1. S Ready to Dip Your Toe Into Sponsoring Online Learning
Charlotte McCorquodale, PhD Ministry Training Source
http://goo.gl/MhOKl5https://goo.gl/x53VPq
2. Find a Partner and Share S Who, Where, What? S Why did you
sign up for this workshop? S What is something you hope we discuss
today? S What type of online course would you want to create? Who
is your audience?
3. Where are we headed today? Purposes of online learning; and
reviewing best practices for online learning, including a change of
mindset for both teachers and students as they adopt online and
blended learning Overview of how to develop online learning that
reaches all learning styles. Examples of online courses. Learn how
to build an online course using Coursesites by Blackboard. Learn
how to build and share content online.
4. How would you define ????
5. Learning is the process of making meaning. -Robert
Kegan
6. HAS LEARNING CHANGED?
7. Has learning changed? Is it more social or individualized?
Is it more formal or informal? Is it easier or harder?
8. S Online Learning vs. Classroom Learning
9. Have you ever taken an online course? S What grade would you
give the learning experience? S What parts were good or effective?
S What needed improvement?
10. S Online learning is very different from learning that
happens in a face-to-face setting. TRUE OR FALSE
11. IS LEARNING THE SAME WHEN IT TAKES PLACE ONLINE?
12. S Online learning is easier than face-to-face classroom
learning. TRUE OR FALSE
13. S Online learning is more difficult for the student. TRUE
OR FALSE
14. S Online learning is more difficult for the teacher. TRUE
OR FALSE
15. Types of Online Learning Asynchronous vs. Synchronous
Supplemental or Resource Course vs. Credit E-Learning Course Online
Only Course Blended Course Flipped Micro-Learning and On- Demand
Learning vs. Structure Courses
16. Online Only Course Elements A Course
Overview/Syllabus/Calendar Types Learning Activities: Surveys,
Online Research, Point & Click Content, Interviews, Tests,
Instructor and Student Blogs, etc. Web-based Presentations
&Webinars Readings: Required & Supplemental Course
Assessments: Learning Journal, Tests, Projects WWW Links
17. Motivation is the key to all learning!
18. Tools for Online Learning S Professors Choice S Online
Content: Ted Talks, Catholic Vendors such as VCat Outside-Da-Box,
or Busted Halo S Organizing Content via Online Inforgraphics S
E-Learning Software Development Articulate or iSpring S Learning
Management Systems such as Moodle or Blackboard
19. S Lets Look at Some Online Course
20. LETS PLAY JEOPARDY KEY TO EFFECTIVE ONLINE LEARNING
21. LETS PLAY JEOPARDY KEY TO EFFECTIVE ONLINE LEARNING What is
intentionality?
22. INTENTIONALLY Incorporating Instructional Design
Communicating with Students Creating Structured Learning Activities
Creating a Path for Self-Directed Learning Creating Ppportunities
for Community Learning Providing Orientation and Technical
Support
23. S What makes an effective online learning program?
24. Technology-Centered vs. Learner-Centered
25. Developing Content for Online Learning PowerPoint/Kenote
Presentation -Using Audio with PPT Identifying Readings -Free -Paid
Developing presentations video (vcasts) -audio (podcasts) Step One:
What do I have already that I can use? Step Two: What do I need to
create?
26. S Lets Look at Some Asynchronous Tool Surveys Professors
Choice Pikto Chart Coursesites by Blackboard Closed Facebook Group
Audacity Google Circle
27. Principles of Managing Online Learning from Transition from
the Classroom to the Web S Developing and managing online courses
are time-intensive activities. S Students and faculty must have
clear communication guidelines. S Engagement of the learner to
promote active learning and community is essential in online
instruction. S Online learners benefit from clear assignment
guidelines and deadlines. S Online learners benefit from both
individual and group activities. S Immediate, relevant, and
continuous feedback promote
28. S Lets Look at Some Synchronous Tool Google Hangouts Adobe
Connect Pro
29. Tips for Creating Effective Online Education S Orientation
& Technical Support S Structuring Course in to Modules or
Learning Blocks S Frequency of Communication & Feedback from
Faculty S Use of Readings S Use of Learning Journal or Student
Blogs S Vary Types of Learning Activities including Use of
Asynchronous and Synchronous Learning Presentations S Discussion
Board Techniques S Use of Small Group & Collaborative
Learning
30. Keys to Successful Online Learning S Be intentional about
learning! S Be persistent in overcoming learning challenges! S Be
committed to the learning community!
31. Online Learning Tools S Coursesites by Blackboard:
www.coursesites.com S Moodle: www.moodle.com S Google+ Hangouts: S
Webinar Tools:
32. What to look for in a webinar product/provider? Interaction
tools such as polls and status tools (raise hand, applaud, laugh,
step-a-away) Text chat available to participants and speakers
Option to Record Audio Options including integrated telephone and
VoIP Breakout rooms File sharing and screen sharing functions
Multiple screen layouts
33. Microsoft Lync Go-to- Webinar Adobe Connect Pro Illuminate
Google Hangout Google Air Skype There are 1000s of virtual
gathering tools on line. Here are a few popular ones.
