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Managing Managing eLearning eLearning Week 2 Week 2

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Managing eLearning. Week 2. What have we done so far…. Week 1: Made a Blog + talked about its usefulness Prepared an Online Concept Plan and added it to our Blog Linked all this to learning theory: Behaviourist (rote, online tutes) Cognitivist (Concept Maps) - PowerPoint PPT Presentation

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Page 1: Managing eLearning

Managing Managing eLearningeLearning

Week 2Week 2

Page 2: Managing eLearning

What have we done so What have we done so far…far…

Week 1:Week 1: Made a Blog + talked about its usefulnessMade a Blog + talked about its usefulness Prepared an Online Concept Plan and Prepared an Online Concept Plan and

added it to our Blogadded it to our Blog Linked all this to learning theory:Linked all this to learning theory:

Behaviourist (rote, online tutes)Behaviourist (rote, online tutes) Cognitivist (Concept Maps)Cognitivist (Concept Maps) Constructivist (blogs and wikis with Constructivist (blogs and wikis with

scaffolding)scaffolding) Connectivist (digital learning theory)Connectivist (digital learning theory)

Page 3: Managing eLearning

What we have to do this What we have to do this week…week…

Week 2Week 2 Make a Wiki + reflect on its Make a Wiki + reflect on its

usefulnessusefulness Make a Website + reflect on its Make a Website + reflect on its

usefulnessusefulness (2(2ndnd half of the tute – into the labs to half of the tute – into the labs to

follow the instructions on Moodle follow the instructions on Moodle Week 2)Week 2)

Page 4: Managing eLearning

SWOT AnalysisSWOT Analysis

When analysing anything for its When analysing anything for its usefulness, it’s good to use a SWOT usefulness, it’s good to use a SWOT graphic organiser:graphic organiser:

(Link to eLearning (Link to eLearning [email protected])[email protected])

Page 5: Managing eLearning

Blog SWOTBlog SWOT

Reflect on the usefulness of the Blog Reflect on the usefulness of the Blog in a learning environment:in a learning environment:

Strengths:Strengths:Weaknesses:Weaknesses:Opportunities:Opportunities:Strengths:Strengths:

Link to Learning Theory:Link to Learning Theory:

Page 6: Managing eLearning

Online Concept Map Online Concept Map SWOTSWOT

Reflect on the usefulness of Online Concept Reflect on the usefulness of Online Concept Maps in learning:Maps in learning:

Strengths:Strengths:

Weaknesses:Weaknesses:

Opportunities:Opportunities:

Strengths:Strengths:

Link to learning theory: Cognitivist – Link to learning theory: Cognitivist – organising information into organising information into chunks/schemas to enable storage in short chunks/schemas to enable storage in short term and long term memory (Ref).term and long term memory (Ref).

Page 7: Managing eLearning

Wiki SWOTWiki SWOT

Reflect on the usefulness of Wiki’s in a Reflect on the usefulness of Wiki’s in a learning environment:learning environment:

Strengths:Strengths:Weaknesses:Weaknesses:Opportunities:Opportunities:Threats:Threats:Link to Learning Theory: scaffold Link to Learning Theory: scaffold

questioning for students to post questioning for students to post learnings to – Constructivist theory learnings to – Constructivist theory (Vygotsky, year).(Vygotsky, year).

Page 8: Managing eLearning

Website SWOTWebsite SWOT

Reflect on the usefulness of a Website in a Reflect on the usefulness of a Website in a learning environment:learning environment:

Strengths:Strengths:

Weaknesses:Weaknesses:

Opportunities:Opportunities:

Strengths:Strengths:

Link to learning theory: online tutorials, Link to learning theory: online tutorials, rote learning (Behaviourist), scaffolded rote learning (Behaviourist), scaffolded questioning?questioning?

Page 9: Managing eLearning

Week 2 TheoryWeek 2 Theory

Learning with ICT is only beneficial Learning with ICT is only beneficial when combined with appropriate when combined with appropriate learning approaches.learning approaches.

