1. Implementing Effective OnlineLearning Design

2. OverviewGraduateattributesIndividualdifferencesPersonality/temperamentThe AffectiveDomain ofLearningValuesEmotionsMotivationConditionsfor learning 3. A Bricolage approachMaking Artful Use of what is at handImage adapted under Licence: Carl-Frederic De Celles 4. Conditions for learningImage courtesy Chemistry World: http://prospect.rsc.org/blogs/cw/2008/11/ 5. Graduate Attributes 6. Graduate Attributes responses: http://bit.ly/1rrZgB2 Text 419855 and your message to+61429883481 Tweet @poll 419855 and your message 7. Learning Design learning at the interface Structure vs Agency Design vs Orchestration Socio-material approach The importance of the teacherrole but by design Focus on activity of the learner Grain size (macro, meso and(Fenwich & Richards; 2011; Goodyear & Dimitriades, 2013)micro)What about Nano? 8. Individual differencesImage courtesy Nerissas Ring 9. Individual differencesImage courtesy Kelliann McDonald 10. Who am I?BSc (Ag)Grad Dip EdOnline teacherBlended teacherFace to face teacherMasters studiesSecondary teacherDoctoral studiesStaff developmentCurriculum development 11. Who am I?CompanionMotherGrandmotherSports psychologistTaxi driverFashion advisorKitchen handChef 12. Who am I?ExcitedReflectiveIntrovertedCompassionateInnovativeIndependent/DependentMessy thinkerRandom 13. Who are you? 14. Me as a learnerExcitedMessythinkerChefKitchenhandIndependent/DependentRandomTaxi driverSportspsychologistGrandmotherFashionadvisorReflectiveCompanionInnovativeMotherIntrovertedCompassionatePartner+- 15. You as a learner+- 16. Theres a lot more to students, (ummm Ogres)than people think. 17. Personality - take a quick testbit.ly/12saZr 18. The Big Five Personality factorsExtraversion Neuroticism ConscientiousnessAgreeablenessOpennessWarmth Anxiety Competence Trust ImaginationGregariousness Anger Orderliness Morality Artistic interestsAssertiveness Depression Achievement-strivingAltruism EmotionalityActivity level Self-consciousnessSelf-discipline Cooperation AdventurousnessExcitement Impulsiveness Deliberation Modesty IntellectPositive emotions Vulnerability Dutifulness sympathy Liberalismhttp://en.wikiversity.org/wiki/Motivation_and_emotion/Textbook/Motivation/Personality#Temperament.2C_Character_and_Sensation_Seeking_Traits_and_Motivation 19. Other online testshttp://www.outofservice.com/bigfive/ https://sapa-project.org/ 20. Displays of you vs the norm 21. Enter The Affective Domain 22. Perspectives: The Affective DomainThis Week in Race (2009) 23. The Affective Domain - levels Receiving Responding Valuing Organisation Characterisation 24. The Affective DomainReceivingBeing aware of or sensitive to the existenceof certain ideas, materials or phenomenaand being willing to tolerate them, and payattention to them. 25. RespondingShowing commitment to the ideas,materials, phenomena involved by activelyresponding to them and engaging with them. 26. ValuingSees worth or value in the subject, ideasmaterials or phenomena, and a willingnessto be perceived by others as valuing them 27. OrganisationRelating the value to those already held andbringing it into a harmonious and internallyconsistent philosophy 28. CharacterisationActing consistently, through a value set, inaccordance with the values he or she hasinternalized. 29. Why Affective?Graduate Quality Affective Terms Cognitive TermsBody of knowledge Receive information,listens, asks, selectsDemonstrate, apply,recogniseLifelong learning Participate, respond,discusses, compiles,performs, presents, reportsLocate, evaluate, manage,useEffective problem solver Completes, demonstrates,differentiates, explainsjustifies, selectsGather, evaluate, deployinformation, creativeWork autonomously andcollaborativelySelf-direction, collaborator,resolves conflictEvaluate perspectivesEthical action, socialresponsibilityCommitment, defends,appreciates, responsibleDefine, recogniseEffective communicator Sensitive to audience, oral,written or multimodalInternational perspectives Thinks