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Copy of Tools, Trends and Strategies for Successful Distributed Learning

A presentation about the tools, trends and strategies that make for successful distributed learning, currently available
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David Trottier

on 25 April 2013

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Transcript of Copy of Tools, Trends and Strategies for Successful Distributed Learning

LMS components Modules - Overview of Module Topics
- Measurable Learning Objectives
- Key Terms and Concepts
- Module Instructions
- Learning Material Compulsory Material
- Lecture Notes

Choice
- Article/Reading
- Videos
- Web links
- Animations
- Find resource/
learning material Choose Three Discussion Wiki Assessments - Prescribed/Guided weekly discussion topics designed to allow students to connect previous knowledge with new information.

- Open forum/student created discussion areas that allow new topics to be discussed. - Learning material overviews
- Student sourced learning material
- Student assessments 1-3 provided as resources for other students
- Other student created content
- More defined personal learning environments Online Journals Social Networking
- 3 linked written research papers which build a weed profile.
- 1 final assignment to create a Management Plan based on the three previous profiles and the profiles from other students.
- Final Exam Industry Experience Web Quest External Resources Library Introduction - Who are we

- How we work together

- Our goal today is to show how the pedagogy and technology align using a few examples using:
LMS (Blackboard)
Video
Lecture Capture Tools, Trends and Strategies
for Successful Distributed Learning "From Sage on the Stage to Guide on the Side" - Alison King, 1993 Jordan Epp, Centre for Continuing & Distance Education, CCDE
David Trottier, Instructional Support Services Trends in Pedagogy Video Schwier, Richard. Interactive Video, Educational Technology Publications (1987), Englewood Cliffs, New Jersey 07632 A Few Pedagogical
Advantages
of the
Motion Picture Visual learning styles
Pause and repeat functions
Self paced learning
Illustration of examples
Demonstration Why is video underused? Tony Bates Speculates:
university education is primarily about abstraction, and text is considered more appropriate for abstraction, general principles, and meta-knowledge
it is too expensive or too much work for faculty
instructors’ experience of higher education is primarily text-based so they are not aware of the potential of video for teaching - Pedagogical roles for video in online learning,
March 10, 2012, Tony Bates - Pedagogical roles for video in online learning,
March 10, 2012, Tony Bates http://www.technoid.com.au/wp-content/uploads/2011/12/Technoid-Olive-The-Movie-Nokia-N8-Smartphone-Camera-Rig.jpg permission pending - 8-megapixel iSight camera
- Panorama
- Video recording, HD (1080p) up to 30 frames per second with audio
- FaceTime HD camera with 1.2MP photos and - HD video (720p) up to 30 frames per second
- Autofocus
- Tap to focus video or still images
- Face detection in video or still images
- LED flash
- Improved video stabilization
- Photo and video geotagging
- Upload directly to YouTube
- Edit in-camera
- send videos via email or MMS directly from phone Iowa State University, Motion Picture Services, Public Domain Mark 1.0
http://archive.org/details/0414_Threading_the_R_C_A_Projector_00_07_14_00 Iowa State University, Motion Picture Services, Public Domain Mark 1.0
http://archive.org/details/0414_Threading_the_R_C_A_Projector_00_07_14_00 Although the use of audio/visual technologies in education is not a new concept, the way in which we can deliver media is vastly different today. Leveraging the tools found in BlackBoard Lecture Recording Rich Media Service 3 Recipes for Lecture Capture 1. Canned Soup f2f lectures are recorded and posted online for a different section of students to view
Lectures are the only content aside from textbook readings 2. Rice and Beans f2f lectures are recorded and posted online for a different section of students to view
Supplementing the recorded lectures is an online course including module content, lecture notes, activities and/or discussions 3. The Whole Enchilada Lecture recordings are viewed online by students registered in the same section as f2f students
Online activities, discussions, seminars, and group assignments are done by a mixed cohort of online and f2f students Soil Science 232- demonstration of field work AGRIC 111 - rice and beans Flexibility and Adaptability Lifelong and Independent Learners 21st Century Skills PLSc 234 Online Course Redesign Model Assumptions 1. Learning is Cumulative 2. Interactions with/between students
is where the learning happens 3. The role of the instructor is changing image by Mykola Swarnyk References:
Bandura, A. (1977). Social Learning Theory. General Learning Press.
Bates, Tony. Pedagogical roles for video in online learning, Retrieved 2012-10-24
Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart & Winston.
King, Alison. (1993) From Sage on the Stage to Guide on the Side, College Teaching, Vol. 41, No. 1 (Winter, 1993), pp. 30-35; Taylor & Francis, Ltd.http://www.jstor.org/stable/27558571
Siemens, George. Connectivism: A Learning Theory for the Digital Age, International Journal of Instructional Technology and Distance Learning, Vol. 2 No. 1, Jan 2005
Siemens, George; Stephen Downes. "Connectivism and Connective Knowledge". Retrieved 2012-10-21. communication ethics/responsibility teamwork thinking skills knowledge navigation and IT skills For more information please contact
help.desk@usask.ca 966-4817
david.trottier@usask.ca 966-8987
jordan.epp@usask.ca 966-5357 LMS
Full transcript