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Ready to Dip Your Toe Into
Sponsoring Online Learning
Charlotte McCorquodale, PhD
Ministry Training Source
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
S What type of online course would you
want to create? Who is your audience?
Where are we
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
Overview of how to develop
online learning that reaches all
Examples of online courses.
Learn how to build an online
course using Coursesites by
Learn how to build and share
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
LET’S PLAY JEOPARDY
KEY TO EFFECTIVE ONLINE LEARNING
LET’S PLAY JEOPARDY
KEY TO EFFECTIVE ONLINE LEARNING
What is intentionality?
• Incorporating Instructional Design
• Communicating with Students
• Creating Structured Learning Activities
• Creating a Path for Self-Directed Learning
• Creating Ppportunities for Community
• Providing Orientation and Technical
What makes an
effective online learning
-Using Audio with PPT
Step One: What
do I have
already that I
Step Two: What
do I need to
Let’s Look at Some
Coursesites by Blackboard
Closed Facebook Group
Principles of Managing
from Transition from the Classroom to the Web
S Developing and managing online courses are time-intensive
S Students and faculty must have clear communication
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
S Online learners benefit from both individual and group
S Immediate, relevant, and continuous feedback promote
Let’s Look at Some
Adobe Connect Pro
Tips for Creating Effective
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
Keys to Successful Online
S Be intentional about learning!
S Be persistent in overcoming
S Be committed to the learning
Online Learning Tools
S Coursesites by Blackboard: www.coursesites.com
S Moodle: www.moodle.com
S Google+ Hangouts:
S Webinar Tools:
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
Option to Record
Audio Options including integrated telephone
File sharing and screen sharing functions
Multiple screen layouts
There are 1000s
on line. Here
are a few
Have a Host or
Orients participants to webinar
Monitors text chat or
Feed questions to presenters
Provides tech support for
participants and presenter(s)
Possible dialogue partner
Yay, we have the best
online learning community!!!!
When to use a poll?
Use polls before you provide
Introduce participants to each
Test knowledge, skill, or
experience on topic
Different poll types:
Chat question (avoid broad
Yes/No or Agree/Disagree
Always have in slide and in
Use your different PODS and
Q & A
Text chat pod &
multiple text chat pods
Use Text Chat
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 Continued): Using Text
Chat for Engagement
Different group sizes require different
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
The Zen of Web Delivery
What makes a good virtual classroom
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
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
If you are not the presenter then train
the presenter on both the technology
and tips for success
(Tip 5 Continued) Keep Learners
Engaged through Scenarios,
Videos, and Storytelling in a
presentation with stories at
beginning and end or use
a story to create a thread
through the presentation
Pictures and images
Preparing participants for
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
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
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
For large webinars create a participant
panel in advance
A Cycle of Learning that Addresses ALL
• There are many theories on
learning, we will look at the 4-MAT
System developed by Dr. Bernice
McCarthy from her book, About
• 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.
This line represents how we take
in the things we learn.
We perceive in
and then we
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)
Representative (Piaget) Judgment (Jung)
Object (Kegan) Head (Caap)
Abstract Conceptualization (Kolb an Hunt)
This line represents what we
do with what we take in.
We process in two ways: Reflecting and Acting
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.
Scholars have describe these two aspects of
processing in many ways.
Dr. Bernice McCarthy’s 4MAT Learning Cycle
Right and Left Mode Processing
We know, too, that learning entails interaction between the right and left brain.
Right – Operates out of
images, seeks patterns,
Strives to synthesize,
Left – Operates best through
structure, sequence. Prefers
Works to analyse
The interplay between right and left is
crucial to higher learning and thinking.
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,
Key question: Why?
Type Three Common Sense
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.
Key question: What?