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Trends%20and%20Terminology%20in%20Online%20Learning

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Trends and Terminology in Online Learning Week 1 Introduction to Web-Based Mentoring and Distance Education Table of Contents Online Learning: What it s Not What is it? – PowerPoint PPT presentation

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Title: Trends%20and%20Terminology%20in%20Online%20Learning


1
Trends and Terminology in Online Learning
  • Week 1
  • Introduction to Web-Based Mentoring and Distance
    Education

2
Table of Contents
  • Online Learning What its Not
  • What is it?
  • New Trends in Online Learning

3
Online Learning
Online Learning
  •  
  • The terminology can be almost as confusing as
    sorting through all the available online learning
    sites

Distributed Learning
Distance Learning
Online Education
eLearning
4
Online Learning What it is Not!
  • Online Learning is NOT about the technology and
    tools.
  • Online Learning is NOT only about information.
  • Online Learning is NOT about the web
  • Online Learning is NOT about interaction with the
    computer.

5
II. Online Learning What is it?
  • Online Learning is NOT about the technology and
    tools.
  • Online Learning is about the processes mediated
    by technology NOT the technology itself.
  • As you will see in this course
  • Good teaching is good teaching, whether online or
    face-to-face (f2f)

6
II. Online Learning What is it?
  • Online Learning is NOT about information.
  • Online Learning is about
  • Making meaning from information
  • Engaging in higher-level thinking
  • Connecting new knowledge to prior knowledge
  • Engaging in extended levels of discussion
  • Critical Thinking/Higher-Level Thinking
  • Interacting with content in a variety of formats
    (video, text, multi-media, discussion, chat, etc.)

7
II. Online Learning What is it?
  • Online Learning is NOT about the web.
  • Online learning must be about critically
    evaluating web resources.
  • Online Learning must be about making the best use
    of the resources available.
  • Online learning must be about harnessing the
    strengths of the web and addressing the
    weaknesses of the web.

8
II. Online Learning What is it?
  • Online Learning is NOT about interaction with
    the computer.
  • Online learning is about interactions among
    learning communities, between students, between
    students and teachers and between teams or
    teammates
  • All of these interactions occur synchronously
    through chats and instant messaging and
    asynchronously through discussions, emails,
    announcements, etc.

9
II. Online Learning What is it?
  • Questions to ask yourself when thinking about
    online learning
  • Does the online learning emphasize on both
    processes products?
  • Does the online learning focus on making meaning
    rather than the information?
  • Does the online learning harness the strengths
    and address the weaknesses of web-based learning?
  • Does the online learning provide interactions
    among the students and their communities?
  • Does the online learning promote higher levels of
    thinking and reflection?

10
III. New Trends in Online Learning
  • There are new trends in online learning.
  • Some of these trends are
  • Reusable Learning Objects
  • A Hybrid Approach
  • Instructional Design Considerations

11
III. New Trends in Online Learning
  • Reusable Learning Objects
  • David A. Wiley, the author of The Instructional
    Use of Learning Objects defines learning objects
    as "any digital resource that can be reused to
    support learning
  • Wiley states that "The main idea of 'learning
    objects' is to break educational content down
    into small chunks that can be reused in various
    learning environments, in the spirit of
    object-oriented programming"

12
III. New Trends in Online Learning
  • Reusable Learning Objects
  • The Wisconsin Online Resource Center provides
    this lengthier description
  • Learning objects are a new way of thinking about
    learning content. Learning Objects are
  • Self-contained each learning object can be
    taken independently 
  • Reusable a single learning object may be used
    in multiple contexts for multiple purposes
  • Can be aggregated learning objects can be
    grouped into larger collections of content,
    including traditional course structures
  • Tagged with metadata every learning object has
    descriptive information allowing it to be easily
    found by a search

13
III. New Trends in Online Learning
  • Reusable Learning Objects
  • As this new trend evolves, there are many
    definitions of reusable learning objects. Some of
    the most commonly used definitions of learning
    objects are
  • A unit of educational content delivered via the
    internet.
  • A section of a course that can be stored and used
    again in another communication or learning
    product.
  • A collection of information objects assembled
    using metadata to match the personality and needs
    of the individual learner.  Multiple learning
    objects can be grouped into larger assemblies and
    they can be nested within each other to form an
    infinite variety and size.  Therefore there is
    typically a specified hierarchy of object
    groupings.
  • Any element in an instructional model that can be
    independently drawn into a momentary assembly in
    order to create an instructional event.

14
III. New Trends in Online Learning
  • Reusable Learning Objects
  • To learn more about Reusable Learning Objects,
    view the EduWorks Corporations Learning Object
    Tutorial. The tutorial contains a good table on
    the pros and cons of reusable learning objects.
  • As you view the quick tutorial, think about.
  • What are some instructional advantages of using
    learning objects?
  • What are some instructional disadvantages?

15
III. New Trends in Online Learning
  • A Hybrid or Blended Approach
  • In a hybrid or blended approach to online
    learning designers use both face-to-face and
    online learning to meet the needs of their
    students.

16
III. New Trends in Online Learning
  • A Hybrid or Blended Approach
  • Face-to-face Meetings allow for
  • Maximum interaction and collaboration
  • Adaptability
  • Spontaneity
  • Online allows for
  • Anywhere/anytime
  • Just-in-time
  • Active independent learning with reflection
  • Ease of access to experts
  • Time for reflection (can return to discussions
    and build on comments/postings later)

17
III. New Trends in Online Learning
  • A Hybrid or Blended Approach
  • An ExampleMany times a course kick-off occurs
    f2f. At this time, course materials are shared,
    the online delivery platform is explained, and
    team and community building take place. The
    course continues online for the next 8-weeks. The
    course wraps up with a f2f meeting where students
    share their final projects, reflect on the
    experience, and complete a course evaluation.

18
III. New Trends in Online Learning
  • Instructional Design Considerations
  • Instructional Design is the systematic
    development of instructional specifications using
    learning and instructional theory to ensure the
    quality of instruction.
  • It constitutes the entire process of analysis of
    learning needs and goals and the development of a
    delivery system to meet those needs.
  • It includes development of instructional
    materials and activities and tryout and
    evaluation of all instruction and learner
    activities.
  • Source http//www.pitt.edu/poole/onlinelearning.
    html

19
III. New Trends in Online Learning
  • Instructional Design Considerations
  • Instructional design combines
  • A link between instructional design and the
    current views of online learning that are
    shifting toward student-centered, situated,
    problem-based and model-centered experiences.
  • Source http//www.e-llumine.net/fasttrack/fast_tr
    ack_vod/fasttrack_vod/vod-index.htm

An understanding of the learners
An analysis of the desired learning outcomes
  • An instructional strategy



20
III. New Trends in Online Learning
  • Instructional Design Considerations
  • Analysis analyze learners, goals, settings
  • Design identify objectives, resources,
    activities, strategies assessment
  • Development create or adapt materials
  • Implementation use the package
  • Evaluation check effectiveness and identify
    problems for revision
  • Source http//www.e-llumine.net/fasttrack/fast_tr
    ack_vod/fasttrack_vod/vod-index.htm

21
Resources
  • General Resources
  • http//www.e-llumine.net/fasttrack/fast_track_vod/
    fasttrack_vod/vod-index.htm
  • http//www.pitt.edu/poole/onlinelearning.html
  • Learning Objects
  • http//reusability.org/read/
  • http//www.uwex.edu/disted/lo.html
  • http//www.eduworks.com/LOTT/tutorial/index.html
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