globally, valuesdiversityAwareness, recognises(Birbeck & Andre, 2009) 30. Some affective verbsReceive Respond Value Organize CharacterizeAcknowledgeAgree toAcceptAdaptActAskAnswerAdoptAdhereAdvocateAttendCommunicateApproveAlterBehaveChooseComplyChooseArrangeCharacteriseDescribeConsentCommitCategorizeConformFollowContributeDesireClassifyContinueGiveCooperateDifferentiateCombineDefendHoldDiscussInitiateCompleteDiscloseIdentifyFollow-upJustifyDefendDiscriminateListenIndicateProposeFormulateEncourageNameInquirePreferEstablishEndureReceiveParticipateSanctionGeneralizeExemplifySelectQuestionReportIntegrateInfluenceTolerateReactEndorseModifyPreserveUseReadExhibitPreparePerformViewReplyExpressRankUpholdWatchRespondStudyRateRetain 31. Integrating cognitive and affective outcomes Receiving: The student will (TSW) differentiate (affective verb AV) between valid andfallacious critiques of the theory of Learning Styles, and argue (cognitive verb CV) theirreasoning in a written response (method of assessment MOA). Assessment shouldaccount for the initial discernment between truth and falsehood in addition to thecorrectness of the argument. (Graduate Attribute (GA): Disciplinary knowledge) Responding: TSW engage (AV) in a forum discussion (MOA) comparing (CV) andcontrasting (CV) published perspectives on learning preferences. Assessment shouldaccount for the level of engagement in addition to the determination of proper similaritiesand differences. (GA: Works collaboratively, communicates effectively) Valuing: TSW support (AV) the mission of a local non-profit organization through the design(CV) of a context evaluation (MOA) done on the organizations behalf. Assessment shouldrequire the student to defend the worthiness of the cause motivating the project and notsimply report valid descriptors of context. (GA: Ethical action and social responsibility) Organizing: TSW take a position and defend the use of (AV) of the value of social media ineducation, and accordingly make recommendations (CV) to line managers in an oralpresentation (MOA). Assessment should account for recognition of shortcomings in the oralpresentation. (GA: Ethical Action and social responsibility, communicates effectively). Characterizing: TSW demonstrate their knowledge of cross-cultural values (CV) and theirintellectual integrity when interacting with students from Singapore in culturally sensitiveways (AV). (GA: International and cross-cultural perspectives). 32. The Affective DomainMotivationValuesInterests FeelingsBeliefs Attitude 33. ValuesSchwartz (1994) 34. Why is this important: Course evaluationsEvaluation 1: I am really disappointed in you and (name) for not making sure Ihad the right idea for this assessment and I do not expect this to berepeated in the second assessment. You can expect to hear morefrom me if that assignment does not go well . The link to thedistance tutorials is difficult to find. Could you please rectify this byhaving a link on the left hand side of the Moodle page and postingthere when the distance education tutorials will be held.Evaluation 2: In all of my years of schooling (primary - secondary) andundergraduate study, no one has ever made themselves availableto me the way you did. I have been feeling quite isolated with myother course and I have to say, I never felt that with ICT. It wasdifficult but you were there to help push me through. You are theonly person who has ever done this for me and it is the sort ofteacher I can only dream of being for my future students. 35. More evaluations The assessment challenged me and pushedme beyond my limits and originalexpectations of what I could achieve. Veryforward thinking and open minded course.Extremely clear Moodle course layout madethis course easy to follow and a pleasure tobe involved in. We dont have the time to be figuring outwhat we are supposed to be doing. It shouldbe clear and concise. 