessment Learning Learning Learning Tasks Activities Resources Outcomes (Pushed) (Pushed) (Pulled) (Pulled) Technology Integration 10 December 2009
  33. 33. + Engaging Learners ZW Abas - ICELET 2012 - Tehran February 15, 2012
  34. 34. + 33 Three factors that will encourage or show evidence that learners are engaged 1. Being present in “class.” 1. Acknowledging the instructor by way of participating in class discussion between the learner with the instructor or with their peers by doing the activities led by the instructors. 2. Timely completion and submission of assignments and tasks. Enna, 5 Feb, 2012 ZW Abas - ICELET 2012 - Tehran February 15, 2012
  35. 35. + Three factors that will encourage or show 34 evidence that learners are engaged 1. The learner interacts with the content and discovers concepts and principles to apply. 2. The learner takes responsibility for learning and collaborates with other learners. 1. Learning engagement involves learners in authentic tasks to involve problems solving. Jan Nkosi, 6 Feb 2012 ZW Abas - ICELET 2012 - Tehran February 15, 2012
  36. 36. + Three factors that will encourage or show 35 evidence that learners are engaged 1. Actively participating and enthusiastic in the lesson discussions, and posts, that is students respond in a timely manner 1. Submitting assignments on time, students complete the course online and with good grades 1. Motivating others in class Helene Francis-Seaman, 6 Feb 2012 ZW Abas - ICELET 2012 - Tehran February 15, 2012
  37. 37. + 36 Advantages of Ning over Wikispace, myLMS, PBWorks Using Ning as the platform has a lot advantages in creating a learning environment which is conducive for the learner. 1. Ning rapid response system. Ning’s feature which alerted the student via email when their posts are replied by a member energizes the forum, in a way, students are alerted that a respond has been made to their posts and they're motivated to respond back. Unlike wikispace and the MyLMS. 2. User-friendly interface. Ning's interface is learner friendly and easy to navigate. I don't have to look around for icons or pages I need to access the learning pages etc, unlike PBWorks. ZW Abas - ICELET 2012 - Tehran February 15, 2012
  38. 38. + 37 Roles Student’s Role Instructor’s Role • Provide the Structure for Learning • Provide the Learning • Cooperate Environment • Share • SCCC • Collaborate • Web 2.0 tools with links, forums and assignments • Facilitate, model, moti vate, reinforce, coach, remind, counselor ZW Abas - ICELET 2012 - Tehran February 15, 2012
  39. 39. + 38 Summary Structured framework allowing flexibility within the structure • Provide the structure for learning to be produced (course LOs, outline, schedule, activities & assessment) • Provide a welcoming atmosphere to encourage lively interactions to produce the learning • Provide the learning events • Provide the learning resources • Encourage self-exploration • Provide feedback and motivation ZW Abas - ICELET 2012 - Tehran February 15, 2012
  40. 40. + Learning Matrix (Form, Style, Tool) 39 Web 2.0 ZW Abas - ICELET 2012 - Tehran February 15, 2012
  41. 41. 40 Thank you for your attention ZW Abas - ICELET 2012 - Tehran February 15, 2012
  42. 42. 41 Thank you for your attention On the web: zoraini@oum.edu.my zoraini@gmail.com http://www.facebook.com /zoraini http://eyeonlearning.blog spot.com/ http://research- zwa.blogspot.com/ Skype: zoraini ZW Abas - ICELET 2012 - Tehran February 15, 2012

Hinweis der Redaktion

  • Malaysia, Indonesia, India, Sri Lanka, Pakistan, Cameroon, Trinidad, Kenya, Botswana, Swaziland, Dominica, Guyana, Mauritius, Maldives
  • Malaysia, Maldives, Sri Lanka
  • Malaysia, Finland, South Africa, India,

×