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Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
1. Teaching and tutoring approaches in e-learning environments
- environments- activity- instruction models and orientations- online guidance/facilitation- elearner and elearning
2. Human relations and community questions in online education (”The soul of virtual reality”)
- experienced virtuality (7 features)- virtual personality and identity- virtual sociability, emotionality and rationality- interaction and collaboration- community
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
E-learning environments
- email- www- software (working programs)- LMS, CMS- web 2.0/ social media
1.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
E-learning activity
- passive - active- materials, sites- possibility for individual reactions and shared interaction
- animations- dynamic materials
- asynchronous - synchronous- mainly text based communication- chats etc. virtual conferencing, virtual classrooms
- games and simulations- edutainment
- online communities, ”worlds” - facebook, second life, habbo hotel
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Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Instruction models and orientations
- Structural models
Materials Tasks Feedback
The linear structural model
Materials Tasks Feedback
The expansive structural modell
1.
- Semistructural model
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Materials Tasks Feedback
Participantresources Discussions
Collective output
1.
- Open interactive model
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Materials
Participants' knowledge and experiences
Individuals' interpretations and meanings
Dialogical process
Emergent individual and collective outputs
Usually focused on some determined themes
1.
- Emergent model
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Participants' knowledge, skills, attitudes and experiences
Individuals' interpretations and meanings
Dialogical process
The common interest
Emergent developing in cognitive, emotional and social knowledge and skills
Individual effects
Collective effects
The social, cultural and functional learning environment
Materials
Might be focused, but the outcome is unpredicted
1.
- material centred instruction- expert centred instruction- task centred instruction- interaction centred instruction- peer work centred instruction- problem centred instruction
- expert based, work based and life based learning/instruction- environment construction as teaching; curatorial teaching
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Instructional orientations
1.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Online guidance/facilitation
- successful online learning and guidance/facilitation- instructions/advises and g./f.
- technology g./f.- admistrative g./f.- social f.
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Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
pedagogical g./f.- activity g./f.- interaction g./f.- reflection g./f.
Activity g/f
Interactive g/fReflective g/f
Sensitivity to encounter
Seduction
Openness
Empathy
Presence
Sensitivity to perceive
Interest
Cognitive curiosity
Content authority
Enthusiasm
Situation sensitivity Rythm; periodical progress;sense of intervals
Initiative
Facilitationof an uniqueonline learningevent
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Facilitator roles
Tutor roles (social process)- participation tutor- interaction tutor- peer tutor
Mentor roles (content process)- gestalt mentor- idea mentor- content mentor
Responcibility trainer/educator- both tutor and mentor- responcible for the hole online course etc.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
1.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Hijacking the facilitation (competence difficulties and challenges)
hyperactivity- ”good student”- ”question mill”- ”standing in the middle”- ”instruction factory”
isolation- to do nothing- exact and conceptual summaries- letter writing- separate notices/attentions
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Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Essence of facilitation
a) detailed and clear intructions (always when needed)
b) support of meeting each others and motivation
c) virtual presence of a facilitator
- time binded presence (feeling that my contributions are noticed at once, directly by facilitator - when neded)
- personal (emotional) presence- social presence- cognitive/expert presence
1.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Elearner and elearning
Virtual student (elearner)
Features ( Palloff-Pratt, Virtual Student)
- access to a computer and an internet, and skills to use them- open-minded about sharing personal details about their lives, work, and other educational experiences- is not hindered by the absence auditory and visual cues in the communication process- is self-motivated and self-disciplined- is willing to commit a significant amount of time to his/her studies weekly- can work collaboratively- is a critical thinker- has the ability to reflect- is flexible ( high level learning can hapen everywhare and anytime)
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Elearning styles (Palloff-Pratt, Virtual Student)
- Visual-verbal: Prefers to read information
- Visual-nonverbal or visual-spatial: Prefer working with grafics or diagrams to represent information
- Auditory-verbal or verbal-linguistic: Prefers to hear material being presented
- Tactile-kinesthetic or bodily-kinestehetic: prefers physical, ”hands-on” activity
- Logical-mathematical: Prefers reasoning, logic and number
- Interpersonal-relational: Prefers working with others
- Intrapersonal-relational: Prefers reflection and working with others
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
1.
Elearner types (virtual student types/characters)
- assimilator
- group member
- I-myself
- associater
- brainy
- beaver (away)
- organiser
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
1.
