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Science presentation 1st november
The document provides an overview of open and online learning, emphasizing its concepts, strategies, and the use of technology-enhanced tools to enhance learning experiences. It outlines the goals of open learning initiatives, the transformation in curriculum, and the roles of various technologies such as MOOCs, e-books, and mobile apps in education. Additionally, it discusses the support and resources available for transitioning to online learning and encourages participation in ongoing discussions and courses about open learning.
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Science presentation 1st november
- 1. Open and OnlineLearning The Office of Open Learning
- 2.
- 3. Alternative Overview Concepts andIdeas Ideas for Science Open Learning Simulations Online Learning Field Trip Preparation Open Educational Audio Feedback Resources (OERs) Games and role plays Distance Education
- 4. open learning online learning accessible active and immersive collaborative Q: what do you understand by open and online learning?
- 5. Open Learning Open Education Open Educational Resources Networked Learning Technology Enhanced Learning Online Learning Environment Mobile Learning Distance Education Blended Learning Hybrid Models MOOCS
- 7. good learning • Active • Individual • Cumulative • Goal oriented • Self regulated • Situated • Owned by the learner
- 9. Strategic Plan 2012-15 Qualityin systematic Governance for the development of open Office of Open and online courses Learning and programmes Business, QE and pedagogical models of open learning Cross-institutional External open open learning learning partnerships partnerships
- 10. what are wetrying to do? Political and economic goals Raising awareness of Uwindsor in online learning More students, more money … • Transform learning • Transform the curriculum • Transform the institution
- 11.
- 12. Learning is transformedby • Materials that fit learning into living • Practice of authentic tasks in authentic contexts • TEL support for learning away from campus • Virtual environments for collaboration, demonstration, peer review • IBL, case-based and PBL • Recording and making learning visible (e-portfolio) • Feedback/assessment that is timely, reviewed, clarifies expectations (eg audio feedback)
- 13. Curriculum is transformed by • Focusing on learning experience holistically • Assumption of open content • Trusted information with multiple representations • Transparent processes with shared artefacts, collaborative tools • Streamlined administration systems • Focus on educational conversations … • .. captured and reflected on in meaningful ways • QA/QE oriented on negotiated iterative enhancement
- 14. Institutions are transformed by • New relationships with learners and potential learners not yet enrolled • Delivering learning beyond the campus • Diversification of professional roles • Developing sustainable dialogues with employers and professional bodies • Addressing digital literacy across the institution
- 15. mobile apps e-books ande-journals games-based learning simulations and virtual worlds learning analytics video (teachers AND learners) personalised learning environments e-portfolios BYOD (Bring your own device) digital content and open access Open Educational Resources (OERs) the flipped classroom MOOCs and free/open universities
- 16. social networking – forcourse discussions blogs as reflective journals video with audio commentary for feedback immersive technologies for role plays eg SecondLife wikis for collaborative content creation social bookmarking - expanding reading - critique
- 18. TEL per sedoes not
- 19. we need gooddesign for open learning
- 20. Organisational Context Philosophy Educational Setting High level pedagogy Task Environment including learning s technologies Pedagogical strategy Student Activity Pedagogical tactics (Learning) Outcomes From Steeples, Jones & Goodyear 2002
- 21. Guides the designprocess Makes the design explicit Enables sharing and critique Fosters repurposing and adaption Highlights gaps Creates representations for learners Benefits in upstream efforts to open learning design
- 22. • Inquiry basedlearning • E-training • Collective intelligence • Drill and practice • Resource-based Associative Constructivist Focus on learning Building on prior through knowledge association and Task-oriented reinforcement Situative Networked and Learning through Collaborative social interaction Learning in a Learning in connected context environment • Experiential learning • Reflective and dialogic • Authentic contexts learning • Problem-based • Personalised learning learning (PBL) • Role play
- 23. Learner characteristics http://linoit.com/users/http://linoit.com/users/christinesmith544/canvases/storyboarding
- 24. Aspects of anOLE Examples of resources Administrative support Course/programme outline Notices Requirements Assessment submission Communication email Discussion fora – synchronous/asynchronous Chat rooms FAQs Delivery of content Lectures – streamed, Collaborate, on-demand Handouts Study guides Assessment Formative – quizzes, tests Summative – essays, reports, MCQs Resources Support materials Links to other sites Library resources – e-books, e-journals, OERs Interactive materials Multimedia Simulations Online tutorials
- 25. linear design planning •Structure by weeks: – learning objective(s) / theme – resources – e-tivity – formative assessment and feedback • Summative assessment, feed forward • Learning Outcomes
- 26. Tools and resources Guidance and Content and support experience Communication Reflection and and demonstration collaboration Responsibilities and relationships
- 27. How to begin? Movingfrom F2F online … • Lectures online • Discussion fora and/or Collaborate • e-texts and OERs • quizzes, MCQs • e-submission (+ Turnitin)
- 28. explicit attention todesign • Induction: eg Collaborate • Weekly themes with adaptive release of content • Peer-led tasks with rotating roles • Collaborative project work • Tutor and peer moderated discussions • Webinars eg with guest speakers • Quizzes and MCQs • E-books and e-journals • Students critiquing OERs • Presentation for assessment
- 29. A new worldfor HE learners? – Self-pacing study at home or – Topics from which to select leads to customised curriculum – Topic research then teaching others – jigsaw, patchwork, peer2pe er – Use of videos to present, mobile apps to access