ICT + ICT + PedagogyPedagogy = Learning = Learning

DoLDoL

Productive PedagogiesProductive Pedagogies

Blooms etcBlooms etc

Page 10: Managing eLearning

Learning should be…Learning should be…

AuthenticAuthentic Embedded in a real contextEmbedded in a real context Connected to the worldConnected to the world ProblematicProblematic CollaborativeCollaborative Support substantive conversationSupport substantive conversation Value differences and group identityValue differences and group identity Support deep knowledge and higher order Support deep knowledge and higher order

thinkingthinking

Page 11: Managing eLearning

Digital PedagogyDigital Pedagogy

See Moodle for the Education See Moodle for the Education Queensland quote on digital pedagogy Queensland quote on digital pedagogy that it is “a new way of working…”that it is “a new way of working…”

Students use ICT to:Students use ICT to: access, integrate, manage and evaluate access, integrate, manage and evaluate

informationinformation Develop new understandings, to Develop new understandings, to

participate as global citizensparticipate as global citizensDigital Pedagogy Digital Pedagogy transforms learning.transforms learning.

Page 12: Managing eLearning

ICT Frameworks & ICT Frameworks & LearningLearning

TPACK FrameworkTPACK Framework Learning Engagement TheoryLearning Engagement Theory Big Six FrameworkBig Six Framework Dimensions of LearningDimensions of Learning Productive PedagogiesProductive Pedagogies QCARQCAR

Study and select 1 framework to analyse the Study and select 1 framework to analyse the tools and information presented to evaluate, tools and information presented to evaluate, make decisions and plan a unit of work for make decisions and plan a unit of work for A3.A3.

Page 13: Managing eLearning

TPACKTPACK

Technological Pedagogical & Technological Pedagogical & Content KnowledgeContent Knowledge

… … Pedagogical Content Knowledge Pedagogical Content Knowledge Framework (Shulman)Framework (Shulman)

Subject area specific pedagogiesSubject area specific pedagogies Basis is knowing how to use Basis is knowing how to use

technology in pedagogically sound technology in pedagogically sound ways for learning specific content.ways for learning specific content.

Page 14: Managing eLearning

Learning Engagement Learning Engagement TheoryTheory

Kearsley & Schneiderman Engagement TheoryKearsley & Schneiderman Engagement Theory Framework for technology-based teaching and Framework for technology-based teaching and

learninglearning Students meaningfully engaged in learning Students meaningfully engaged in learning

activities through interaction with others and activities through interaction with others and worthwhile tasks (links to Constructivist)worthwhile tasks (links to Constructivist)

Technology can facilitate engagementTechnology can facilitate engagement Emphasis on collaboration with peers and a Emphasis on collaboration with peers and a

community of learners (links to Situated community of learners (links to Situated Learning)Learning)

Focus on experiential and self-directed learning Focus on experiential and self-directed learning (links to adult learning)(links to adult learning)

Page 15: Managing eLearning

Learning Engagement Learning Engagement Theory contd.Theory contd.

All student activities involve: creating, All student activities involve: creating, problem solving, reasoning, decision-making problem solving, reasoning, decision-making & evaluation& evaluation

Students’ intrinsically motivated due to Students’ intrinsically motivated due to meaningul learning experiences and tasksmeaningul learning experiences and tasks

Creating successful collaborative teams to Creating successful collaborative teams to work on ambitious projects meaningful to work on ambitious projects meaningful to world:world:

RELATE-CREATE-DONATERELATE-CREATE-DONATE imply that imply that learning activities:learning activities:

1.1. Occur in group context (collaborative teams)Occur in group context (collaborative teams)2.2. Are project-basedAre project-based3.3. Have an outside (authentic focus)Have an outside (authentic focus)

Page 16: Managing eLearning

The Big SixThe Big Six

Eisenberg & BerkowitzEisenberg & Berkowitz Most widely-used and knownMost widely-used and known Information and technology literacy Information and technology literacy

model and curriculum implemented in model and curriculum implemented in schools (K – 12 – HE)schools (K – 12 – HE)

Information problem-solving strategy Information problem-solving strategy where students can handle any where students can handle any problem, assessment, decision or taskproblem, assessment, decision or task

Page 17: Managing eLearning

The Big Six contd.The Big Six contd.

