基于远程学习教学交互层次塔的 学习活动设计 · 题 、活动步骤 教学策略 活动设施 时间 活 动评价 杨开城(2005)的学习活动十要素界定非常全
60 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 Leading...
-
Upload
ally-swart -
Category
Documents
-
view
305 -
download
1
Transcript of 60 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 Leading...
60 建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 •• 赛尔毕博数字化学习学术研讨会 •
Leading e-Learning Success:Example of Pedagogical Best Practices
Leading e-Learning Success:Example of Pedagogical Best Practices
Presented by:Melissa Anderson
Senior Pedagogical Advisor, Blackboard, Inc.
Presented by:Melissa Anderson
Senior Pedagogical Advisor, Blackboard, Inc.
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Topics for Discussion The Inputs
The global millennial generation
Pedagogical approaches & theories
New learning technologies
The Process Effective management three types of interaction
Teaching effectively & efficiently online
The Outputs Best Practice Example #1: Matching Pedagogical Goals w/Design
Best Practice Example #2: Creating a Student-Centered Learning Space
Best Practice Example #3: Increasing Student-Preparedness for Lectures & In-class Activities
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Topics for Discussion The Inputs
The global millennial generation
Pedagogical approaches & theories
New learning technologies
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Today’s Learners Throughout the World
The Global Millennial Generation
Expect Choice
Multi-Taskers
Networked
Communicative
Education Consumers
Entrenched in Technology
Interactive Gamers
Seek Portability
Creativity
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Teaching Approaches & Learning Theories
What is pedagogy/andragogy?
Pedagogy: the principles and methods of instruction
Andragogy: the principles and methods of adult instruction (Knowles)
Three “flavors” of online learning
Supplemental
Presents and shares some content online; however same in-class time and tasks often remain the same
Hybrid/Blended
Replaces some portion of in-class time with online tasks and activities
Fully Online/Distance
Replaces all in-class time with online tasks and activities
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Teaching Approaches & Learning Theories
How do instructors teach?
Using one or more instructional & learning strategies, including:
Shaping, chaining, fading (behaviorism) Organized, self-paced instruction (objectivism) Case-study method (cognitivism) Problem-based learning (constructivism) Active learning (constructivism) Collaborative learning (social constructivism) Learning communities & virtual learning environments (constructivism)
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
New Learning Technologies
Communication Tools• Asynchronous discussion boards
• Synchronous chat spaces
• Instant messaging & text messaging
• Multiple-way audio & video interactions
Content Tools• Audio/Video Delivery of Files
• Interactive Simulations
• Multiple-player environments
• Learning Object Repositories
• Pod Casting/RSS Feeds
Assessment Tools• In-class polling tools
• Online assessments & surveys
• Online assignment collection w/feedback delivery
• Electronic portfolios
• Electronic journaling/blogging
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Topics for Discussion The Inputs
The global millennial generation
Pedagogical approaches & theories
New learning technologies
The Process Effective management three types of interaction
Teaching effectively & efficiently online
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Three Types of InteractionLearner-instructor interaction
Provides content selection and activity design as well as motivation, feedback, and dialogue between the instructor and student
Learner-content interaction
Provides opportunities in which students obtain information from the material and/or activities to build knowledge
Learner-learner interaction
Provides the exchange of information, ideas and dialog between students and synthesizes the creation of knowledge
Toni Pauls, “The Importance of Interaction in Online Courses”
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Teaching Effectively & Efficiently Online
Technology-based Teaching: Key Elements of Quality1. Content: think learning objects & interaction
2. Course or program planning: apply your best approaches
3. Instructional design: be learner-centered
4. Media production: maximize use through efficiency
5. Support and moderation of the learning experience: provide learner assistance
6. Student administration: instructors teach, not manage technology
7. Course or program evaluation and maintenance: plan for future improvements & success
-Bates & Poole, 2003
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Best Practices for Online Teaching Success
Lead with your academic and administrative strategies at all levels: institution, department, & course.
Plan your entire course, not just the technology-based components, based on your teaching values and practices, before building anything
Connect in-class and online activities directly; make students aware of why you chose each environment and each technology tool
Be aware of the various learning styles of your students and use technology to address the differences
Provide an environment that is built upon your strengths as an instructor or educational institution and that addresses changing learner needs. No two environments should look alike.
Most importantly, encourage a reflective learning environment to occur in which students are aware of their abilities as learners as well content and concept acquirers.
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Topics for Discussion The Inputs
The global millennial generation
Pedagogical approaches & theories
New learning technologies
The Process Effective management three types of interaction
Teaching effectively & efficiently online
The Outputs Best Practice Example #1: Matching Pedagogical Goals w/Design
Best Practice Example #2: Creating a Student-Centered Learning Space
Best Practice Example #3: Increasing Student-Preparedness for Lectures & In-class Activities
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Best Practice Example #1: Matching Pedagogical Goals w/ Design
City University of Hong Kong Undergraduate Courses in
a variety of disciplines
Supplemental & Hybrid Formats
Desire to utilize Outcomes-Based Teaching & Learning approach to current online course design and utilization
Driven by University goal to create Ideal City U Graduate and meet Intended Learning Outcomes for each program
Technologies used: discussions, quizzes, interactive activities, assignments, etc.
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Best Practice Example #2: Creating a Student-Centered Learning Space
Pepperdine University, Graduate School of Education & Psychology
Masters’ Program in Educational Technology
Desire to create courses that are student-centered, interconnected and innovative, all within a constructivist approach
Technology used: discussion boards, virtual classroom, journaling, podcasting
Success factors: student retention increased, student attraction to program increased, faculty performance on student evaluations increased
6600建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 • ©2006 北京赛尔毕博信息技术有限公司版权所有 . 赛尔毕博以及赛尔内部使用 . All rights are reserved.
Best Practice Example #3:Increasing student preparednessfor lectures & in-class activities
Veterinary Medical University of Vienna
Veterinary university focused on delivering undergraduate medical education & providing practice licensure
Desire to provide activities for students that better prepare them for lectures, clinics and other in-class activities
Supplemental Format Only
Driven by need to increase student retention, especially during year 1, as well as to increase student performance on traditional and practical examinations
Content needed to be re-usable across courses and concentrations
Actions to Lead to Success
Installed Blackboard in April 2006 & formulated e-Learning Steering Committee
Developed Standard Course Templates & Guidelines for Faculty Use
Identified three pilot courses to develop Flash learning objects & simulations, course discussions and self-assessment activities for Fall 2006
60 建设互联互动的网络学习环境建设互联互动的网络学习环境• 赛尔毕博数字化学习学术研讨会 •• 赛尔毕博数字化学习学术研讨会 •
Thank You! Thank You! Contact Information:
Melissa Anderson, [email protected] Information:
Melissa Anderson, [email protected]