Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
3. Alternative Overview
Concepts and Ideas Ideas for Science
Open Learning Simulations
Online Learning Field Trip Preparation
Open Educational Audio Feedback
Resources (OERs) Games and role plays
Distance Education
4. open learning
online learning
accessible active and immersive collaborative
Q: what do you understand
by open and online learning?
5. Open Learning
Open Education
Open Educational Resources
Networked Learning
Technology Enhanced Learning
Online Learning Environment
Mobile Learning
Distance Education
Blended Learning
Hybrid Models MOOCS
6.
7. good learning
• Active
• Individual
• Cumulative
• Goal oriented
• Self regulated
• Situated
• Owned by the learner
8.
9. Strategic Plan 2012-15
Quality in systematic Governance for the
development of open Office of Open
and online courses
Learning
and programmes
Business, QE and
pedagogical
models of open
learning
Cross-institutional External open
open learning learning
partnerships partnerships
10. what are we trying to do?
Political and economic goals
Raising awareness of Uwindsor in online learning
More students, more money …
• Transform learning
• Transform the curriculum
• Transform the institution
12. Learning is transformed by
• Materials that fit learning into living
• Practice of authentic tasks in authentic contexts
• TEL support for learning away from campus
• Virtual environments for collaboration, demonstration,
peer review
• IBL, case-based and PBL
• Recording and making learning visible (e-portfolio)
• Feedback/assessment that is timely, reviewed, clarifies
expectations (eg audio feedback)
13. Curriculum is transformed
by
• Focusing on learning experience holistically
• Assumption of open content
• Trusted information with multiple representations
• Transparent processes with shared artefacts, collaborative
tools
• Streamlined administration systems
• Focus on educational conversations …
• .. captured and reflected on in meaningful ways
• QA/QE oriented on negotiated iterative enhancement
14. Institutions are transformed
by
• New relationships with learners and potential
learners not yet enrolled
• Delivering learning beyond the campus
• Diversification of professional roles
• Developing sustainable dialogues with employers
and professional bodies
• Addressing digital literacy across the institution
15. mobile apps
e-books and e-journals
games-based learning
simulations and virtual worlds
learning analytics
video (teachers AND learners)
personalised learning environments
e-portfolios
BYOD (Bring your own device)
digital content and open access
Open Educational Resources (OERs)
the flipped classroom
MOOCs and free/open universities
16. social networking
– for course discussions
blogs as reflective journals
video with audio
commentary for feedback
immersive technologies
for role plays eg
SecondLife
wikis for collaborative
content creation social bookmarking
- expanding reading
- critique
20. Organisational Context
Philosophy Educational Setting
High level pedagogy Task Environment
including learning
s technologies
Pedagogical strategy
Student Activity
Pedagogical tactics
(Learning) Outcomes
From Steeples, Jones & Goodyear 2002
21. Guides the design process
Makes the design explicit
Enables sharing and critique
Fosters repurposing and adaption
Highlights gaps
Creates representations for learners
Benefits in upstream
efforts to open learning
design
22. • Inquiry based learning
• E-training • Collective intelligence
• Drill and practice • Resource-based
Associative
Constructivist
Focus on learning Building on prior
through knowledge
association and Task-oriented
reinforcement
Situative Networked and
Learning through Collaborative
social interaction Learning in a
Learning in connected
context environment
• Experiential learning • Reflective and dialogic
• Authentic contexts learning
• Problem-based • Personalised learning
learning (PBL)
• Role play
24. Aspects of an OLE Examples of resources
Administrative support Course/programme outline
Notices
Requirements
Assessment submission
Communication email
Discussion fora – synchronous/asynchronous
Chat rooms
FAQs
Delivery of content Lectures – streamed, Collaborate, on-demand
Handouts
Study guides
Assessment Formative – quizzes, tests
Summative – essays, reports, MCQs
Resources Support materials
Links to other sites
Library resources – e-books, e-journals, OERs
Interactive materials Multimedia
Simulations
Online tutorials
25. linear design planning
• Structure by weeks:
– learning objective(s) / theme
– resources
– e-tivity
– formative assessment and feedback
• Summative assessment, feed forward
• Learning Outcomes
26. Tools and resources
Guidance and Content and
support experience
Communication
Reflection and
and
demonstration
collaboration
Responsibilities and relationships
27. How to begin?
Moving from F2F online …
• Lectures online
• Discussion fora and/or Collaborate
• e-texts and OERs
• quizzes, MCQs
• e-submission (+ Turnitin)
28. explicit attention to design
• Induction: eg Collaborate
• Weekly themes with adaptive release
of content
• Peer-led tasks with rotating roles
• Collaborative project work
• Tutor and peer moderated discussions
• Webinars eg with guest speakers
• Quizzes and MCQs
• E-books and e-journals
• Students critiquing OERs
• Presentation for assessment
29. A new world for HE
learners?
