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Emoderating: the key to successfully teaching and learning online

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Centre for Innovation, Knowledge & Enterprise, ... University teachers become autotelic! An autotelic is someone good at translating threats into challenges. ... – PowerPoint PPT presentation

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Title: Emoderating: the key to successfully teaching and learning online


1
Building e-learning futures
Costruire il futuro dell' eLearning
Dr. Gilly Salmon
eLearning una sfida per luniversita Strategie,
metodi, prospectiive
2
Dr. Gilly Salmon
  • Centre for Innovation, Knowledge Enterprise,
    Open University Business School
  • Chair Professional Certificate in Management
  • Visiting Professor,
  • Glasgow Caledonian Business School
  • Director All Things in Moderation Ltd

3
Is it all worth while?70 Nobel Laureatesimpact
of Internet over next 20 years
  • 87 positive impact to improve education
  • 91 improve educational opportunities
  • 69 believe they could have done their work
    faster (medicine, physics, peace literature)
  • www.cisco.com/nobel/survey

4
Addressing the future of technology
  • ...data processing is a
  • fad that won't last out the year." Editor of
    business books Prentice Hall, 1957.
  • Theres no reason for
  • any individual to have a computer in their
    homes, Ken Olson, Chairman, Digital Corp. 1977
  • 640K ought to be enough for anybody." Bill Gates,
    1981.
  • this telephone has too many shortcomings to be
    seriously considered as a means of communication.
    Western Union memo 1876
  • ...theres a world market for about 5 computers.
    Thomas Watson, Chairman IBM 1943.
  • Computers in the future may weigh no more than
    1.5 tons." Popular Mechanics, 1949

5
The 21st Century the discontinuities
body
  • adoption of technology
  • highly unpredictable

time
mind
real
technologies
Apples dont grow on trees Chips arent a high
fat food Gates dont open Windows dont offer a
better view
virtual
space
humans
6
Whats the problem in Universities?
  • Traditions of knowledge transmission
    acquisition are challenged
  • neatly packaged client/customers/student needs
    do not present themselves.
  • the use of technologies grows in a way that has
    little to do with demographics
  • Terrific opportunities pass us by in a haze of
    commercialism..or a flash in the pan of new
    initiative exhaustion

7
What technologyWhich direction?
  • Commercial investment in technology likely to
    continue
  • Virtual educational institutions consortiums
    in trouble
  • Leaves way open for embedding technology in
    teaching
  • Decisions are difficult- what technologies will
    sustain, be reliable, upgradable, adaptable,
    suitable, make a difference?
  • We can be sure
  • all university staff will need to be
  • Flexible in their approach to teaching
  • Able to work electronically with each other

8
A solution ? Scenarios
  • look at possibilities
  • creatively explore uncertainties complexity
  • undertake strategic conversations
  • make choices
  • prepare!
  • These scenarios include role of research,
  • technologies, teaching philosophies, assessment
  • role of online teachers/trainers/academics
  • relevance to higher education

9
4 e-learning scenarios
Planet of Contenteous
Planet Instantia
Nomadict Planet
Planet of Cafélattia
10
Planet of Contenteous
Choices based on media profiles online resource
availability league tables
Transmission model of teaching content rich Big
Brother learning Virtuality, simulations
Technology as a delivery system content
learning management systems, multi
media, Digital radio DVDs, digital cable
TV. standards
11
Glamorous educational broadcasting?
  • Targeting all adults
  • Reach is the greatest of all technologies
  • 250,000 rang for help after a single weekend of
    brief TV spots (but the educational provision
    needs to be on popular channels)
  • BUT the industry faces major changes in ownership
    influence
  • Media threatens traditional educational providers
  • And its net-crazy

