Teaching and tutoring approaches in e-learning environm Human realations and community questions in online educ University of Primorska, Slovenia. 3.-7.12. 2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi 1. Teaching and tutoring approaches in e-learning envir - environments - activity - instruction models and orientations - online guidance/facilitation - elearner and elearning 2. Human relations and community questions in online ed (”The soul of virtual reality”) - experienced virtuality (7 features) - virtual personality and identity - virtual sociability, emotionality and rationality - interaction and collaboration - community
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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
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
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
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)
1.
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
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
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)
”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