Elearning
Learning frame and elearning, Elearning as an experience, Interaction in elearning
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Learning frame
Personallearning frame
Educationallearning frame
To be learnd
Experiental virtuallearning; eleaner
Interaction/significancerelation
Other people
Freedom-insecurity
Unanticipative-incomplete
Participation-no-leadership
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Behaviorism, Cognitivism, Constructivism, Connectivism and elearning
Emergent processes and elearning
- Abundance and diversity of participation- A social character of participation – through individual
working to multilateralism- Openness and trust as premises- Self organising management and control of emergent system- Net personalities of network actors- Authenticity and complexity of freedom and selection- Present sensitivity of teachers- Initiative, seduction and sense of intervals
Kevin Kelly: Out of Control
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Elearning
1.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Experienced virtuality
Hecticity: hectic - slow
Distance: distant - close (intimate)
Revalation: revealing - scary (to express oneself)
Partial character: fragmentary - outlined by oneself/self shaped
Unanticipation: surprising and getting ideas - frustrating
”Arrestiveness”: addictive or awaking repsession - controlled interest
”Stratification”: bedded, multi-level/burden - bedded, multi-level/effective
2.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Virtual personality and identity
Personality: - no (physical) body- no (physical) faces (especially in asychronous text based communication) -> you have to imagine other net people (to form your own mental
images of them)- no immediate emotional control- fragmentary and intuitive and associative online thinking- no personal conformity (unity)- processual personality
- what does it mean that you don´t have a body-> you are not fixed in the environment where your body exists-> it gives you a stonger possibility for flow experience-> it may make you to behave in associative manner -> you go (in net)
where your soul brings you-> in a sense you have many Is (egos); you (can) choose different
orientations, roles, even the ones you never use in face-to-face communication
2.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Identity
- mental imagery is the base of identity (not physical body)- multi-egos- in net you are always public and your every act is documented
-> public and documentary identity: demands strength and courage to be public
2.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Virtual sociability, emotionality and rationality
Sosiability:- alone-together sosiability (compared with f2f together-together sosiability)- mediated (by mental images) sosiability- individual sosiability
Emotianality:- fever/fury-frustration; interest-disinterest; sense of power-inefficiency;
- hectic-> calm; distant ->sense of contact; revealing -> courage to express; fragmentary ->sensitivity; surprising ->trust; arresting (addictive) ->enthusiasm; bedded/multi-level -> balance, effective- self control of emotions
Rationality:- fragmentary, intuitive, assosiative thinking
2.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Interaction and collaboration
Interaction:- interaction as an external event: activity with computers; no miens, gestures, poses- interaction as an activity: all normal activity - working, studing, discussion etc. (asynchronously only by text)- is based on virtual personality, identity, sosiability etc.
- dialogue is essential part of successful virtual interaction - asking, answering, thinking, assessing, valuing … together - dialogue in practice - creation of dialogue horizon - online discussion: Rheingold
Collaboration:- goal oriented prosess (compared with open interaction)
- contract concerning interaction- meeting, negoation- output
- leader and other activity and social roles- ”stuctured interaction”
2.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Community
Virtual communality
Hecticity: short and discontinuous ->reactive and passive connection
Distance: mediation, distinguishable -> observation, lurking
Revelation: revealing, documentary -> preasure to perform or express ”correctly”
Partial character: fragmentary content/behavior -> sense of caos, confusion
Unanticipation: surprising, unexpected content/behavior -> astonishment, wondering
”Arrestiveness”: seduction, inthusiasm ->absorbation, addiction
”Stratification”: overlapping, multi-level -> too abundant content/behavior
===> tendence to thin and break down the communality
2.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Strenthening of virtual communality/ tasks of moderatior/facilitator
- curative security; to work for the feeling of security (counterforce for hecticity)
- creation and maintenance of connections and intercourse (counterforce for distance)
- peer like activity and performance (counterforce for revelation)
- analysing, outlining, making summaries (counterforce for partial character)
- find, perceive, tell about developing ideas and encourage to express them (counterforce for unanticipation)
- evaluate and deepen the content on hands (counterforce for ”arrestiveness”)
- bringing both morale, poise, certainty and control, order, discipline - leadership (counterforce for ”strafication”)
2.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Phases of virtual communality
Reactive connection
Connection living in isolated contacts
Community experience with many becoming realised in individual mental images(through computer)
Connection in meetings (when met withsomeone)
Multilateral connection born in meetingsoul mates
Imagery community vanish into virtualspace, which is experienced as sharedand real with other virtual comrades(computer disappears from awareness)
2.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Dialogue in practice (Aarnio, Enquist, in finnish)
Basis of dialogue- active participation- commitment in discussions- reciprocal attitudes and reactions- open and honest expressions- respectful attitudes- no I centred intercourse (speaking/writing, listening/reading)
Dialogue dynamics- to express and accept incomplete thinking and mindsets- to build shared understanding by/on the basis of different views- to expand the thought paths by inquiring questions- to open the personal meanings of other participants by questions - to make the tacit mindsets explicit
Dialogue progress- laying participant´s thinking open to consider and question- the progress in discussion is based on perceptions, not on guesses and
illusory images- staying long enough with discussion theme before moving ahead- searching for new paths for the conversation
2.
Teaching and tutoring approaches in e-learning environments;Human realations and community questions in online education
University of Primorska, Slovenia. 3.-7.12. 2007Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
Creation of dialogue horizon
monologi
monologi
monologi
monologi
monologi
monologi;monologinen dialogi
monologi;monologinen dialogi
monologi;monologinen dialogi
monologi;monologinen dialogi
dialogi, pariutuminen
dialogi, ketjuuntuminendialogiryppäät
polylogifoorumit
foorumit
foorumit
polut foorumeilla
polut foorumeilla
polut foorumeilla
tiedonmuodostus
sosiaalinen koheesio elämyksellinen kokemus
älyllinen havaintoIntellectual perceptions Knowledge creation
Social cohesion
Everyday experience
Discussion forums
Threads on forums
Discussion forums
Discussion forums
Threads on forums
Threads on forums
Monologue
Monologue
Monologue
Monologue
Monologue:monologic dialogue
Monologue:monologic dialogue
Monologue:monologic dialogueMonologue:
monologic dialogue
Monologue
Dialogue, coupling
Dialogue, chainingDialogue clumps
Polylogy
2.
PLE http://www.elearningeuropa.info/files/media/media11561.pdf
http://elearningtech.blogspot.com/2007/05/personal-learning-environment-ple.html
KnowPulp http://www.knowpulp.com/english/
Open educational resources http://www.oercommons.org/
Pedagames http://www.peda.net/veraja/jao/tekninen/projektit/pedagames www.pedagames.com
Wikicampus http://www.wikicampus.fi/index.php/Etusivu
What is a blog? http://www.commoncraft.com/blogs