Learning New And Improved 1267

Learning. New and improved.

June 2007

Meet Sue.

Sue wants to learn online.

Why? What do you think the top 3 reasons are?

• It’s convenient. • I can work at my own pace. • I can learn on my own.

National Survey of Student Engagement. Engaged Learning: Fostering Success For All Students. Center for Postsecondary Research School of Education, Indiana University, 2006. Available at http://www.nsse.iub.edu.

But … What do you think the top 3 barriers are?

• I prefer to learn with other people. • I won’t get the help or guidance I need. • I won’t have the time or the support. Muilenburg, L.Y., & Berge, Z.L. (2005). Student Barriers to Online Learning: A Factor Analytic Study Distance Education: An International Journal, 26(1): pp. 29-48. Accessed on June 18, 2007 from http://www.emoderators.com/barriers/stbarr_final_may0 5.pdf

I’ll be isolated. I won’t get feedback. It’s impersonal. I’m afraid that I won’t know what to do.

How will I find the time?

Is that how we design online courses?

“Broadcast” learning.

Like a TV. The same show for everyone. You can’t talk to it. It doesn’t listen to you.

Communication is oneway. listen to the podcast read the chapter watch the video do the test

Is this how learning happens?

Of course not.

When we design courses that way …

learning retention student satisfaction

A better way. what do you bring to the course?

I’ve had some experience with this I’m finding this part confusing

what are your goals? can I try this again? how do you learn best?

Communication goes both ways.

Even better …

A community of learners let’s collaborate

we can have a weekly meeting in Elluminate

we need to learn how to write a proposal I’m not sure how to do a needs assessment

I can help

I found some resources online

there’s someone in the community we can interview

learning retention student satisfaction

What “works”? student-generated content discussion

brainstorming role play

synchronous quizzes

case-based learning

simulations chats with experts collaboration

surveys

problem-based learning “critical friends”

What doesn’t work? lecturing

modeling

Socratic questioning “electronic page turning”

Adapted from Bonk, C. J. (2004, June). The perfect e-storm: Emerging technologies, enormous learner demand, enhanced pedagogy, and erased budgets. London: UK: The Observatory on Borderless Higher Education. Accessed June 17, 2007 from http://mypage.iu.edu/~cjbonk/part2.pdf.

See a pattern?

What “works”.

active collaborative autonomous two-way communication

What doesn’t work?

passive isolated controlled one-way communication

It’s about the choices we make.

So where do you start?

Five easy steps. Sort of. Repeat as necessary.

1 Make a list of the essential things that learners need to be able to know and do by the end of the course learning outcomes

2 How will I know that learners are there? What should I see? (Learners should create polished products that would be valuable in the workplace) assessment

3 What experiences will help learners achieve their goals? (Close to realworld tasks of professionals working collaboratively in practice) * learning activities

* (Don’t forget the “universals” that will help learners function better in the course – for example, an ice breaker that helps students work together better in groups)

4 What essential information do I need to provide to support learning? (expert insight, foundational material, information that’s important for accreditation) resources

5 What tools do we need to help us learn together? technology

Your turn

Pick a course that you currently teach or would like to teach

What do learners need to know or do by the end of the course?

If learning happens, what will learners produce?

What experiences do learners need to have to do this?

What resources will help them get there?

What tools will you use? (If you’ve never taught online, you might need help with this one.)

Thanks.