what makes a great blended learning trainer and academic?

What makes a great blended learning What makes a great blended learning trainer and academictrainer and academic

ACPET - Vic Government e-learning Program 2011

Thanks to ACPET now only Kryptonite can

stop me and my RTO!!!!

Thanks to ACPET now only Kryptonite can

stop me and my RTO!!!!

Agenda• understanding digital resources to support teaching and

training• facilitating social and collaborative communication and

creating digital content• teaching using virtual classroom and synchronous

communication tools• understanding e-assessment options

• using Apps to support evaluation and assessment activities

• accessing cloud based storage and sharing functionality.

Outcomes• evaluate skills required by today’s trainers/academics to

teach in a variety of modes – F2F, online self-paced, and online teaching and facilitation

• apply pedagogical strategies to blended learning strategy through professional development and coaching, and

• audit current staff’s capacity to implement blended learning strategy.

Presenter – Michael Gwyther

mick@yumstudio.com.au

@mickgwyther

http://www.facebook.com/michael.gwyther

http://www.linkedin.com/profile/view?id=20201325

We design activities, not information. When instruction is part of the solution, we don’t preach or present to learners. Instead, we let them practice what they need to do and draw conclusions from that experience like the grownups they are, and for that reason we rock scenarios.

Cathy Moore

Trainers continuous improvement

InternalInternal PersonalPersonal

ExternalExternal NetworksNetworks

http://blog.hootsuite.com/social-media-storytelling-2/

Back to the Future

How do you pick up new knowledge and skills at work?

Adventures in modern training

Visual designskills

Learning technologies

Assessmentspecialist

IndustryCurrency

Networks

Information

LearnerManagement

Evolution of practice &Understand of modes

Creativity

Client relationship's

Writing skills

Engagement – Engagement

Delivery Design Choices

Face to Face Self PacedOnline

Facilitated

Content � � � � � �Activities � � � � � �Assessment � � � � � �

Content V Facilitation

Buy?

Adapt?

Create?

Reuse?

Moderate?

Guide?

Peers?

Collaboration?

Content Heavy V Facilitation Heavy Blends Content Heavy V Facilitation Heavy Blends

Learning by creating resources with other learners

Discussion based activities (problems, what ifs etc..)

Learners build content (glossary, blogs, workplace projects)

3rd party social media tools to support groups/personal learning networks

Regular knowledge and activity based webinars

Peer Review

Active trainer or “facilitator” involvement

Learning by creating resources with other learners

Discussion based activities (problems, what ifs etc..)

Learners build content (glossary, blogs, workplace projects)

3rd party social media tools to support groups/personal learning networks

Regular knowledge and activity based webinars

Peer Review

Active trainer or “facilitator” involvement

CONTENT DRIVEN COURSE

Learning by engaging with resources at own pace

Little/No access to other learners

PDF, PPTs and URLs

Video and Audio

Self paced interaction(Case studies/Decision making trees/Scenarios etc..)

Quiz or Question/Project assessment

Low trainer involvement

Start at any time

Learning by engaging with resources at own pace

Little/No access to other learners

PDF, PPTs and URLs

Video and Audio

Self paced interaction(Case studies/Decision making trees/Scenarios etc..)

Quiz or Question/Project assessment

Low trainer involvement

Start at any time

FACILITATION DRIVEN COURSE

Type Skills and Knowledge transfer

Lecture Telling

Demonstration/Teaching Showing, Telling and reflection

Coaching Guiding practice, feedback

Discussion Building & checking knowledge

Problem solving Application to specific context

Modelling Demonstrating behaviour/atttitude

Facilitating Managing collaboration & groups

Moderating Managing discussions in groups

Facilitation Types

Discussion Principles• Link to Assessment

• Monitor and Moderate

• Archive for “evidence”

• Base on participants sharing experiences & prior knowledge – “learners stories

Framing

Managing interactions

Weaving

Voice

Moderator’s Role

Webinar Principles• Knowledge snippets

• Problem solving

• Presentations

• Peer Review

• Project pitching

• Catch up

Webinar tools

Framing

Variety of interactions

Lecture

Student Stories

Moderator’s Role

Assessment

What skills are needed to Communicate/Teach /Facilitate online?

Type How used

Quizzes Background, process, policy, procedure, facts

Branching Scenarios Show Information

Work products Contextualise knowledge & skills & process using real life example

Problems/Projects Exploration of information and process using real life example

Simulation Decision making applying information using real life example

Group work Research decision making and information application to real life example

Assessment Types

Activity How used

Blog Individual/Group project, placement

Wiki Group research/project

Glossary Divide up terms for research and publication by learners

Database Research and add resources to support learning in predetermined fields.

