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Workshop delivered to Athabasca University's Faculty of Health Disciplines (Edmonton, Feb 2014). Focuses on online learning strategies, emerging technologies, the current status of higher education and online online education, open scholarship, social media, and what the future of higher education may hold. Part 1: Active, Social, and Engaging Online Learning Strategies
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Athabasca University, Faculty of Health Disciplines, Edmonton, Feb 2014
Active, Social, and Engaging Online Learning Strategies
George Veletsianos, PhD Canada Research Chair
Associate Professor School of Education and Technology
Active, Social, and Engaging Online Learning Strategies
Foundations
Be involved and organized
– Deadline calendar – Check-ins (e.g., 1-1 phone/skype chat) – Discussion flow (post by? Respond by?) – Ongoing participation – Clear expectations
Be involved and organized
Using a diverse array of activities…
– Discussions – Videos – Debates – Digital stories – Concept mapping – Professional communities – Case studies – Solving problems
Active, Social, and Engaging Online Learning Strategies
“We are all designers”
Create a list of adjectives describing ideal
learning experiences
www.tinyurl.com/audoc1
Our challenge/imperative
To design [online] learning experiences
and opportunities that are effective,
fulfilling, inspiring, meaningful, caring,
empowering, and democratic.
What are some activities/strategies that have
worked well for you and your students?
What are some of the challenges that you
faced? How did you solve them?
Active, Social, and Engaging Online Learning Strategies
A list of suggestions
Commencing… • Introductions – What is your standard practice?
Commencing… • One of my favorite activities: Superhero Students
“In this activity you are to create a drawing of yourself to share with the rest of the class. Your drawing should portray you as a superhero and include your superhero name. You don't need any artistic abilities for this task, as I won't be evaluating you on your drawing abilities. The goal is to use your creativity to create a representation of yourself so that we learn more about each other. You can use pen/pencils/crayons and paper, or a graphics program to do this.”
– Adapted from Dunlap & Lowenthal: http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/cuonlinehandbook2011/Documents/chapter10.pdf
• Mine looks like this.
• Why?
Commencing…
A
B
C D
E
• Introductions: Adjective Circle (Amazing Anna)
• It’s easy to do this in a f2f class. How does it look like it in an online course?
Commencing… • Variations • Tell us about yourself using 7 adjectives • Tell us about yourself using 7 nouns
• As above, but also use photos • As above, but use the 7 adjectives to
write a story.
Stories & digital storytelling • Instructors telling stories • Students creating stories – Single images, videos,
screencasts, comics
Stories & digital storytelling
Storybird
Stories & digital storytelling
Voicethread
Stories & digital storytelling
Weekly video updates: Social presence - Teaching presence
Empower (and listen to) your students
Discussions/debates driven by real-world data - Twitter
http://search.twitter.com
Discussions/debates driven by real-world data - Newspapers
Discussions/debates driven by real-world data – Comments
Discussions/debates driven by real-world data – Blogs posts
Think-Pair-Share:
Describe the use of an activity with your own content.
How would you improve this strategy?
Stories & digital storytelling
Video updates
Empowering students
Discussions driven by real-world data
Concept Mapping: Keeping up-to-date and connecting all the pieces
Concept Mapping: Keeping up-to-date and connecting all the pieces
Concept Mapping: Keeping up-to-date and connecting all the pieces
Video-related activities • Content delivery (reusing video) –
Youtube, Vimeo, TED, Amazon, iTunes
Video-related activities • ed.ted.com
Video-related activities
Video-related activities
• Additional ideas – Record an elevator speech – Find, share, and comment – Identify misconceptions in existing videos – Film and share roleplays
Introduce learners to professional communities - The case of Twitter
Introduce learners to professional communities - Others
– Professional listservs e.g., Tomorrow’s Professor
– Blogging communities – Social Networking Sites (e.g., LinkedIn
discussion groups, Facebook groups) – Ask students to attend a virtual
conference and do X (reflect/summarize/etc)
E-books, Open Books, Open Textbooks
• Create worthwhile digital artifacts as a class (and make available to others) – E.g., E-books and online textbooks
E-books, Open Books, Open Textbooks
• Work with your instructional designer to figure out the best platform for creating the e-book (Wiki? A dedicated website? A collection of Google documents?)
Audio
• Using music, sharing music, creating class playlists…
http://www.rdio.com/ http://www.jango.com/
Think-Pair-Share:
Describe how you would use one of these in your own course.
How would you improve this strategy?
Concept Mapping
Vide-related & audio-related activities
Professional communities
E-books, open books, open textbooks
Image attribution • Teacher writing on blackboard
http://upload.wikimedia.org/wikipedia/commons/0/0f/Teacher-writing-on-blackboard564.jpg
Unless otherwise noted by the original images, content is provided under a CC Attribution Non-Commercial Share Alike license (http://creativecommons.org/licenses/by-nc-sa/3.0/).