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Creating an Effective Online Learning Experience

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by

Ben Bohmfalk

on 16 December 2014

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Transcript of Creating an Effective Online Learning Experience

Effective Online Learning Experience
Adult learning theory
Autonomous
Building on a foundation of life experiences and knowledge
Goal-oriented
Relevancy-oriented
Pragmatic
In need of respectful treatment
The Research
Blooms
Taxonomy
http://at.ccconline.org/faculty/wiki/Teaching_Resources_-_Other_Resources_-_Blooms_Taxonomy
Practice Based Education
Problem Based Learning
Harvard Case Method
Build from lower to higher order thinking
Every subject should...
Methods
Enable students to bring their educational, career, and life experiences into the subject and build on them
Allow for autonomy
Make learning relevant and real
Give students a problem that requires
pulling information and content
Video options for online teaching
student
Problem to solve
Textbook
Life experience
Peers
Library
MOOCs
Selected readings
Video tutorials
Credits
Students are assessed on their ability to complete a real-world task that involves the skills and knowledge in the Subject Learning Objectives
Write a business report
Present and defend your recommendation
Produce a Statement of Advice
Gather and analyse data to reach a conclusion
many more...
Blooms Taxonomy Interactive Pyramid: Colorado Community Colleges Online (with permission)
Push v Pull content: Tom Kuhlman, Rapid E-Learning blog (with permission): http://www.articulate.com/rapid-elearning/are-your-e-learning-courses-pushed-or-pulled/
Images:
Assessment
Google search
Lecturer
Educational Designer
Subject
Convenor
Lecturer
Establish and communicate clear guidelines and expectations for students
Introduce, explain, and guide students through inquiry process
Facilitate forum discussions: ask probing questions, give feedback, set context, help make sense of it all
Give feedback on student work and provide guidance as they develop knowledge and skills
Provide expert opinion and perspective throughout the term
Mark assessments
Review current subject design/ pedagogy
Analyse level of thinking and alignment of objectives, content, assessments, AQF, and course objectives
Recommend changes to improve alignment, pedagogy, online learning, student experience
Research relevant best practices, good examples
Support Instructor in facilitating redesigned online subject
Identify workplace-related tasks students should be able to do after passing this subject
Select up-to-date resources (readings, textbook, etc)
OCI
LTS
(with support of Media Development Coordinator (MDC))
+
Align learning objectives with desired workplace-related outcomes
Redesign subject: objectives, assessments, learning activities
Develop or select cases/problems
Create engaging online learning objects (videos, quizzes, interactives, etc)
Write clear guide for students to follow during their studies
Upload content and design online student experience
Roles
Creating an
Student Experience
Passive Learning
Active Learning
Actively involve the student in learning
Adult learners are...
Self-directed
Efficiency-focused
Student-centred learning
Activate students' background knowledge
vs
Put the student at the centre of the learning experience
Help students build and practice the skills they will use in their professional lives
Prepare students for their work roles and responsibilities in their profession after graduation
Give students real-world workplace experiences
Hint: It's not about the technology!
Directly align coursework with practice
https://class.coursera.org/gamification-2012-001/lecture/preview/22
http://www.khanacademy.org/math/arithmetic/rates-and-ratios/e/expressing_ratios_as_fractions
http://ocw.mit.edu/courses/economics/14-01sc-principles-of-microeconomics-fall-2011/unit-1-supply-and-demand/introduction-to-microeconomics/
Strategically plan the production of video resources
use external resources where appropriate
create simple videos for most topics
select a few key topics and create interactive, high quality tutorials

