Welcome – Week 4 • iTunesU • Copyright • Creative Commons • Basic ID • Cater for learners
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Welcome – Week 4• iTunesU• Copyright • Creative Commons• Basic ID• Cater for learners
almost a greek god
almost a greek god
Hands up those who want to die
Hands up those who want to die
crusin’crusin’cocky & sure of meself
cocky & sure of meself
Just saw a mirrorJust saw a mirror
Use the text tool to record your current state
Use the text tool to record your current state
Welcome
Welcome
Welcome
Assessment Task 3
• From your exploration of eLearning strategies, web 2 tools and Learning styles explore 2 eLearning strategies that would be a likely choice for you when delivering to your predominant target group of learners.
• You will publish your findings on the wiki for this course at http://taayum.wikispaces.com/. Add a page there and include the required information
Assessment Task 3
Assessment Task 3
iTunesU
• More than 250,000 free podcast/lecture content
• Much more in closed content• 300 educational institutions – MIT,
Yale, Swinburne, Uni of Melbourne, Uni of NSW, Uni of WA
iTunesU Demo
Copyright
• Who owns what?• How much can you use?• What are your license options?• Double check what your
organisation’s policies are.
Creative Commons
• Creative Commons is a nonprofit that offers flexible copyright management tools for creative work.
• Offering your work under a Creative Commons license does not mean giving up your copyright. It means offering some of your rights to any taker, and only on certain conditions.
Good sources of CC MultimediaImages - Most pull from
Flickr's extensive collection
•Flickr (check the Creative Commons box at the bottom)•FlickrCC•Compfight•FlickrStorm•everystockphoto•Open Clipart Library•Geograph British Isles•Wikimedia Commons/
Images - Most pull from Flickr's extensive collection
•Flickr (check the Creative Commons box at the bottom)•FlickrCC•Compfight•FlickrStorm•everystockphoto•Open Clipart Library•Geograph British Isles•Wikimedia Commons/
Audio
•CC Mixter Samples•Jamendo•Freesound•Internet Archive•Owl Music Search•SpinXpress•Wikimedia CommonsVideo•MOD Films•Internet Archive•SpinXpress
Audio
•CC Mixter Samples•Jamendo•Freesound•Internet Archive•Owl Music Search•SpinXpress•Wikimedia CommonsVideo•MOD Films•Internet Archive•SpinXpress
http://drapestakes.blogspot.com/2008/12/educators-guide-to-creative-commons.html
Creative Commons – Licence Types
• Attribution - This applies to every Creative Commons work. Whenever a work is copied or redistributed under a Creative Commons license, credit must always be given to the creator.
• Non commercial - Lets others copy, distribute, display, and perform your work — and derivative works based upon it — but for noncommercial purposes only.
• No Derivative Works - Lets others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it.
• Share Alike - Allows others to distribute derivative works only under a license identical to the license that governs your work.
Some Websites• Flickr – www.flickr.com• Open Source Music - http://www.opensourcemusic.com/ • Designing and implementing eLearning with Creative
Commons (Australian Flexible Learning Framework)http://designing.flexiblelearning.net.au/gallery/activities/
creative_commons.htm
• Creative Commons information– Australia – http://creativecommons.org.au – Creative Commons (Global) – http://creativecommons.org/
Questions for today
• Start to identify e learning tools with specific strategies to suit a range of learners and purposes
How do you engage your learners?
What are your favorite training techniques in the training room?
Let’s take a couple – what changes in an online environment?
Purpose
•Most e learning courses purpose is to share information or change/improve job role performance.
However, most courses focuses on sharing information rather than performance improvements. This happens because most people focus on delivering content rather than on changing job role performance.
Purpose
•Slabs of Text•Multiple Choice Questions•Few opportunities to apply knowledge•Can’t learn from others•Poor demonstration of skills
Passive Learning
Text Text Text!
•Bad eLearning is text heavy
•Reading is best done offline. Many elearning courses require a lot of reading. If most of your course is text-based, find a solution that best supports reading rather than building a course
Learners come in all shapes and sizesLearners exhibit a variety of learning style preferences•Active•Reflective•Visual•Experiential•Auditory•Sensing
Lets cater for them!
• Reduce reliance on text
(Audio, Visuals, Video)• Use multimedia• Engage learner to think through online material(learning activities)• Put back industry knowledge
Push or Pull?
Push or Pull?
Push or Pull? – Cathy Moore
Push or Pull?
Push or Pull? – Cathy Moore
Cathy Moore
Real world actions that learners need to take
Real world actions that learners need to take
Realistic online activity that helps learners practice those actions
Realistic online activity that helps learners practice those actions
http://blog.cathy-moore.com/2009/11/why-you-want-to-use-scenarios-in-your-elearning/
Cathy Moore
•Character faces a challenge•Show not tell•Make learners justify their choices. Challenge their assumptions and make them think deeply about the material.•Contextual feedback will help learners see where they went wrong
Cathy Moore – example of push
Cathy Moore – example of pull
Push or Pull?
“How do we get the learners to pull this information?”
•Well designed case studies or scenarios can create a need for the learners to pull the information
•You can present some simple questions or problem-solving activities that require a solution.
Case Studies
Examples of real life scenarios for problem solving and decision making to present the learner with a situation that they may one day encounter in their normal work practice
Case Studies
Quick Poll
Have you used Case Studies in your training?
✔ ✖
Decision Making Trees
Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices
The process of finding the solutions to the problems is more important than the solutions themselves.
Decision Making TreesDecision Making Trees
Learners can investigate the possible outcomes ofchoosing those options.
They help the learner to form a balanced picture of the risks and outcomes associated with each possible course of action.
Decision Making Trees
Decision Making Trees
Quick Poll
Have you used Decision Making Trees in your training?
✔ ✖
The Parting Glass
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