60 建设互联互动的网络学习环境赛尔毕博数字化学习学术研讨会 Leading e-Learning Success: Example of Pedagogical Best Practices Presented by: Melissa Anderson

60 建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 •• 赛尔毕博数字化学习学术研讨会 •

Leading e-Learning Success:Example of Pedagogical Best Practices

Leading e-Learning Success:Example of Pedagogical Best Practices

Presented by:Melissa Anderson

Senior Pedagogical Advisor, Blackboard, Inc.

Presented by:Melissa Anderson

Senior Pedagogical Advisor, Blackboard, Inc.

6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.

Topics for Discussion The Inputs

The global millennial generation

Pedagogical approaches & theories

New learning technologies

The Process Effective management three types of interaction

Teaching effectively & efficiently online

The Outputs Best Practice Example #1: Matching Pedagogical Goals w/Design

Best Practice Example #2: Creating a Student-Centered Learning Space

Best Practice Example #3: Increasing Student-Preparedness for Lectures & In-class Activities







Today’s Learners Throughout the World

The Global Millennial Generation

Expect Choice

Multi-Taskers

Networked

Communicative

Education Consumers

Entrenched in Technology

Interactive Gamers

Seek Portability

Creativity


Teaching Approaches & Learning Theories

What is pedagogy/andragogy?

Pedagogy: the principles and methods of instruction

Andragogy: the principles and methods of adult instruction (Knowles)

Three “flavors” of online learning

Supplemental

Presents and shares some content online; however same in-class time and tasks often remain the same

Hybrid/Blended

Replaces some portion of in-class time with online tasks and activities

Fully Online/Distance

Replaces all in-class time with online tasks and activities


Teaching Approaches & Learning Theories

How do instructors teach?

Using one or more instructional & learning strategies, including:

Shaping, chaining, fading (behaviorism) Organized, self-paced instruction (objectivism) Case-study method (cognitivism) Problem-based learning (constructivism) Active learning (constructivism) Collaborative learning (social constructivism) Learning communities & virtual learning environments (constructivism)


New Learning Technologies

Communication Tools• Asynchronous discussion boards

• Synchronous chat spaces

• Instant messaging & text messaging

• Multiple-way audio & video interactions

Content Tools• Audio/Video Delivery of Files

• Interactive Simulations

• Multiple-player environments

• Learning Object Repositories

• Pod Casting/RSS Feeds

Assessment Tools• In-class polling tools

• Online assessments & surveys

• Online assignment collection w/feedback delivery

• Electronic portfolios

• Electronic journaling/blogging









Three Types of InteractionLearner-instructor interaction

Provides content selection and activity design as well as motivation, feedback, and dialogue between the instructor and student

Learner-content interaction

Provides opportunities in which students obtain information from the material and/or activities to build knowledge

Learner-learner interaction

Provides the exchange of information, ideas and dialog between students and synthesizes the creation of knowledge

Toni Pauls, “The Importance of Interaction in Online Courses”


Teaching Effectively & Efficiently Online

Technology-based Teaching: Key Elements of Quality1. Content: think learning objects & interaction

2. Course or program planning: apply your best approaches

3. Instructional design: be learner-centered

4. Media production: maximize use through efficiency

5. Support and moderation of the learning experience: provide learner assistance

6. Student administration: instructors teach, not manage technology

7. Course or program evaluation and maintenance: plan for future improvements & success

-Bates & Poole, 2003


Best Practices for Online Teaching Success

Lead with your academic and administrative strategies at all levels: institution, department, & course.

Plan your entire course, not just the technology-based components, based on your teaching values and practices, before building anything

Connect in-class and online activities directly; make students aware of why you chose each environment and each technology tool

Be aware of the various learning styles of your students and use technology to address the differences

Provide an environment that is built upon your strengths as an instructor or educational institution and that addresses changing learner needs. No two environments should look alike.

Most importantly, encourage a reflective learning environment to occur in which students are aware of their abilities as learners as well content and concept acquirers.








The Outputs Best Practice Example #1: Matching Pedagogical Goals w/Design


Best Practice Example #3: Increasing Student-Preparedness for Lectures & In-class Activities


Best Practice Example #1: Matching Pedagogical Goals w/ Design

City University of Hong Kong Undergraduate Courses in

a variety of disciplines

Supplemental & Hybrid Formats

Desire to utilize Outcomes-Based Teaching & Learning approach to current online course design and utilization

Driven by University goal to create Ideal City U Graduate and meet Intended Learning Outcomes for each program

Technologies used: discussions, quizzes, interactive activities, assignments, etc.



Pepperdine University, Graduate School of Education & Psychology

Masters’ Program in Educational Technology

Desire to create courses that are student-centered, interconnected and innovative, all within a constructivist approach

Technology used: discussion boards, virtual classroom, journaling, podcasting

Success factors: student retention increased, student attraction to program increased, faculty performance on student evaluations increased


Best Practice Example #3:Increasing student preparednessfor lectures & in-class activities

Veterinary Medical University of Vienna

Veterinary university focused on delivering undergraduate medical education & providing practice licensure

Desire to provide activities for students that better prepare them for lectures, clinics and other in-class activities

Supplemental Format Only

Driven by need to increase student retention, especially during year 1, as well as to increase student performance on traditional and practical examinations

Content needed to be re-usable across courses and concentrations

Actions to Lead to Success

Installed Blackboard in April 2006 & formulated e-Learning Steering Committee

Developed Standard Course Templates & Guidelines for Faculty Use

Identified three pilot courses to develop Flash learning objects & simulations, course discussions and self-assessment activities for Fall 2006

60 建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 •• 赛尔毕博数字化学习学术研讨会 •

Thank You! Thank You! Contact Information:

Melissa Anderson, [email protected] Information:

Melissa Anderson, [email protected]

Documents

60 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 Leading e-Learning Success: Example of Pedagogical Best Practices Presented by: Melissa Anderson

60 建设互联互动的网络学习环境赛尔毕博数字化学习学术研讨会 Leading e-Learning Success: Example of Pedagogical Best Practices Presented by: Melissa Anderson