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>