Online Teaching - Breaking the Distance Barrier

transcript

Online Teaching: Online Teaching: Breaking the Distance Breaking the Distance

BarrierBarrier

susan.lister@newmediaworkshops.comsusan.lister@newmediaworkshops.com

North Bay, Ontario, CanadaNorth Bay, Ontario, Canada

A presentation for the Institution of Engineers, Sri Lanka

March 18, 2009

Online Teaching: Breaking the Online Teaching: Breaking the Distance BarrierDistance Barrier

1.1. Communication Technologies & Online Communication Technologies & Online LearningLearning

2.2. Online Learning/Teaching MechanismsOnline Learning/Teaching Mechanisms Practical Learning in the Online WorldPractical Learning in the Online World

3.3. Preparing to go OnlinePreparing to go Online

4.4. 5 Myths5 Myths

5.5. What Online Students & Teachers SayWhat Online Students & Teachers Say

Communication Technologies and Communication Technologies and Online LearningOnline Learning

Cutting Edge?

One word

The Engineers of Tomorrow The Engineers of Tomorrow

CellPhone

Laptop MP3 PDA

Gr 3-5

Gr 6-9

Gr 9-12

Rapid Acceleration of Access to Mobile Devices

Interest in on-line education is growing with students AND teachers

0 10 20 30 40

Gr 3-5

Middle

Teachers

Source: Project Tomorrow Report – US Data, April 8, 2008

Educational Cutting Edge Educational Cutting Edge Communication Technologies….Communication Technologies….

Internet-Based EducationInternet-Based Education

Video conferencing, Wiki’s, Global ProjectsVideo conferencing, Wiki’s, Global Projects

http://www.flickr.com/photos/ismasan/3256193110/

How Many Online Students?How Many Online Students?

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

3,500,000

Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006

Source: Sloan Surveys

Size MattersSize MattersMean Online Enrollment by Size of Institution - Fall 2006

Under 1500 1500 – 2999 3000 – 7499 7500 – 14999 15000 +

Undergraduate

Graduate

Other For-Credit

Larger institutions teach, on average, far more online students

Institution Size

Source: Sloan Surveys

What’s happening in the World of What’s happening in the World of Online Learning?Online Learning?

Synchronous / Asynchronous / BlendedSynchronous / Asynchronous / Blended WebinarsWebinars Online Workshops Online Workshops Courses / Programs Courses / Programs Blended with F2F Blended with F2F Online CommunitiesOnline Communities

Synchronous/Asynchronous/BlendedSynchronous/Asynchronous/Blended

WebinarsWebinars

What’s happening in the World of Online Learning?What’s happening in the World of Online Learning?

Online Workshops Online Workshops (Synchronous/Asynchronous/Blended)(Synchronous/Asynchronous/Blended)

scope.bccampus.ca/

Courses / Programs (Growth of Moodle)Courses / Programs (Growth of Moodle)

Close to 9 million online users160 Countries75 Languages

(as of January 2007)

Growth of Moodle Sites

(by month)

20012001 20072007

Synchronous/Asynchronous/BlendedSynchronous/Asynchronous/BlendedOnline Communities Online Communities

Over 20,000 members

What’s happening in the World of What’s happening in the World of Online Learning?Online Learning?

OCWOCW

Learning Learning Object Object RepositoriesRepositories

CurrikiCurriki

ConnexionsConnexions

What does this mean if you are an institute thinking about going online?

Open Educational Resources (OER)Open Educational Resources (OER)

Matara

Anuradhapura

Ambalangoda

Colombo

More than just Internet CafesMore than just Internet Cafeswww.nodes.lk

Online Learning/Teaching MechanismsOnline Learning/Teaching Mechanisms

What does it mean What does it mean

To know? To know?

To learn? To learn?

To teachTo teach

Four views….Four views….www.flickr.com/photos/mushon/197192450

The Basic Requirements for Learning

CONTENTCONTENT STUDENTSTUDENT

Social

ConstructivistCognitiveBehavioural

GOOD PRACTICE

DirectInstruction

IndirectInstruction

Experiential Instruction

Independent Content

InteractiveInstruction

Prior Knowledge

Learning Style

Motivating Factors

Student

Environment

Adapted from Jones, 2005 - with input from Honsberger, Peach and Phillips

Assessment of & for

Learning

Goals Content Assessment

Preparation Stage Delivery Stage Evaluation

Teaching Process Pathway to LearningTeaching Process Pathway to Learning

Teacher to Student

Student to Teacher

Student to Student

Student to Content

Student to Environment

Good Learning…Good Learning…

Student to student

Student to teacher

Student to content

Student to interface

Components of Good Learning… OnlineComponents of Good Learning… Online

Everything about the course should reflect your organizations’ beliefs about learning

Components of Good Learning… OnlineComponents of Good Learning… Online

Student to student

Student to teacherStudent to

content

Anatomy of an online LessonAnatomy of an online LessonApplying Learning/Teaching Beliefs

Learning Activities

Good Learning…Good Learning…

Student to student

Student to teacherStudent to

content

Learning Activities

Web Research / WebQuests Discussion Forums –

Student Moderated Discussion Forums –

Instructor Moderated CD-Based Materials Course Notes – Printed Course Notes – Online Chat Sessions Online Meetings Hand-In Assignments Research Projects Wikis

PowerPoint Presentation PowerPoint Presentation

with Audio Flash Interaction Online Crosswords Surveys and Polls Self-Correcting Quizzes Hand-in Assignments Role Plays Debates Online Case Studies Video Streaming Rollovers / Flash Cards Journals

Lesson Level ActivitiesLesson Level Activities

Engineering ExamplesEngineering Exampleshttp://www.kented.org.uk/ngfl/software/simulations/

http://www.sciencemuseum.org.uk/antenna/climatechange/

http://www.channel4.com/science/microsites/R/robots/

http://www.mathcasts.org/gg/student/anim/cannon5/indexw.html

http://www.jhu.edu/~virtlab/bridge/truss.htm

https://learningspaces.njit.edu/aggregator/sources/4

http://biomine.skelleftea.se/html/flotspel/MCAOresomeFroth_v3/oresome.html

http://www.eduweb.com/portfolio/designsatellite/

Discussion BoardsDiscussion Boards

Community Building…Community Building…

Group Work – Group Work – From Human Relations CourseFrom Human Relations Course

Three Questions…Three Questions…

1.1. What do you think are the Benefits / Problem What do you think are the Benefits / Problem Areas for some of the online activities I have Areas for some of the online activities I have presented?presented?

