CVA presentation, Melbourne
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CVE Tutor Retreat – Melbourne, 11-13 April, 2014
Exploiting the online environment
for learning
OUTLINE
• Overview of approaches to learning design and distance education using current technologies
• Exploiting the features of Moodle to achieve powerful learning, including… • Incorporating multimedia elements • Creating knowledge building communities • Incentivizing participation and completion
THEORETICAL UNDERPINNINGS
ACTIVITY EXAMPLES
LEARNING AS ACTIVITY – PERSONAL
Includes tasks and activities designed for the individual learner to engage with in order to process information and transform it into personal knowledge.
• reflection (via journal or blog) • observation • survey • puzzle • games/simulations • digital portfolio • online quiz with instant feedback
• independent research
• mind-mapping
• infographic
• composing music
• photography
• video-editing
• podcast
LEARNING AS ACTIVITY – ASYNCHRONOUS
Includes tasks and activities specifically designed to involve members of the learning community, to reinforce understandings of the social construction of knowledge and the importance of peer feedback etc. • Whole class or group discussion • formal debate • small group discussion • team project • problem-based learning groups • case study groups • peer review • instant messaging • online chat
LEARNING AS ACTIVITY - SYNCHRONOUS
Includes all synchronous activity, including teacher to learner(s) and learner to learner(s), enabled by video, audio, webinar, text-chat etc.
• Telephone conversation • Peer-to-peer instruction • Teaching a lesson • Role plays • Presentations • Tutorials
Source: Ron Oliver, Edith Cowan University
THE LEARNING BURGER
• B Learning support
Learning resources
Learning activity
WOULD YOU LIKE FRIES WITH THAT?
Constructo-burger
Open-burger
Instructo-burger
Acto-burger
ORGANISING THE LEARNING
UNIVERSAL DESIGN FOR LEARNING
An educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments that can accommodate individual learning differences. • Multiple means of representation to give learners
various ways of acquiring information and knowledge, • Multiple means of expression to provide learners
alternatives for demonstrating what they know, and • Multiple means of engagement to tap into learners'
interests, challenge them appropriately, and motivate them to learn
HIGHER ORDER THINKING
SOLO TAXONOMY
KOLB’S LEARNING CYCLE
Concrete experience (doing/having experience)
Reflective observation (reviewing/reflecting on the experience)
Abstract conceptualisation (concluding/learning from the experience)
Active experimentation (Planning/trying out what you’ve learned)
EMBEDDING MULTIMEDIA
INCENTIVIZING PARTICIPATION & COMPLETION
• Rewards • Assessments • Progress bars • Feedback • Group roles • Badges
BADGES IN MOODLE
• A gamification of the learning process
• Can be awarded for a range of things within the environment e.g.
• Personal task completion • Group task completion • Forum facilitator role • Course completion • Etc.
• Potential for aggregation and recognition within other courses and qualifications
Derek Wenmoth Email: derek@core-ed.org
Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>
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