Highly relevant for any problem-Highly relevant for any problem-based learningbased learning

Ensures use of ICT in all Ensures use of ICT in all phases/stages to maximise phases/stages to maximise outcomesoutcomes

Ensures ICT is integral to learningEnsures ICT is integral to learning

Page 18: Managing eLearning

The Big Six contd.The Big Six contd.

Foundation Links (see article in Week Foundation Links (see article in Week 2 Moodle)2 Moodle)

1.1. Task DefinitionTask Definition

2.2. Information Seeking StrategiesInformation Seeking Strategies

3.3. Location and AccessLocation and Access

4.4. Use of InformationUse of Information

5.5. SynthesisSynthesis

6.6. EvaluateEvaluate

Page 19: Managing eLearning

Learning ActivityLearning Activity

Read Week 2 TheoryRead Week 2 Theory Select a framework to analyse digital Select a framework to analyse digital

tools (blog, concept map, wiki, tools (blog, concept map, wiki, website, etc) withwebsite, etc) with

Add a Blog posting, justifying your Add a Blog posting, justifying your positionposition

Page 20: Managing eLearning

ICT Principles are the ICT Principles are the same…same…

Authentic contextAuthentic context Problem-based learningProblem-based learning Supports deep understandingSupports deep understanding Supports higher order thinkingSupports higher order thinking Supports collaborative learningSupports collaborative learning Enables creative/inventive solutionEnables creative/inventive solution ConsolidationConsolidation

Page 21: Managing eLearning

Multi-modal Learning Multi-modal Learning Design (Cisco)Design (Cisco)

Dual coding systemDual coding system Visuals & text/auditory processed in separate Visuals & text/auditory processed in separate

channelschannels Bottom line is students using well-designed Bottom line is students using well-designed

combos of visuals & text learn more than combos of visuals & text learn more than students who only use textstudents who only use text

““A picture is worth a thousand words” A picture is worth a thousand words” – –

Author UnknownAuthor Unknown Edgar Dale’s Original Cone (Cisco, p. 6) 10 Principles (Mayer, Moreno) (Cisco, p.12)

Page 22: Managing eLearning

Working safely, legally & Working safely, legally & ethicallyethically

Reference all materials used, unless Reference all materials used, unless your ownyour own

Industry Codes of Practice (IIA)Industry Codes of Practice (IIA) Child Safety:Child Safety:

NetAlertNetAlert Teacher’s Guide to Internet SafetyTeacher’s Guide to Internet Safety Stranger DangerStranger Danger NetSafe KidsNetSafe Kids Cyber bullyingCyber bullying

Page 23: Managing eLearning

Practical Activity – Practical Activity – Digital Tool 3Digital Tool 3

WikisWikis Uses/what’s your context?Uses/what’s your context? Analyse using a frameworkAnalyse using a framework SWOT analysis to brainstorm SWOT analysis to brainstorm

functionalityfunctionality

Page 24: Managing eLearning

Practical Activity – Practical Activity – Digital Tool 4Digital Tool 4

Create a website using WeeblyCreate a website using Weebly What are the uses?What are the uses? What’s your context?What’s your context? Analyse using a frameworkAnalyse using a framework SWOT analysis to brainstorm SWOT analysis to brainstorm

functionalityfunctionality

Page 25: Managing eLearning

Blog ReflectionsBlog Reflections

Select/summarise 1 framework (Concept Select/summarise 1 framework (Concept Map, what learning activities)Map, what learning activities)

Wiki address & hyperlink, explain Wiki address & hyperlink, explain difference between wiki & blog, difference between wiki & blog, implications for learning design. How implications for learning design. How best used? Reference, keep it best used? Reference, keep it professional, comment on others, add professional, comment on others, add linklink

Add Weebly address & hyperlink. How Add Weebly address & hyperlink. How used to support learning?used to support learning?