Take a walk on the digital side: How purposeful use of tech and program design improves learning
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This document discusses how purposeful use of technology and instructional design can improve learning. It begins by framing the conversation around assumptions about learning and technology. The presenter then discusses their background and influences, including connectivism and the use of technology. Principles of learning are outlined, including that learning is personal, social, contextual and messy. Ideas are presented around designing flexible and engaging learning, including backward design. The importance of interaction and the teacher is emphasized.
Take a walk on the digital side: How purposeful use of tech and program design improves learning
- 1. Take a walk on the digital side: How purposeful use of tech and program design improves learning Randy LaBonte Canadian eLearning Network http://CANeLearn.net Canadian models integrating online learning environments
- 2. Why we are here (the promise…) • Together let's see how purposeful planning, design and use of technology may shift learning toward the promise and hype the rhetoric would have us believe. • To learn, and not do, is not yet to learn Your challenge is what you will do because of today?
- 3. Framing our conversation •What assumptions about learning, and specifically distributed or online learning, do you bring to this conversation??
- 4. Leadership, Technology & Pedagogy My thinking has been influenced by: • Doctoral research on leadership in technology- enhanced learning situations • Policy and practice consultation with the BC & AB online K-12 schools • Consulting with AB post-secondary • Interactions through CANeLearn.net • Teaching at VIU and RRU • Continuing research of online programs 4
- 5. My assumptions are framed by theory 1. Behaviourism 2. Cognitivism 3. Constructivism 4. Connectivism
- 7. My assumptions are influenced by the use of technology https://www.flickr.com/photos/lgb06/
- 8. Technology is the game changer… • Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil. National Association of Teachers, 1907 8
- 10. My most powerful learning moment • Describe a learning experience that really grabbed and excited you. • What was significant about it? • Tell someone about it…
- 11. Principles of Learning Learning is personal Learning is social Learning is contextual Learning is messy
- 12. • It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiousity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom. • Albert Einstein
- 13. Ideal Learning Environment 1. The learner must be active. 2. The environment must be rich and complex. 3. The environment must be structured. 4. The learner must interact with others.
- 14. Its about design
- 15. Framing our conversation •What assumptions about learning, and specifically distributed or online learning, do you bring to this conversation??
- 18. Emerging Models • Navigate (BC) • Argyll (AB) • SC Cyber (AB) Wapaskewa (MB) • Consortia (BCLN, AB Moodle Hub, SK, OeLC, CFORP) • Blended Learning (NB, ON – LMS used in classrooms) • See http://canelearn.net/state-of-the-nation-k-12- online-learning-in-canada/state-of-the-nation-brief- issue-papers/ for more background
- 19. Trending… 1. Blended and online practices are blurring – it is more about learning within flexible structures 2. Transition from online to blended more difficult than from classroom to blended/online 3. Personalization and flexibility critical drivers in Canada – not competency-based as of yet 4. Research focus on better data and exploring pockets of innovation Online Blended Classroom
- 20. It is just learning after all… Campus Virtual Classroom DE Programs Onsite only Online only Flexible Learning • Instruction & learning is both onsite and online • Some element of choice in learning for students Blended and Online Learning Trends Emerging and Trending Shifts in Practices
- 21. e-Learning is… • Learner-centric • Instructor facilitates • Technology supports • From time constant, – Mastery variable; • To mastery constant, – Time variable
- 23. The Mantras… • e-Learning is any place, any pace, any time… • In 21st Century Learning, students use educational technologies to apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions.
- 24. Why?? • Personal learning • Any time/pace • We organized students into groups for efficiency in schools… • Why do we not do the same online? • What advantage do students achieve? Lose? 24
- 25. Stale learning activities… • Write down and describe a scenario, lesson, or evaluation strategy you think is stale or not where you would like it to be. • Pair up and brainstorm how to improve them.
