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2015 c3 online learning part 1 & 2

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This is a presentation to introduce online learning to ministry leaders that want to sponsor it.

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2015 c3 online learning part 1 & 2

  1. 1. S Ready to Dip Your Toe Into Sponsoring Online Learning Charlotte McCorquodale, PhD Ministry Training Source
  2. 2. Find a Partner and Share S Who, Where, What? S Why did you sign up for this workshop? S What is something you hope we discuss today? S What type of online course would you want to create? Who is your audience?
  3. 3. Where are we headed today?  Purposes of online learning; and reviewing best practices for online learning, including a change of mindset for both teachers and students as they adopt online and blended learning  Overview of how to develop online learning that reaches all learning styles.  Examples of online courses.  Learn how to build an online course using Coursesites by Blackboard.  Learn how to build and share content online.
  4. 4. How would you define ????
  5. 5. Learning is the process of making meaning. -Robert Kegan
  7. 7. Has learning changed? • Is it more social or individualized? • Is it more formal or informal? • Is it easier or harder?
  8. 8. S Online Learning vs. Classroom Learning
  9. 9. Have you ever taken an online course? S What grade would you give the learning experience? S What parts were good or effective? S What needed improvement?
  10. 10. S Online learning is very different from learning that happens in a face-to-face setting. TRUE OR FALSE
  12. 12. S Online learning is easier than face-to-face classroom learning. TRUE OR FALSE
  13. 13. S Online learning is more difficult for the student. TRUE OR FALSE
  14. 14. S Online learning is more difficult for the teacher. TRUE OR FALSE
  15. 15. Types of Online Learning  Asynchronous vs. Synchronous  Supplemental or Resource Course vs. Credit  E-Learning Course  Online Only Course  Blended Course  Flipped  Micro-Learning and On- Demand Learning vs. Structure Courses
  16. 16. Online Only Course Elements  A Course Overview/Syllabus/Calendar  Types Learning Activities: Surveys, Online Research, Point & Click Content, Interviews, Tests, Instructor and Student Blogs, etc.  Web-based Presentations &Webinars  Readings: Required & Supplemental  Course Assessments: Learning Journal, Tests, Projects  WWW Links
  17. 17. Motivation is the key to all learning!
  18. 18. Tools for Online Learning S Professor’s Choice S Online Content: Ted Talks, Catholic Vendors such as VCat Outside-Da-Box, or Busted Halo S Organizing Content via Online Inforgraphics S E-Learning Software Development Articulate or iSpring S Learning Management Systems such as Moodle or Blackboard
  19. 19. S Let’s Look at Some Online Course
  22. 22. INTENTIONALLY… • Incorporating Instructional Design • Communicating with Students • Creating Structured Learning Activities • Creating a Path for Self-Directed Learning • Creating Ppportunities for Community Learning • Providing Orientation and Technical Support
  23. 23. S What makes an effective online learning program?
  24. 24. Technology-Centered vs. Learner-Centered
  25. 25. Developing Content for Online Learning PowerPoint/Kenote Presentation -Using Audio with PPT Identifying Readings -Free -Paid Developing presentations –video (vcasts) -audio (podcasts) Step One: What do I have already that I can use? Step Two: What do I need to create?
  26. 26. S Let’s Look at Some Asynchronous Tool Surveys Professors Choice Pikto Chart Coursesites by Blackboard Closed Facebook Group Audacity Google Circle
  27. 27. Principles of Managing Online Learning from Transition from the Classroom to the Web S Developing and managing online courses are time-intensive activities. S Students and faculty must have clear communication guidelines. S Engagement of the learner to promote active learning and community is essential in online instruction. S Online learners benefit from clear assignment guidelines and deadlines. S Online learners benefit from both individual and group activities. S Immediate, relevant, and continuous feedback promote
  28. 28. S Let’s Look at Some Synchronous Tool Google Hangouts Adobe Connect Pro
  29. 29. Tips for Creating Effective Online Education S Orientation & Technical Support S Structuring Course in to Modules or Learning Blocks S Frequency of Communication & Feedback from Faculty S Use of Readings S Use of Learning Journal or Student Blogs S Vary Types of Learning Activities including Use of Asynchronous and Synchronous Learning Presentations S Discussion Board Techniques S Use of Small Group & Collaborative Learning
  30. 30. Keys to Successful Online Learning S Be intentional about learning! S Be persistent in overcoming learning challenges! S Be committed to the learning community!
  31. 31. Online Learning Tools S Coursesites by Blackboard: S Moodle: S Google+ Hangouts: S Webinar Tools:
  32. 32. What to look for in a webinar product/provider?  Interaction tools such as polls and status tools (raise hand, applaud, laugh, step-a-away)  Text chat available to participants and speakers  Option to Record  Audio Options including integrated telephone and VoIP  Breakout rooms  File sharing and screen sharing functions  Multiple screen layouts
  33. 33. Microsoft Lync Go-to- Webinar Adobe Connect Pro Illuminate Google Hangout Google Air Skype There are 1000s of virtual gathering tools on line. Here are a few popular ones.
  34. 34. Let’s Hangout…
  35. 35. Have a Host or Moderator  Orients participants to webinar site  Monitors text chat or backchannel  Feed questions to presenters  Provides tech support for participants and presenter(s)  Possible dialogue partner Tip #1
  36. 36. Yay, we have the best online learning community!!!!