Embed retrieval and testing practice questions; make learning interactive

Keep videos brief and focused

Allow student to control viewing experience
"
The problem based learning (PBL) approach combines both the development of the curriculum and instructional system that simultaneously develops both problem-solving strategies and disciplinary knowledge bases and skills
by placing students in the active role of problem-solvers confronted with an ill structured problem that mirrors real-world problems.”-- Dean Stover
PBL “empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem” (Savery, 2006).
Problem
Content
Product
Reflection
http://www.buseco.monash.edu.au/undergrad/bbus/pbl/
Learning
Outcomes
PBL is more effective at simulating higher-order thinking

than traditional learning methods
Engineering
We asked Target, the 29th largest company in the Fortune 500, to present students with an authentic communication problem. They asked students: “How can we reach and communicate with the current generation of college students to find our future leaders?” To answer this question, student teams evaluated the company’s current campus recruitment strategy, benchmarked it against the competition, surveyed student opinions, conducted focus groups, and deliveredan oral presentation, accompanied by a written recommendation report, at the end of the semester.
"When students are presented with a case, they place themselves in the role of the decision maker as they read through the situation and identify the problem they are faced with. The next step is to perform the necessary analysis—examining the causes and considering alternative courses of actions to come to a set of recommendations."
Inside the Case Method: http://www.hbs.edu/svmp/videos/inside-the-case-method.html
Intro to Finance, complete online subject, $39.50
Problem-based, with multiple choice exams
Buying Time: online tutorial
$6, can be used in CSU subjects
http://cb.hbsp.harvard.edu/cb/login
Simulations: overview video
http://hbsp.harvard.edu/list/4302-demo-page
Email
Study Guide
Skills
Collaboration
Guidance
Research
Questions
Traditional
Authentic Assessments:
What do professionals do in industry? Can we create assessments that assess students' ability to complete those tasks? What skills do students need to learn in order to successfully complete authentic assessments?
Identify Careers/roles
directly related to this subject
Identify specific problems that professionals in those careers are expected to be able to solve
Describe the "deliverables" these professionals produce when they address these problems
Design assessment tasks around authentic problems and products
Identify things students must know in order to complete these assessments
Identify things students must be able to do in order to complete these assessments
Write learning objectives based on this set of knowledge and skills
Design learning activities and select content focused on the development of this body of knowledge and skills set
Write study guide to help students navigate their way through the learning activities
Develop online learning environment for the subject
Upload content
Review, Revise, Teach
Example: FIN560 Financial Planning
Career: Certified Financial Planner
Example: Advise a client who has conflicting goals and a complicated financial life
Example: SOA+presentation and discussion with client
Example: Students will produce a SOA based on a case study. Students will submit their SOA along with a 3-slide Power Point narrated presentation that highlights the three most important recommendations in the SOA, supported by charts/graphs to emphasize key points.
Example:
risks in investment and insurance
managed funds
taxation issues for investors
superannuation, retirement, and estate planning
social security
much more!
Example:
How to model investment outcomes using Excel
How to interview a client to assess their risk tolerance and goals
How to present financial advise in an understandable way
How to write in the appropriate tone used in the financial planning industry
and much more...
HTML
Interact Modules
Identify "assumed skills" students are expected to have upon enrolling this subject
Design Pre-assessment for students to demonstrate these skills
Provide links to learning activities where students can learn these skills on their own
Identify "assumed knowledge" students are expected to have upon enrolling this subject
Design Pre-assessment for students to test their knowledge
Provide links to learning activities where students can learn these skills on their own
Workflow
Subject Learning Objectives may be written at the beginning of the process or after identifying the skills and knowledge necessary for industry
quizzes
essays
exams
Are these things that professionals do in industry?
Open Educational Resources Commons
http://www.oercommons.org/
Harvard Business Publishing
http://hbsp.harvard.edu/product/cases
easy to create (Bamboo tablet+ CSU Replay)
Unedited lecture video: easy to create (CSU Replay)
Video of lecturer at whiteboard, no editing or graphics
Screen capture w/ webcam video: easy to create (CSU Replay)
Split screen with lecturer at desk, basic ppt visuals she clicks through
Simple production
Complex production
Edited studio video: time consuming to create, need tech support
High quality video, shot in studio, edited
Edited video with interactive questions + screen capture: time consuming (Video+Captivate)
High quality video of lecturer in office, embedded in high quality presentation with images, and he writes on the screen as he talks
Full transcript