Workshop Learners submit assessment guided by rubric and peer review others submissions

Assessment – Social learning (Moodle)

• Evidence Capture• Voice – Text – Video –

Images• Student, 3rd Party, Assessor• How much evidence is

enough?

• Skills & Knowledge

• Supplementary evidence

Mobile evidence

•Visual evidence (Camera Phone)•Documented Evidence & Checklists (iAuditor, Writable PDFs)•Group Work verification (Blogs and Wikis and Cloud)

Gathering evidence

iAuditor

• Develop a rubric with learners• Check for mapping• Distribute back to learners as

marking guide• Conduct presentations

(summative)• Collect peer review• Redraft and resubmit if needed• Share and assess• Publish as content for next batch

Peer Review

Peer ReviewMoodle example

LMS – Moodle example•Decisions, Discussions, Blogs, Quizzes, Upload, Content

iMovie

Cloud Storage

You want to support video/image/audio evidence of workplace skills assessments demonstrations (e.g. traineeships, apprenticeships, contracted training)

•What do you need to consider and implement?

Demonstration Assessment Principles

Content

Photo Credi thttp://www.flickr.com/photos/57567419@N00/7496669132/

Content/Activity Type How used

Information Background, process, policy, procedure,

Demonstration Show and apply Information

Case Study Contextualise information and process using real life example

Scenario Exploration of information and process using real life example

Decision making tree(Branching scenario)

Decision making applying information using real life example

Problem Research decision making and information application to real life example

Content Types

Character

Setting

Disruption

Solving the disruption

Resolution

Worker

Workplace

Problem/Skill

Asking/Reading/PolicyCommunicationLearnt the skill

Stories – a narrative approach

Where to use stories

Demos DiscussionsCase

Studies

QuizScenarios Past

Students

•For the page•For the screen•For video & audio•For instruction•For demonstration

Writing

Content can be generated quickly using purpose built “rapid elearning software” such as:

•Articulate Storyline

•Captivate

•Camtasia

•iSpring Presenter

Content tools

Distributing and scaffolding off Content

Auditing Staff for innovation

Photo Credi thttp://www.flickr.com/photos/57567419@N00/7496669132/

Staff

Early adoptersEarly adopters

ResistorsResistors

Subject Matter ExpertsSubject Matter Experts

Basic ICT usersBasic ICT usersChampionsChampions

Can commit to changeCan commit to change

Understand the skills you need

Digital Literacy – learners & trainershttp://moodle.rsc-northwest.ac.uk/course/view.php?id=3

Digital literacy

Organise them into solid skills for PD

http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/teachingideas/isp/index.htm

Not bloody elearning again!

Only two years

before retirement

Only two years

before retirement

Our students

aren’t ready for

this

Cool!!

Oh Lord, please make it

stop

Immerse the team in the model

•Define and plan your delivery model – adapt•Reduce the number of tools & infrastructure•Link activities to assessment

•Clarify where assessment will live

•Embed knowledge sharing & industry knowledge•Consider peer review and collaboration

•Use Multimedia in your content (yours/theirs)

•Consider rapid eLearning tools or off the shelf content (but be prepared to scaffold!)

Photo Credit: http://www.flickr.com/photos/92033577@N00/4508020659http://creativecommons.org/licenses/by-nc/2.0/

Implementing Blended Learning

Currency in practice – How do you maintain professional currency?

Organising Information - Currency

Photo Credi thttp://www.flickr.com/photos/57567419@N00/7496669132/

Organising Information - Aggregators

Reader

Blog

Blog

Blog

Tag#

Category

Auto/Manual

CaptureCapture CollateCollate CurateCurate ShareShare

Networks to followhttp://elearningindustry.com/

Networks to followhttp://www.elearningguild.com/

Networks to followhttp://www.learningsolutionsmag.com

Networks to follow - LinkedInhttps://www.linkedin.com

Networks to follow - LinkedInhttps://www.linkedin.com

People

https://twitter.com/mickgwyther/lists/oz-elearn/members

People andCollaboration

http://www.cmoe.com/blog/50-learning-development-blogs.htm

People andCollaboration

http://elearningfeeds.com/top-elearning-blogs/

People andCollaboration

http://c4lpt.co.uk/top-100-tweeters/

http://www.nmc.org/horizon-project

Horizon report

Cathy Moore

http://blog.cathy-moore.com/

Jane Hart

http://c4lpt.co.uk/

Towards Maturity

http://c4lpt.co.uk/

Rapid eLearning Blog

http://www.articulate.com/rapid-elearning/instructional-design//

Share the networks and people you follow for ideas, research etc…

Social Media

Photo Credi thttp://www.flickr.com/photos/57567419@N00/7496669132/

Social Media Features

• Profile

• Friends/Connections

• Discussions/Comments• Sharing within &

between social networks

• Multimedia

• Blogs

Issues - social media

•Social media tools are just that — social.