- 30. Some design resourcesto get started: • How to create e-tivities: tinyurl.com/etivity-uol http://phoebe-guidance.conted.ox.ac.uk/wiki/PhoebeMapActivitiesToTechnologies • Task swimlane at cloudworks.ac.uk/cloud/view/3421 • Info literacy cards on JISC design studio for embedding info literacy in e-tivities Tinyurl.com/infolit-cards Using a VLE effectively • Tinyurl.com/using-vle-effectively • Tinyurl.com/warwick-vledesign-idea • Tinyurl.com/vle-uol Salmon’s e-moderating at http://www.atimod.com/e-moderating/5stage.shtml
- 31. Interested in Open EducationalResources? Please look at: • OER commons • JorumOpen • Xpert • Open Coourseware Consortium • OU LabSpace • Google with usage rights filter (free to use or share) • Any repository listed at wikieducator.org/OER_Handbook/educator/Find/Gene ral_repositories
- 32. What happens aftertoday? Join the OL blog and continue discussion, access the slides and resources openlearningwindsor.wordpress.com http://www.youtube.com/watch?v=0eUeL3n7fDs&feature=related Sign up for Open Learning: • Be an OL champion in the Faculty • Join the CTL online course (commences 06 Feb- 20 Mar) • Join the OOL advanced online course (will commence around April 2013) • Be part of the OWL sessions commencing 13th December 2012, and monthly • Funding for DE development projects is coming … Contact me directly: chris.smith@uwindsor.ca
- 33. The Office ofOpen Learning Open and Online Learning b: openlearningwindsor.wordpress.com t:@ChrisSmith544 e:chris.smith@uwindsor.ca
- 34. The Office ofOpen Learning Open and Online Learning thank you for your time and attention
Editor's Notes
- #3 StructuresPotential design patternsExamplesHow to go forward with thisQuestions and discussions at any point
- #5 After photosAsk for opinions and ideas on open and online – think for a moment then some to call out or hands upCapture on paper – on large flip chart/whiteboard if there’s one in the room
- #6 Open learning: refers toan approach to learning focused on the learner and their role in determining their own learning: eg in timing, pacing location, selection of resources, support/guidance, assessment …Open education is about freeing up learning opportunities to those who have the capacity to benefit from them and about eliminating unwarranted barriers to entry: culture, accessOpen educational resources: (OER) are teaching and learning materials freely available online for everyone to use, whether you are an instructor or student. OERs are teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution.Networked learning: learning in which information and communication technology is used to promote connections: between one learner and other learners, between learners and tutors; between a learning community and its learning resourcesTEL: TEL focuses on the technological support of any pedagogical approach that utilizes technology and the support of any learning activity through technologyOnline learning: An online learning environment: is one that goes beyond the replication of learning events that have traditionally occurred in the classroom and are now made available through the internet. It provides for different ways of learning and the construction of a potentially richer learning environment.An online learning environment can include any or all of a number of aspects ranging from administration details relevant to the class to learning experiences mediated through interactive multimedia to a total course delivered via the internet. An online learning environment can supplement or complement a traditional face-to-face learning environment or it may provide a complete learning package that requires little face-to-face contact.Mobile learning: distinct in its focus on learning across contexts and learning with mobile devices. One definition of mobile learning is: Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.[1] In other words mobile learning decreases limitation of learning location with the mobility of general portable devicesincluding handheld computers, MP3 players, notebooks and mobile phoneDistance education: based on a physical separation of the learner from the instructor, with the instructor delivering teaching, to students who are not physically present in a traditional educational setting such as a classroom. It has been described as "a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both.Blended learning: an approach that blends classroom face to face learning experiences with technology-mediated learning experiences in both integrated and distributed modelsHybrid models: blend face-to-face interaction such as in-class discussions, active group work, and live lectures with typically web-based educational technologies such as online course cartridges, assignments, discussion boards, and other web-assisted learning tools.[1] The degree to which the design of hybrid courses utilize traditional classroom and online learning environments varies, being largely dependent on the subject matter and overall nature of a course = blended learning
- #7 teacher controlphilosophical stanceteacher perceptions of learner needslearner ability to self-regulate, to self-directcurriculumorganisational requirements and/or PRSBs
- #16 Affordances – what do these tools allow us to do, what kind of learning do they enable, facilitate or support?How do they support the leaner’s goals and needs, the content, the level of assessment, meeting the assessment requirements?
- #17 Some examplesTechnologies as media for accessing and studying learning materialAs media for learning through enquiry – eg in online case studiesAs media for communication and collaboration – wikis, blogs, virtual worldsAs media for learning through construction – eg knowledge construction environmentsTechnologies for learners’ assessment – quizzes, tests and e-portfoliosTechnologies for digital and multimedia literacy – video editing and annotation, image processing, digital narratives
- #18 Virtual Field trip for field trip preparation – what to expect, routines, skills, sources and documenting evidence (Sydney)Dentistry – sharing video of cases, treatments and processes for discussion and critique – Kings College LondonE-portfolios- to document learning journey, present achievements in variety of formats eg video, report – can be structured around Los - SalfordLab safety training – simulations, online tutorials, quizzes - BirminghamAudio feedback – can be used on documents, to personalise feedback, give generic feedback to group eg podcasts Salford, Built environment
- #19 Create timeCreate moneyCreate opportunityOffer resilience in uncertain times
- #21 Conceptual and procedural levels in a pedagogical frameworkfeed into the educational designThis all takes time so in our activity today we will have to presume this activity has occurred and there is clarity to proceed among the team
- #27 Use for the Salmon stage 1 or 2 task: what ideas can you come up with?
- #28 A simple model