- 27. Research conducted by Richard Light of Harvard: • One of the strongest determinants of student success was not instructor teaching style, rather the ability to form and participate in small study groups • Students who studied in groups: – More prepared for class – Better engaged in their studies – Learned significantly more than students who worked on their own Light, R.J. (2001) Importance of social interaction
- 28. • “High quality interaction with learning materials, interaction between teachers and learners and interaction among learners, are all essential for effective learning.” Bates, A.W. (2006), p.222 Quality and Interaction...
- 30. • Analysis of 400,000 students in 3000 schools found the most important predictor of quality was the teacher • Teacher effect on student achievement was both additive and cumulative Rice (2003) • The quality of a student’s teacher is the most important determinant of learning after family background. Hanushek (1992) The “X” Factor is?
- 32. Backward Design Focus on the learning – not the teaching
- 33. Basic Stages of UbD Stage 1:Identify desired results Curriculum Goals and Learner Outcomes Big Ideas Essential Questions/ Enduring Understandings Know/ Understand/ Do Stage 2: Determine acceptable evidence Formative/Summative Assessments Stage 3: Plan learning experiences and instruction Developing the Learning Plan Consider how to differentiate
- 34. Reflecting on your practice… • Community of Inquiry framework is the foundation for instructional practice, review, and reflection • Garrison, Anderson, & Archer (2000) https://coi.athabascau.ca/wp-content/uploads/2014/07/COI-ANIM.swf
- 35. Reproduced by permission of the publisher, © 2012 by tpack.org http://www.tpack.org
- 36. Designing flexible, engaging learning… Foundations (pick only one!): 1. Policy and funding • What is supporting? • What is required? • Strategies for change… 2. Curriculum alignment and assessment • Conflict or Concert? • Building congruence… 3. Organizational models • Blended Learning approaches • Changing horses in the middle of the stream… 4. Technology and Learning Resources • What is missing? • Where can you find it? 5. Teachers' technological and pedagogical skills • Strengths? • Challenges? • Strategies to support…
- 38. Go forth and master the learning! • The difference between a master and a beginner: –The master has tried and failed more times than –The beginner has tried TRY! FAIL! LEARN!! https://www.flickr.com/photos/thomashawk/
- 39. Contact Information Randy LaBonte [email protected] http://CANeLearn.net
- 40. References 1. Ally, M. (2004). Foundations of educational theory for online learning. In Terry Anderson and Fathi Elloumi (Eds.). Theory and Practice of Online Learning. Athabasca, AB: Athabasca University Press. 2. Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing, teaching and learning for a digital age. Retrieved from http://www.tonybates.ca/teaching-in-a-digital-age/ 3. Dee Fink, L. (2003). A Self-Directed Guide to Designing Courses for Significant Learning. Retrieved from http:// www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf. 4. Downes, S. (2012). Connectivism and Connective Knowledge. Retrieved from http://www.downes.ca/files/Connective_ Knowledge-19May2012.pdf.
- 41. References 4. Drexler, Wendy. 2008, November 26. Networked Student. Retrieved from http://www.youtube.com/watch?v=XwM4ieFOotA. 5. Ferdig, R.E. & Kennedy, K. (2014). Handbook of research on K-12 online and blended learning. Retrieved from http://press.etc.cmu.edu/content/handbook-research-k-12-online- and-blended-learning-0 6. Hannum, W. (2005). Learning Theory Fundamentals. Retrieved from http://www.theoryfundamentals.com/gagne.htm 7. Harasim, L. (2012). Learning Theory and Online Technologies: How New Technologies are Transforming Learning Opportunities. New York, NY: Routledge Press. 8. Keller, J.M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York, NY: Springer.
- 42. References 9. Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. San Francisco, CA: Jossey-Bass. 10. Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/Connectivism.htm. 11. Siemens, G. (2002). Instructional Design in Elearning. Retrieved from http://www.elearnspace.org/Articles/InstructionalDesign.htm. 12. Wiggins, G., McTighe, J. (2005). Backward Design. In Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Ch. Retrieved from: http://www.ubdexchange.org/resources/backwards.html.