•Wont my learners be exposed to “nutters” online?

•They facilitate interaction among learners.

•Moderation v Learner control

•Are learners comfortable with social media in general,

and, if so, what tools are they using?

•Archiving

Information overload

TagsStrategy

ArchivesSharing

Evernote

http://www.evernote.com

Feedly RSS reader

http://www.feedly.com

Readers and Feeders

Pinterest Pocket Feedly

Create and share bookmarks• Social bookmarking, web annotation, collaborative

research services, • Capture a variety of data - screenshots, pictures,

notes, etc..• Share on mobile, read sites offline

http://www.diigo.com

Social bookmarks - Diigo

Follow hundreds of blogs in one place• Subscribe to Blogs• Tag by topic

• Share with others

http://www.feedly.com

Feedly RSS reader

Pin webpages to “boards”• Share with others• Follow others boards

http://www.pinterest.com

Pinterest

Archive content from browser• Tag• Email

http://getpocket.com

Pocket

Social bookmarks - Diigo

https://www.diigo.com

http:/www.dropbox.com/

Cloud Storage

Third Party Tools – Hootsuite

http:/www.hootsuite.com/

Third Party Tools – Buffer

http:/www.bufferapp.com/

Third Party Tools – Storify

http:/www.storify.com/

Which tool right for Me?

Photo Credi thttp://www.flickr.com/photos/57567419@N00/7496669132/

Face to Face Purpose

GooglePersonal organisation (email, calendar, files)

DropBox Managing & sharing files

Social Bookmarks(Diigo, Delicious)

Managing, sorting and tagging website “favorites”

Readers & Feeders(Feedly, Pocket, Pinterest)

Follow multiple website feeds in one location

Social Media Managers(Hootsuite, Feedly)

Follow, share, manage various social media accounts

What tool should I use?

Blogging

Twitter

LinkedIn

Which social media tool is right for Me?

Photo Credi thttp://www.flickr.com/photos/57567419@N00/7496669132/

Face to FacePurpose

Twitter News, research, links, connections

Facebook Group work space

LinkedIn Connection to wider industry, connections

Google +Connection to wider industry, connections

Student productivity/digital literacy

Free Web 2 & Mobile tools to enable quick content development and to encourage learners to respond to assessment tasks using video, audio, images and text.

Induction – ongoing learner skills

TechnicalTechnical

Time ManagementTime Management

CollaborativeCollaborative

Organising InfoOrganising Info

Student productivity• Mail• Calendar

• Documents

• Blogs (Blogger)• Reader• YouTube

http://mail.google.com

Google suite

Google suite

Group Website• Share posts• Share calendars in posts

• Add shared Documents

• Comments

https://sites.google.com/site/acpet2012/

http://sites.google.com

Google sites/groups

Create and share documents• Create documents, spreadsheets & excel in the Cloud• Share and joint editing

• Download in variety of formats

• Embed into blogs, wikis, Moodle etc.• Repository of files

https://docs.google.com

Google Drive

Google Drive

Google Drive

Google Drive

What is the place for student productivity tools at your RTO?

Emerging Trends and implications• Flipped classroom, • Augmented reality, • MOOCs Gamification.• Horizon report

• 70 20 10

Flipped Classroom

70:20:10

70% of learning comes from on-the-job experiences

20% comes from people such as mentors, managers and peers

10% comes from formal courses and reading.

70:20:10

http://www.internettime.com/2013/04/50-suggestions-for-implementing-70-20-10-5/

Formal V Informal Learning Implications

http://www.c4lpt.co.uk/blog/2011/12/06/5-stages-of-workplace-learning-revisited/http://www.c4lpt.co.uk/blog/2011/12/06/5-stages-of-workplace-learning-revisited/

Tin Can

http://tincanapi.com/overview/

http://www.coursera.org

MOOC

Gamificationhttp://www.gamification.org/wiki/Gamification

Gamification

The Engagement EconomyHow gamification is reshaping businesses

http://www.deloitte.com

Open Badges

http://www.openbadges.org/

Augmented reality

URL too long! We’ll supply you

Any Questions?