Transcript Targeting Your Learner: Principles of Adult Learning

Models of Online Learning –
Identifying Components
Week 3
Introduction to Web-Based
Mentoring and Distance
Education
Table of Contents
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III.
IV.
V.
What is online professional development?
Elements of Success
Continuum of Online Learning
Building and sustaining an Online
Community of Learners
Online Course Delivery Platforms
Week 3: Models of Online
Learning
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Discussion Questions:
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What elements of online
learning are evident in this
course?
What activities, strategies are
used (either through
development or facilitation)
that make this effective?
How have adult learning
principles and learning styles
been addressed in this
course?
How do the online platforms
(that you will review this week)
support the activities and
strategies that are used in an
online course?
I. What is Online Professional
Development (OPD)?
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Online Professional Development is made up of
web-based learning opportunities, including
educational programs, courses, workshops,
activities, resources, and online interactions with
instructors, mentors, and colleagues.
There are many different types of online learning,
but the learning community model of online
professional development—which combines
readings, activities, and facilitated, peer-to-peer
collaborative discussions, and team and community
building—is particularly suited to online professional
development for educators
II. Online Professional Development –
Elements of Success
Elements of Success
 The success of an online professional development program
depends on fulfilling the following elements:
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Assess local professional development needs and develop an OPD plan
based on these needs
Connect PD with other ongoing,face-to-face professional development
activities
Carefully select and train online professional development team
members (training includes “How to Teach Online” type course)
Build a strong local team for facilitating online communication
Develop incentives for teachers
Publicize the PD and involve local stakeholders.
Provide readily available and reliable access to technology and support
Foster a rich, interactive online learning community.
Integrate online workshops with face-to-face meetings (if possible)
Provide and structure follow-up opportunities
III. Continuum of Online Professional
Development Modules
Online professional development modules or learning experiences begin as small as
a reusable learning object and can be as large as a fully-facilitated online course.
• A reusable learning object is the smallest part of a module(activity, checklist,
scoring tool),
•An online tutorial is an example of a module that can be linear (how-to) or nonlinear (manual).
•In a self-paced course, learners work at their own time and pace to complete
sessions, and they interact with a facilitator at various benchmarks
•A fully-facilitated course has a specific flow (weekly sessions) and encourages
interaction, communication and collaboration among course participants
Reusable
Learning
Object
Online
Tutorial –
Linear or
NonLinear
SelfPaced
Online
Course
FullyFacilitated
Online
Course
IV. Building and Sustaining an
Online Community of Learners
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Before we view various online learning platforms, we
need to explore the power and importance of…
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Online Learning Communities
By understanding how to build and sustain an online
communities of learners, you will have a more critical
“eye” for viewing the strengths and weaknesses of the
online platforms
The following slides, will give you a brief overview of
Online Learning Communities.
IV. Building and Sustaining an
Online Community of Learners
What Does an Effective Online Community Look Like?
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Interaction – Evident through dynamic discussion forums, collaborative
activities, and frequent opportunities interaction
Common goals – Operating standards established and agreed upon
protocols are followed
Camaraderie – Evident through connections and shared humor
Trust between members – A safe and supportive environment is
established and supported
Group Processing - Participants work towards processing towards
continuous improvement, they do not wait for “policing” or prompting from
the facilitator
High comfort level for ongoing dialogue – Participants actively utilize the
discussion forum and engage in higher-level thinking and critical reflection
Accountability – Participants are accountable for their learning and
responsible for course activities
IV. Building and Sustaining an
Online Community of Learners
What Does an Effective Online Community Look Like?
 Team and Community Building - Opening and ongoing activities
 Self and team evaluations – Participants are able to self-assess their
individual and team progress
 Teamwork– Participants feel “safe” and have established trust to work
collaboratively on team activities and assignments
 Feedback – Participants receive feedback from instruction in a timely and
positive manner
 Emerging leaders – The facilitator helps to “groom” and support emerging
leaders for future development of the online learning community and PD
initiatives
IV. Building and Sustaining an
Online Community of Learners
What is the primary element
needed to make an online
community successful?
The primary element needed
to make a community
successful is…
Effective Communication!
Synchronous
Communication
Asynchronous
Communication
Chat
Discussion Forums
Instant Messaging
Email
Telephone Calls (if
necessary)
Announcements
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Communication in an online
community happens
synchronously and
asynchronously.
Instructor In-Box or
Individual Forum
IV. Building and Sustaining an
Online Community of Learners
How do you know you have created a highly-effective online
community?
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You know a course is highly effective when there is momentum within it,
outside of the facilitator’s efforts.
That momentum comes directly from participant involvement. As
participants communicate on their own and create spaces to do so that
directly involves and empowers you, nurtures independence, and supports
a dynamic, course landscape!
You must also look at the content to see evidence of analysis and growth
with in the various modes of communication and in final products
V. Online Learning Course
Delivery Platforms
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There are many online course
delivery platforms to choose
from.
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Online Course Delivery
Platform: The mode in which
the online course is delivered
to the participant
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The following slides highlight
some of the most popular
platforms.
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The site , provides a list and a comparison
of a variety of commercial products:
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http://www.marshall.edu/it/cit/webct/c
ompare/comparison.html
V. Online Learning Course
Delivery Platforms
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Electronic Learning Community (http://cte.jhu.edu/elc_tutorial)
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A dynamic online environment that provides like-minded professionals with a space to
connect, exchange information and resources, solve problems, and construct new
knowledge.
Blackboard (www.blackboard.com)
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A course Web site creation service that enables instructors to add an online component to
traditional classes or teach an entire course on the Web. You can quickly and easily create
your own course Web site to bring your learning materials, class discussions,
and tests online.
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Desire2Learn (http://www.desire2learn.com/welcome.html)
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WebCT (http://www.webct.com/entrypage)
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Desire2Learn Inc. is a world leader in providing innovative eLearning solutions to
academic institutions and other leading organizations around the world.
WebCT's vision is to deliver innovative e-learning solutions to help institutions improve
educational outcomes for students around the world.
Moodle (http://moodle.org/)
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A free course management system (CMS) - a software package designed to help educators
create quality online courses.
V. Online Learning Course
Delivery Platforms
After viewing this content presentation, you will have the opportunity to
critically review these online course delivery platforms as a team. As you
review the platforms, consider the characteristics that help to support and
sustain an effective online learning community.
Online Course Delivery Platform
Characteristic that Supports an
Effective Online Learning Community
Resources
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Electronic Learning Community
http://cte.jhu.edu/elc_tutorial
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Blackboard
www.blackboard.com
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Desire2Learn
http://www.desire2learn.com/welcome.html
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WebCT
http://www.webct.com/entrypage
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Moodle
http://moodle.org/
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Comparison of Online Course Delivery Software Products
http://www.marshall.edu/it/cit/webct/compare/comparison.html