2.2. Which of the examples would you like to Which of the examples would you like to revisit in more detail? WHY?revisit in more detail? WHY?

3.3. Which examples do you feel would be best Which examples do you feel would be best suited to inclusion in an online engineering suited to inclusion in an online engineering course? WHY?course? WHY?

Preparing to go Online – InstitutePreparing to go Online – Institute

What supports What supports are necessary?are necessary?

www.flickr.com/photos/ravegedmonkey/105673061

A vision for A vision for success – be success – be realisticrealistic

A Plan – A Plan – you know you know what they what they say….say….

HOW NODES CAN HELPHOW NODES CAN HELP

Mark Lamontagne, International Team Leader, Distance Education Modernization Project

Video AppearanceFrom North Bay

Preparing to go Online – TeacherPreparing to go Online – Teacher What does a teacher do online? What does a teacher do online?

THE FIRST FOUR WEEKS….

Provide important information repeatedly - Home page message, email, Discussion Board.

Humour and Humanism – the instructor is REAL!

I am VERY available – email (within online environment and outside), discussion boards, telephone, virtual office hours.

Pre-Course “Sandbox”

First, come to understand the job of the online teacher, then provide the supports that are necessary for him/her to be successful. After all, an online teacher is the new ‘front door’ to your institute!

Preparing to go Online – TeacherPreparing to go Online – TeacherExpectations of Students (you should hear your Expectations of Students (you should hear your

students more than yourself)students more than yourself)

Preparing to go Online – TeacherPreparing to go Online – TeacherHOW NODES COULD HELPHOW NODES COULD HELP

Preparing to go Online – StudentPreparing to go Online – StudentBenefits for Student:Benefits for Student:

Interactive EducationInteractive Education

Hidden Curriculum (IT Skills, Research Skills, Hidden Curriculum (IT Skills, Research Skills, Collaboration Skills)Collaboration Skills)

Savings on Travel TimeSavings on Travel Time

Savings on Travel CostsSavings on Travel Costs

More Time with FamilyMore Time with Family

What are the attributes of a successful online What are the attributes of a successful online students? <see handout>students? <see handout>

What can the teacher/institute do?What can the teacher/institute do?

Preparing to go Online – StudentPreparing to go Online – StudentHOW NODES COULD HELPHOW NODES COULD HELP

5 Myths about Online Learning5 Myths about Online Learning

Student:Student: “It’s an easy credit”“It’s an easy credit”

Not so, if higher order thinking and social constructivist learning is incorporated into the design

Student: Student:

“You need a high speed internet connection”“You need a high speed internet connection”

Not so, if institute is mindful of bandwidth when designing online course – good learning mustn’t be digitally ‘heavy’.

Institution:Institution: “You can’t do soft skills or practical skills online”“You can’t do soft skills or practical skills online”

Think LEARNING first, Online is only a delivery system

Institution:Institution: “It takes a huge amount of “It takes a huge amount of

time and resources to time and resources to develop an online course”.develop an online course”.

Not so, if a systems approach is applied and thoughtful attention to human resource requirements.

Teacher:Teacher: “It’s easy for a student to cheat”“It’s easy for a student to cheat”

Not so, if a pro-active approach is taken when designing assessments.

Final ThoughtsFinal Thoughts

Five Habits of Successful Online InstitutesFive Habits of Successful Online Institutes

1.1. Develop a long term plan – 5 years at leastDevelop a long term plan – 5 years at least

2.2. Know why you are jumping in, review Know why you are jumping in, review learning/teaching beliefs – incorporate into learning/teaching beliefs – incorporate into design & communicate it!design & communicate it!

3.3. Students, students, studentsStudents, students, students

4.4. Teachers, teachers, teachersTeachers, teachers, teachers

5.5. Opportunity to rejuvenate – reinventOpportunity to rejuvenate – reinvent

What Students and Teachers Say What Students and Teachers Say about Online Educationabout Online Education

From the students …From the students … I actually learn more when it is an online course I actually learn more when it is an online course

versus in-class. Why? Simply because I find that in-versus in-class. Why? Simply because I find that in-class people tend to deviate, and the same people are class people tend to deviate, and the same people are the ones always talking. I much prefer this learning. the ones always talking. I much prefer this learning.

I must admit, my motivation for an on-line course was I must admit, my motivation for an on-line course was to avoid an inflexible schedule and time obligation to avoid an inflexible schedule and time obligation that a classroom course requires. I was very surprised that a classroom course requires. I was very surprised to see the depth of discussion and level of to see the depth of discussion and level of participation.participation. Reproduced with permission from ODL students

DO IT!DO IT!Feel free to contact me through email to follow Feel free to contact me through email to follow

up on any points from today:up on any points from today:susan.lister@newmediaworkshops.comsusan.lister@newmediaworkshops.com

The presentation will be shared online at: The presentation will be shared online at:

Thank YouThank You

http://tinyurl.com/cv9dyo