36. Contradictory evaluation commentsOver to you:What contradictory evaluation commentshave you received in your courses? How doyou respond to them? 37. From the literatureMotivation leads to and is fed by behavioural,emotional, and cognitive engagementMaterials hold studentsinterestPerception of value incompleting taskMaterials hold studentsinterestNo perception of value incompleting taskMaterials do not hold studentsinterestPerception of value incompleting taskMaterials do not hold studentsinterestNo perception of value incompleting task 38. Motivation and Self-efficacyMotivationBehavioural engagementCognitive engagementEmotional engagement 39. Motivation and emotionsBasic Emotion Focus MotivationAnger Problem Fight or pushthroughAnticipation Opportunity Move towardJoy Opportunity Do more of thisTrust Safety Connection withothersFear Threat Protect, flightSurprise Uncertainty Pause, stop,examineSadness Loss Stop and clarify,protect, flightDisgust Problem Reject, walk awayAdapted from ORegan, 2003 40. Motivation and collaborationImage assumed to be open source 41. The practical implications How would you address the negativeswithout impacting on the learningoutcomes and the positives? How do you balance such diverse learningneeds? 42. Feelings InterestsLearningPersonalityExperiencePersonalMotivation situationAttitudesEmotionsValues andBeliefs 43. What are the benefits of learningonline? Email: 21607991.4484@e.linoit.com Post online: http://bit.ly/1pkS1aO 44. We have to ask ourselves. Why learnonline? Enhances critical thinking Opportunities for individualisation Equity and facilitation of collaboration Reduces barriers of classroom walls Promotes reflection Opportunities for networking Independent of time and place Balance anonymity with accountability 45. We have to ask ourselves. Why learnonline? Informal and formal and peer feedback Easy monitoring of participation and progress Promotes constructivist, learner-centeredness andopen-endedness Supports multimodal way of participating Articulation and organisation of learning Shares unique perspectives Transparent thinking process of learning isrevealed 46. So on to Design Get to know your students Give them insight into you Design activities to help them get to understand eachother- Add contact details to a wiki page. Introduce eachother in a forum.- Scaffold a forum (or other space) with questionsdesigned to gather insight into personal, family andprofessional identities- Hot Potato email- Time capsule- Include Keirsey temperament- Survey and pair, then group 47. Maintain contact Synchronous strategies, or Lino.it: What is thebest, and the worst thing that happened to youthis week? Weekly email (see later as well) Regular reflections with prompts promotestransparent thinking Use participation data regularly tailor bulkemails to different groups Use a litmus paper test regularlyhttp://linoit.com/users/wfass1/canvases/edel20002 48. Use data 49. Designed tasksWHEN WHEREWHAT WHOWHYhttp://debonoshats.wikispaces.com/FAHE11001+5https://docs.google.com/forms/d/1oeuWpClMf6QX_1kGwb2aYgmfCQjC2oXj6qLZfBxu4tU/viewform?usp=send_formhttps://docs.google.com/presentation/d/1Cm02JE1EZ2wioBoOh0G6Io_YFAEqjbc9WB4Ik0Sif58/edit?usp=sharing 50. Designed tasks 51. Articulate and Model desired behaviour andknowledge in practicehttp://number955.blogspot.com.au/2010/07/reflection-on-my-weekend-excursion.html 52. Script your learning journeyhttp://www.toptentop.com 53. Balance structure with agencyStructure Agency 54. Structure and agency 55. Structure and Agencyhttp://www.scoop.it/t/the-next-big-thing-learning-theory-in-the-digital-age 56. Early and regular formative assessmentinteractiveachievement.com 57. Design Collaborationhttp://www.atelier.net/ 58. Promote reflection about and on learninghttp://www.evolllution.com/http://cashcict.blogspot.com.au/2014/03/week-five-reflections-digital-tools-in.htmlhttps://plus.google.com/113102416714625046536/posts 59. Promote challenge and dissonance 60. Promote affective outcomesImage courtesy CAST, 2014 61. Technologyhttp://doug-johnson.squarespace.com/ 62. Over to you Sharing!Image from basreus.nl 63. Back to the Technology Sharing favouritesImage from basreus.nl 64. Thank you! Questions? Comments?