35. Have a Host or Moderator Orients participants to webinar
site Monitors text chat or backchannel Feed questions to presenters
Provides tech support for participants and presenter(s) Possible
dialogue partner Tip #1
36. Yay, we have the best online learning community!!!!
37. Use Polls When to use a poll? Use polls before you provide
learning point Introduce participants to each other Test knowledge,
skill, or experience on topic Different poll types: Multiple choice
Multiple answer Chat question (avoid broad general questions)
Yes/No or Agree/Disagree Always have in slide and in polling
function How often should polls be used? Tip #2
38. Use your different PODS and screen views Polls Document
sharing Q & A Text chat pod & multiple text chat pods Notes
pod Video clips Application sharing Tip #3
39. Use Text Chat Pod for Engagement For participants asking
questions Invite participants to share their experiences related to
the learning topic and contribute to learning of others by sharing
examples or resources Using problem-solving questions Use chat to
ask participants to apply learning at the end of webinar ADD YOUR
THOUGHTS HERE Tip #4
40. (Tip 4 Continued): Using Text Chat for Engagement Different
group sizes require different strategies Dont always allow chatting
especially in large groups because it can be distracting, encourage
private chats if needed Try using the multiple chat pods by
dividing participants into groups such as born from January to June
and then July to December or to get learners to pick a question
that relates to their experience or knowledge Do not read chat
verbatim; highlight comments by skimming and looking for responses
that help make teaching point Tip #4
41. The Zen of Web Delivery What makes a good virtual classroom
presentation? Include more images and less words Encourage to
simulate a F2F presentation such as to stand when presenting to,
have other people in the room with them so that they can get
non-verbal feedback (especially if they are new to using the medium
for training) Do not to read a script and use a headset so hands
are free Remember pause and breathe, especially if things do not go
as planned If you are not the presenter then train the presenter on
both the technology and tips for success Tip #5
42. (Tip 5 Continued) Keep Learners Engaged through Scenarios,
Videos, and Storytelling in a Virtual environment Personalize the
presentation with stories at beginning and end or use a story to
create a thread through the presentation Use Scenarios Embed Videos
Pictures and images Tip #5
43. Preparing participants for success Ask participants to
register even it it is free (get a commitment) Send reminders at
least 2-3 days before and the day of the webinar Make sure you as
well as your users get on to the webinar site at least 30 minutes
prior to the webinar so that a system check can occur. Tip #6
44. Use Multiple Voices Have multiple presenters or guests to
present a case study example on topic Create dialogue with
host/moderator Invite participants to speak or ask questions or
make comments (but dont ask for volunteers) For large webinars
create a participant panel in advance Tip #7
45. S 4-MAT LEARNING THEORY A Cycle of Learning that Addresses
ALL Learning Styles
46. Understanding Learning Theories There are many theories on
learning, we will look at the 4-MAT System developed by Dr. Bernice
McCarthy from her book, About Learning Two major elements or
movements in how people learn (David Kolb and Kurt Lewin): o
Perceiving: How we both experience and take in the experience o
Processing: How we react, confront, and become the creators we are
meant to be.
47. Perceiving This line represents how we take in the things
we learn.
48. We perceive in two ways. We sense/feel our experiences and
then we think our experiences. Sensing/feeling Thinking
49. Scholars have describe these two aspects of perceiving in
many ways. Sensory (Piaget) Perception (Jung) Subject (Kegan) Heart
(Caap) Concrete and Direct Experience (Kolb an Hunt) Apprehension
(Dewey) Sensing/Feeling (McCarthy) Representative (Piaget) Judgment
(Jung) Object (Kegan) Head (Caap) Abstract Conceptualization (Kolb
an Hunt) Comprehension (Dewey) Thinking (McCarthy)
50. Processing This line represents what we do with what we
take in.
51. Processing We process in two ways: Reflecting and Acting
Acting Reflecting We process what we learn, we deal with it in some
way that helps us to use it and to integrate it so that it becomes
a permanent part of our lives.
52. Scholars have describe these two aspects of processing in
many ways. Extension (Kolb) Extraversion (Jung) Outsight (Jones)
Action Mode (Diekman) Doing (McCarthy) Intention (Kolb)
Introversion (Jung) Insight (Jones) Receptive Model (Diekman)
Reflecting (McCarthy)
53. Acting Reflecting Sensing/feeling Thinking Why? What?How?
If ? Dr. Bernice McCarthys 4MAT Learning Cycle
54. A Cycle of Instruction
55. Right and Left Mode Processing We know, too, that learning
entails interaction between the right and left brain. Right
Operates out of being, comprehends images, seeks patterns, creates
metaphors, is simultaneous. Strives to synthesize, consolidate
information. Left Operates best through structure, sequence.
Prefers language, is sequential, examines the elements, has number
sense. Works to analyse or break down information.
http://www.intelliscript.net/test_area/questionnair
e/questionnaire.cgi
56. The interplay between right and left is crucial to higher
learning and thinking.
57. What is your 4MAT learning style?
http://www.aboutlearning.com/assessments/learning-type-measure Type
Four: Dynamic Learning Doing and feeling. Seeking hidden
possibilities, exploring, learning by trial and error,
self-discovery. Creating original adaptations. Key question: If?
Type One: Imaginative Learning Feeling and watching, seeking
personal associations, meaning, involvement. Making connections.
Key question: Why? Type Three Common Sense Learning Thinking and
doing. Experimenting, building, creating usability. Tinkering.
Applying ideas. Key question: How? Type Two: Analytic Learning
Listening to and thinking about information; seeking facts,
thinking through ideas; learning what the experts think.
Formulating ideas. Key question: What?