– Self-pacing study at home
or
– Topics from which to select
leads to customised
curriculum
– Topic research then
teaching others –
jigsaw, patchwork, peer2pe
er
– Use of videos to
present, mobile apps to
access
30. Some design resources to get started:
• How to create e-tivities: tinyurl.com/etivity-uol
http://phoebe-guidance.conted.ox.ac.uk/wiki/PhoebeMapActivitiesToTechnologies
• Task swimlane at cloudworks.ac.uk/cloud/view/3421
• Info literacy cards on JISC design studio for embedding info literacy in e-tivities
Tinyurl.com/infolit-cards
Using a VLE effectively
• Tinyurl.com/using-vle-effectively
• Tinyurl.com/warwick-vledesign-idea
• Tinyurl.com/vle-uol
Salmon’s e-moderating at http://www.atimod.com/e-moderating/5stage.shtml
31. Interested in Open
Educational Resources?
Please look at:
• OER commons
• JorumOpen
• Xpert
• Open Coourseware Consortium
• OU LabSpace
• Google with usage rights filter (free to use or share)
• Any repository listed at
wikieducator.org/OER_Handbook/educator/Find/Gene
ral_repositories
32. What happens after today?
Join the OL blog and continue
discussion, access the slides and resources
openlearningwindsor.wordpress.com
http://www.youtube.com/watch?v=0eUeL3n7fDs&feature=related
Sign up for Open Learning:
• Be an OL champion in the Faculty
• Join the CTL online course (commences 06 Feb- 20 Mar)
• Join the OOL advanced online course (will commence around April 2013)
• Be part of the OWL sessions commencing 13th December 2012, and monthly
• Funding for DE development projects is coming …
Contact me directly: chris.smith@uwindsor.ca
33. The Office of Open Learning
Open and Online Learning
b: openlearningwindsor.wordpress.com
t:@ChrisSmith544
e:chris.smith@uwindsor.ca
34. The Office of Open Learning
Open and Online Learning
thank you for your time and attention
Notas del editor
StructuresPotential design patternsExamplesHow to go forward with thisQuestions and discussions at any point
After photosAsk for opinions and ideas on open and online – think for a moment then some to call out or hands upCapture on paper – on large flip chart/whiteboard if there’s one in the room
Open learning: refers toan approach to learning focused on the learner and their role in determining their own learning: eg in timing, pacing location, selection of resources, support/guidance, assessment …Open education is about freeing up learning opportunities to those who have the capacity to benefit from them and about eliminating unwarranted barriers to entry: culture, accessOpen educational resources: (OER) are teaching and learning materials freely available online for everyone to use, whether you are an instructor or student. OERs are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution.Networked learning: learning in which information and communication technology is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resourcesTEL: TEL focuses on the technological support of any pedagogical approach that utilizes technology and the support of any learning activity through technologyOnline learning: An online learning environment: is one that goes beyond the replication of learning events that have traditionally occurred in the classroom and are now made available through the internet. It provides for different ways of learning and the construction of a potentially richer learning environment.An online learning environment can include any or all of a number of aspects ranging from administration details relevant to the class to learning experiences mediated through interactive multimedia to a total course delivered via the internet. An online learning environment can supplement or complement a traditional face-to-face learning environment or it may provide a complete learning package that requires little face-to-face contact.Mobile learning: distinct in its focus on learning across contexts and learning with mobile devices. One definition of mobile learning is: Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.[1] In other words mobile learning decreases limitation of learning location with the mobility of general portable devicesincluding handheld computers, MP3 players, notebooks and mobile phoneDistance education: based on a physical separation of the learner from the instructor, with the instructor delivering teaching, to students who are not physically present in a traditional educational setting such as a classroom. It has been described as "a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both.Blended learning: an approach that blends classroom face to face learning experiences with technology-mediated learning experiences in both integrated and distributed modelsHybrid models: blend face-to-face interaction such as in-class discussions, active group work, and live lectures with typically web-based educational technologies such as online course cartridges, assignments, discussion boards, and other web-assisted learning tools.[1] The degree to which the design of hybrid courses utilize traditional classroom and online learning environments varies, being largely dependent on the subject matter and overall nature of a course = blended learning
teacher controlphilosophical stanceteacher perceptions of learner needslearner ability to self-regulate, to self-directcurriculumorganisational requirements and/or PRSBs
Affordances – what do these tools allow us to do, what kind of learning do they enable, facilitate or support?How do they support the leaner’s goals and needs, the content, the level of assessment, meeting the assessment requirements?
Some examplesTechnologies as media for accessing and studying learning materialAs media for learning through enquiry – eg in online case studiesAs media for communication and collaboration – wikis, blogs, virtual worldsAs media for learning through construction – eg knowledge construction environmentsTechnologies for learners’ assessment – quizzes, tests and e-portfoliosTechnologies for digital and multimedia literacy – video editing and annotation, image processing, digital narratives
Virtual Field trip for field trip preparation – what to expect, routines, skills, sources and documenting evidence (Sydney)Dentistry – sharing video of cases, treatments and processes for discussion and critique – Kings College LondonE-portfolios- to document learning journey, present achievements in variety of formats eg video, report – can be structured around Los - SalfordLab safety training – simulations, online tutorials, quizzes - BirminghamAudio feedback – can be used on documents, to personalise feedback, give generic feedback to group eg podcasts Salford, Built environment
Create timeCreate moneyCreate opportunityOffer resilience in uncertain times
Conceptual and procedural levels in a pedagogical frameworkfeed into the educational designThis all takes time so in our activity today we will have to presume this activity has occurred and there is clarity to proceed among the team
Use for the Salmon stage 1 or 2 task: what ideas can you come up with?