  37. 37. Use Polls  When to use a poll?  Use polls before you provide learning point  Introduce participants to each other  Test knowledge, skill, or experience on topic  Different poll types:  Multiple choice  Multiple answer  Chat question (avoid broad general questions)  Yes/No or Agree/Disagree  Always have in slide and in polling function How often should polls be used? Tip #2
  38. 38. Use your different PODS and screen views Polls Document sharing Q & A Text chat pod & multiple text chat pods Notes pod Video clips Application sharing Tip #3
  39. 39. Use Text Chat Pod for Engagement For participants asking questions Invite participants to share their experiences related to the learning topic and contribute to learning of others by sharing examples or resources Using problem-solving questions Use chat to ask participants to apply learning at the end of webinar ADD YOUR THOUGHTS HERE Tip #4
  40. 40. (Tip 4 Continued): Using Text Chat for Engagement  Different group sizes require different strategies  Don’t always allow chatting especially in large groups because it can be distracting, encourage private chats if needed  Try using the multiple chat pods by dividing participants into groups such as born from January to June and then July to December or to get learners to pick a question that relates to their experience or knowledge  Do not read chat verbatim; highlight comments by skimming and looking for responses that help make teaching point Tip #4
  41. 41. The Zen of Web Delivery  What makes a good virtual classroom presentation?  Include more images and less words  Encourage to simulate a F2F presentation such as to stand when presenting to, have other people in the room with them so that they can get non-verbal feedback (especially if they are new to using the medium for training)  Do not to read a script and use a headset so hands are free  Remember pause and breathe, especially if things do not go as planned  If you are not the presenter then train the presenter on both the technology and tips for success Tip #5
  42. 42. (Tip 5 Continued) Keep Learners Engaged through Scenarios, Videos, and Storytelling in a Virtual environment  Personalize the presentation with stories at beginning and end or use a story to create a thread through the presentation  Use Scenarios  Embed Videos  Pictures and images Tip #5
  43. 43. Preparing participants for success  Ask participants to register even it it is free (get a commitment)  Send reminders at least 2-3 days before and the day of the webinar  Make sure you as well as your users get on to the webinar site at least 30 minutes prior to the webinar so that a system check can occur. Tip #6
  44. 44. Use Multiple Voices  Have multiple presenters or guests to present a case study example on topic  Create dialogue with host/moderator  Invite participants to speak or ask questions or make comments (but don’t ask for volunteers)  For large webinars create a participant panel in advance Tip #7
  45. 45. S 4-MAT LEARNING THEORY A Cycle of Learning that Addresses ALL Learning Styles
  46. 46. Understanding Learning Theories • There are many theories on learning, we will look at the 4-MAT System developed by Dr. Bernice McCarthy from her book, About Learning • Two major elements or movements in how people learn (David Kolb and Kurt Lewin): o Perceiving: How we both experience and take in the experience o Processing: How we react, confront, and become the creators we are meant to be.
  47. 47. Perceiving This line represents how we take in the things we learn.
  48. 48. We perceive in two ways. We sense/feel our experiences and then we think our experiences. Sensing/feeling Thinking
  49. 49. Scholars have describe these two aspects of perceiving in many ways. Sensory (Piaget) Perception (Jung) Subject (Kegan) Heart (Caap) Concrete and Direct Experience (Kolb an Hunt) Apprehension (Dewey) Sensing/Feeling (McCarthy) Representative (Piaget) Judgment (Jung) Object (Kegan) Head (Caap) Abstract Conceptualization (Kolb an Hunt) Comprehension (Dewey) Thinking (McCarthy)
  50. 50. Processing This line represents what we do with what we take in.
  51. 51. Processing We process in two ways: Reflecting and Acting Acting Reflecting We process what we learn, we deal with it in some way that helps us to use it and to integrate it so that it becomes a permanent part of our lives.
  52. 52. Scholars have describe these two aspects of processing in many ways. Extension (Kolb) Extraversion (Jung) Outsight (Jones) Action Mode (Diekman) Doing (McCarthy) Intention (Kolb) Introversion (Jung) Insight (Jones) Receptive Model (Diekman) Reflecting (McCarthy)
  53. 53. Acting Reflecting Sensing/feeling Thinking Why? What?How? If ? Dr. Bernice McCarthy’s 4MAT Learning Cycle
  54. 54. A Cycle of Instruction
  55. 55. Right and Left Mode Processing We know, too, that learning entails interaction between the right and left brain. Right – Operates out of being, comprehends images, seeks patterns, creates metaphors, is simultaneous. Strives to synthesize, consolidate information. Left – Operates best through structure, sequence. Prefers language, is sequential, examines the elements, has number sense. Works to analyse or break down information. e/questionnaire.cgi
  56. 56. The interplay between right and left is crucial to higher learning and thinking.
  57. 57. What is your 4MAT learning style? Type Four: Dynamic Learning Doing and feeling. Seeking hidden possibilities, exploring, learning by trial and error, self-discovery. Creating original adaptations. Key question: If? Type One: Imaginative Learning Feeling and watching, seeking personal associations, meaning, involvement. Making connections. Key question: Why? Type Three Common Sense Learning Thinking and doing. Experimenting, building, creating usability. Tinkering. Applying ideas. Key question: How? Type Two: Analytic Learning Listening to and thinking about information; seeking facts, thinking through ideas; learning what the experts think. Formulating ideas. Key question: What?
  58. 58. What’s your learning style?
  59. 59. S Charlotte McCorquodale