New communication bill in UK
12
Contenteous
Assessment Diagnostic tests determine content
pathways reproduction critique frequent
automated testing sophisticated feedback
guidance
Technology very good navigation, multi media
capacity eye into reality simulations virtuality
asynchronicity synchronicity automatic
tracking testing extremely robust excellent
scheduling
13
Planet of Contenteous
Economies of scale through reduced interaction
stand deliver
Teaching content experts build online libraries
resource pathways become e-lecturers captivate
big audiences (support of the elite few needs
high level of research)
stand deliver
content is king
14

Contenteous
15
Planet Instantia
Tick-tock
choice Just for me, just in time, just for
now, just enough
Computer based courses from desks learning
centres IT as tools learning objects rule! Speed
of mind absorption speed of technology
E-learning Continuous, applied, Flexible
16
Learning Objects
  • The technology delivered learning of tomorrow
    will be assembled, not authored from large
    reservoirs of content presented to the
    learnerand more emphasis will be on building
    knowledge bases that can be published on the
    fly Elliot Masie
  • Learning objects may be constructed through
    combining several elements, such as HTML,
    graphics, audio, video, documents, Java, to
    provide interactivity
  • Charles Jennings

17
exchanging learning objects
Paulos students
Paulo Teaches computing
learning objects repository
18
Franz Cross cultural marketing
Maria Systems analysis
learning objects repository
Report writing
Compare contrast
Compare contrast
Analysing data
Report development
Analysing data
Presenting inf
Equality diversity
Presenting inf
Understanding culture
19
Planet Instantia
How sustainable?
Tick-tock
Technology available 24/7/52 sophisticated
metagged data bases easily manipulated highly
reliable and scalable quick easy customisation
assessment authenticity, tracking, links to
performance assessment submittable in different
media
20
Planet Instantia
Tick-tock
Teaching support autonomous learning, available
24 hours a day, synchronously
asynchronously focus on skills development
adoption of in-house knowledge cultures
21
Nomadict
Mobilised learning for the mobile society
Wearable, portable embedded
technologies PDAs, Palms tops, Tablet PCs
mobile phones with keyboards GPS, wireless
personal national international comms
networks biometrics provide security of identity
truly any time any place learning, learner
chooses style, focused learning components
interact with learners environments provide
pacing,
22
About Mobile telephones A transformational
technology study 10th Nov 2002 (UK) Guardian ICM
opinion poll
  • High ownership- all ages groups both sexes
  • 40 over 65s have mobile, as many 45-55 aas
    teenagers
  • Increased time communicating (men women)
  • Class and wealth influence but still 51 of low
    income take yp high
  • Innovation combination
  • Phones gobbling up other products
  • Cameras, diaries, calculators, internet, MP3
  • 20 different products

Behaviours Changed the way people
communicate Saved lives Become style icons New
sub-strata of language
23
Nomadict
Technology Universities server farms Halls of
residents become satellite stations no tolerance
for old style VLEs low cost streamed learning
Assessment small bites, highly
transferable mainly outcomes, projects student
designed assessments (with helpers) biometrics
provide security of identity
24
Nomadict
Mobile, portfolio teaching work with varying
cultures traditions, create tiny chunks of
learning activities, relate to students without
meeting, promote student ownership of learning
process
25
gps in the service of Higher Education
E- moderator
lecture hall 2010
26
Nomadict
27
Planet of Cafélattia
Whos in charge?
social context for learning, acquisition,
argument application, find interact with
like-minded others, free expression, intellectual
extension by dialogue reflection, professional
communities, sharing of tacit knowledge assessment
is negotiated knowledge construction
problem solving skills,
Developed Internet (beyond the
browser!) technologies as mediating devices, as
contexts community space, asychronous
synchronous groupware, clicks mortar, hi lo
bandwidth
28
Planet of Cafélattia
Technology mediating device between people free
expression through text and voice sharing of
contexual tacit knowledge reflection
creativity tools group work space sophisticated
document sharing
assessment is negotiated knowledge
construction complex problem solving
skills, will professions merge?
29
Planet of Cafélattia
teaching think global, local
action, Partnerships between teachers media
developers Mentoring and expert moderating, build
online Groups communities intelligent
agents, Lead information exchange knowledge
construction processes
30
can caffelattia suceed?
31
Low cost-teacher led eLearningusing E-tivities
  • Structured participative group work online
  • Motivating,engaging purposeful
  • Based on interaction between learners/students
    active contribution
  • Designed led by an teacher/e-moderator
  • Usually asynchronous (i.e over time)
  • Based on simple text based bulletin boards
  • On or offsite, blended or online only
  • One-off or built into a programme

