Lära på NätetGenerella begrepp och kännetecken

Student på nätet

Exempel från högre utbildning

Nya verktyg och framtiden

Independence of time and distance

face to face

video conferencing

audio conferencing

radiotelevision

correspondence

Interaction

computer conferencing

Anderson, Terry. (Ed.). (2008). The Theory and Practice of Online Learning. AU Press: Athabasca University.

Independence of time and distance

face to face

video conferencing

audio conferencing

radiotelevision

correspondence

Interaction

computer conferencing

Anderson, Terry. (Ed.). (2008). The Theory and Practice of Online Learning. AU Press: Athabasca University.

Web based learning

Teacher presence

Cognitivepresence

Socialpresence

Adapted from Terry Anderson:The Theory and Practice of Online Learning, 2008.

Teacher presence

Cognitivepresence

Socialpresence

Educationalexperience

Adapted from Terry Anderson:The Theory and Practice of Online Learning, 2008.

Settingclimate

Selectingcontent

Supportingdiscourse

Student perspective

Independent vs.

Paced

Distansutbildning”Hermods”

Online learning(E-learning)

Modeller för utformning av kurser

• Content+Support– Fastlagt innehåll, särskilt kursmaterial,

envägskommunikation, entydig lärarroll• Wrap Around Model

– Fastlagt innehåll, vanliga böcker+resurser, ökad lärarroll

• Integrated Model– Framväxande innehåll, krävande

lärarroll

Aspekter på flexibilitet

• Flexibilitet i tid

• Flexibilitet i plats

• Flexibilitet i innehåll

• Flexibilitet i undervisningssätt

• Flexibilitet i sätt att leverera

• Flexibilitet i tillträdeskrav

Interaktioner

• Student – innehåll

• Lärare – innehåll

• Student – lärare

• Student – student

• Lärare – lärare

• Innehåll – innehåll

Student activities

• Acquisition

• Participation

• Contribution

Student perspective- what to be aware of

• Where do I belong? (presence)

• How should I behave? (“social abrasion”)

• Must be serious! (emotions)

• They seem so confident! (insider/outsider)

• I don't know the proper words! (discourse)

Contributing and Participating

in Academic Seminar Discourse

Seminarieinlägget

• Fokusera på en fråga och understöd med eget material

• Bidragen skall föra gruppens diskussion framåt• Undvik att enbart hålla med eller att tycka att något är

bra i allmänhet• Försök att stödja påståenden med citat eller

hänvisningar• Bygg vidare på andras tankar och frågor• Diskutera sakligt även vid meningsskiljaktigheter

(nettiquette)

Benefits of the online seminar

• Participants must be prepared and ready to contribute• Writing is a powerful tool for the development of thinking • Discussing asynchronously gives each participant time to

reflect • Gradual elimination of communication barriers • Decreasing risk of plagiarism

Initial Confusion

─ Am I in the right course? It’s the same every time I start a new course! (Aug 30)

─ Where and how can I upload what I want to write in its proper place? It takes all my time to worry about this? (Sep 14)

─ I think you should stop worrying. We will solve this together. To the left you have the folder [for the particular theme] in it you will find the group folders. (Sep 14)

Managing the Setting

─ I say, this is deep, a book which is so loaded with difficult expressions that you will get stuck even on the author’s name! This book is heavy reading! (Oct 3)

─ Well, my goodness …it was a severe test … luckily I can use [an online dictionary] … in addition you are supposed to grasp the meaning of it too … [smiley inserted] … unfortunately I didn’t read the tutor’s guide in advance … (Oct 8)

─ Hi, group! [Name] seems to be the only one who is aligned with the time-table on this theme! How about you others? (Oct 4)

─ Hello [name] and others. I struggle with the book and I am nearly finished … I will really try to keep up. (Oct 4)

Attempts to manage the setting through:

• Sharing of experiences from the reading of the book. • Creating a friendly atmosphere.• Synchronizing activities. • Aiming for dialogues rather than monologues.

Elaborating Cognitive Issues

─ … who is actually the teacher in this kind of CSCL environment. … perhaps we are all tutors in a way … each one of us must take on a great responsibility to ensure that learning occurs. Is it, … a task for all of us … to practice arguing and persuading? (Oct 12)

─ … it is about giving and taking in order to appropriate new concepts in a context. …, you cannot create knowledge on your own. You always create together with someone else. (Oct 14)

De nya verktygen och framtiden

Gratisverktyg”Free”

• Kommunikation (Skype, Gmail, Hotmail m.fl.)

• Webbsidor (GoogleSites t.ex.)

• Bilder (Flickr t.ex.)

• Filmer (YouTube)

• Musik

Användarproducerad”Sharing”

• Bloggar

• Wikis

• Sociala nätverk

• Bokmärken (Delicious)

• Slideshare

• Flickr

• OER

Lärande 2.0 >aktivt utforskande istället för passivt mottagande

Open!

• Open source

• Open access

• Open educational resources

• Open courseware

• Creative Commons

Nyckelord

Free

Share

Open

Högre utbildning i framtiden?

• Web 1.0 > Web 2.0

• Push > Pull

• Instructionism > Connectivism

• Begreppet ”kurs”

• Exemplet PLENK 2010

• Examination?

Tack för er uppmärksamhet!

Titta gärna på mina foton på www.flickr.com/photos/lejon2008och på bloggen http://netinhe.blogspot.com