Low cost
32
Key features of e-tivities
Everything needed to take part in one message!
  • 1. Illustrative title
  • 2. Small piece of information, stimulus or
    challenge (the spark)
  • 3. Online action which includes individual
    participants posting a response (the
    invitation)
  • 4. Interactive or participative element- such as
    responding to the postings of others (the Action
    Interaction)
  • 5. Elapsed time allowed, posting times required
  • 6. Summary, feedback or critique from e-moderator

33
Janison
34
spark
invitation
interaction
35
FirstClass
36
Example Cafélattia course in 2002first two
hundred participants
Countries UK 50 Australia 56 S. America 32 Cont.
W Europe 24 N. America 16 Asia 14
Educational Sectors Universities
68 College/vocational 56 Professional networks
38 Corporate 26 Schools 12
Completion? Full (certificate)144 good
28 dropped out (typically 2-3 weeks in) 28
English as 1st language 156 English as
2nd language 44
Reasons for participation strategic 24 Skills 178
37
Making a difference
38
Make a distinction- find your niche- make a
difference
  • Explore the scenarios disciplines, cultures,
    traditions
  • Be clear about your own (learning teaching)
    objectives) and distinctiive markets
  • Choose based on fit for purpose
  • Learn by doing, share, collaborate

Guide the consequences Choose a scenarios
develop online teaching skills (e-moderating)
39
Changing practice for qualityin Higher Education
HE staff as the Solution (not the problem)
professionalism
Hi tolerance
organisation restructure
control
Innovators Adopters (12)
exploration how why
mindset change (2)
teaching Practice/ discipline
funding/ resources
change agents
acceptance
mindsets change (1)
Scale up
operational changes
lo tolerance
implementaion
1 understanding 2 action
Later adopters
40
Skills for university teachers in the knowledge
media age
Prerequisites! Flexibility towards online
teaching learning, Empathy with online
learners, Willingness to be trained developed
Develop fast! online communication group
skills, pacing use of time online, ability to
teach e-moderate cross-culturally value
diversity relate to learners without
meeting assess online
Train online to work online
train
develop
recruit
41
University teachers become autotelic!
  • An autotelic is someone good at translating
    threats into challenges.
  • They constantly create focus, short-term goals
  • Give close attention to the group they are
    working with.
  • They visualise the groups success engage it in
    achieving it

create flow
42
Imagine your own scenario?
To make a difference faster focus on the human
intervention not the technology
From Built to Last J. Collins J.I.
Porras HarperBusiness 1997
43
4 e-learning scenarios
What Planet are you on? Are management and
academics on different planets? What about IT
professionals and lecturers? What about teachers
and technology providers?
44
4 e-learning scenarios
How will you choose?
  • The Web is not good as a broadcast medium
  • People use the Web for self publishing and
    interaction
  • Look at what your learners use for their everyday
    lives/work use for learning
  • Learning happens with others
  • If working alone, learners need strong
    motivation, participation, emotions and time
    management

some clues!
All the scenarios need E-moderators
45
Time for challenge Questions Comments?
46
More?
Thanks for your attention
  • G.K.Salmon_at_open.ac.uk
  • http//oubs.open.ac.uk/gilly
  • http//oubs.open.ac.uk/e-moderating
  • http//www.e-tivities.com
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