Models of Online Learning/title> <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <link href="../css/style.css" rel="stylesheet" type="text/css" /> <link href="../../css/style.css" rel="stylesheet" type="text/css" /> </head><body> <h2>Module 1: Models of Online Learning</h2> <p><a href="#1">Introduction</a> | <a href="#2">Overview</a> | <a href="#3">Objectives</a> | <a href="#4">Reading</a> | <a href="#5">Fieldtrip</a> | <a href="#6">Discussion Ideas</a> | <a href="#7">Journal Ideas</a> | <a href="#8">Further Reading</a> | <a href="#9">Instructor's Toolbox</a> </p> <h3><a name="1" id="1"></a>Introduction</h3> <p>"A learner-centered context is not one in which the whims and peculiarities of each individual learner are uniquely catered to. In fact, we must be careful to recognize that learner-centered contexts must also meet the needs of the teacher, of the institution, of the larger society that provides support for the student and the institution, and often of a group or class of students. For this reason, ... this attribute might more accurately be labeled “learning centered,” than “learner centered.” <span> — Anderson (2004)</span> </p> <h3><a name="2" id="2"></a>Overview</h3> <p>In this first module, we will investigate models of online learning and evaluate a variety of learning activities with these models in mind. </p> <h3><a name="focus" id="focus"></a>Focus Question </h3> <p>How can you integrate or enhance the learning experiences in your online course to create an effective online learning environment? </p> <h3><a name="3" id="3"></a>Objectives</h3> <p>By the end of this session, you will be able to:</p> <ul> <li>Define your professional goals and expectations for this tutorial privately.</li> <li>Explain your prior knowledge and experiences with online learning and teaching privately.</li> <li>Examine Anderson's model of online learning and examine how his model relates to your face-to-face and online teaching experiences.</li> <li>Align your teaching experiences with the different learning contexts and interaction spheres presented in Anderson's Model of Online Learning. </li> </ul> <hr /> <h3><a name="4" id="4"></a>Reading</h3> <p>Anderson, T. (2004). <em><a href="TheoryofOnlineLearning.pdf" target="_blank">Toward a theory of online learning</a></em>. In T. Anderson & F. Elloumi (Eds.) <em>Theory and practice of online learning</em> (pp. 33-60). Athabasca, AB, Canada: Athabasca University.</p> <p>Terry Anderson, author and editor of Theory and Practice of Online Learning (2004), describes four types of effective learning contexts including learner centered, knowledge centered, assessment centered, and community centered. He also addresses how these different learning contexts pertain to the online environment, what is the role of interaction in online learning, and what are the opportunities “afforded” by the Internet that allow for different kinds of interaction. </p> <h1>Models of Online Learning </h1> <h4>How do we help instructors integrate learning experiences into their course that help to create an effective online learning environment?</h4> <p>Drawing on research regarding how people learn, we can help instructors align their learning activities with the different types of learning contexts and interaction spheres, identify the gaps, and help them develop additional experiences that will ultimately bridge the gaps in an effort to enhance their course. </p> <h2>Learning Contexts</h2> <p>Anderson sets out to define a theoretical framework focusing on how people learn. His theoretical premise is based on the work of Bransford, Brown, and Cocking (1999) entitled, <strong><em>How People Learn: Brain, mind experience, and school</em></strong>. In essence, he argues that effective learning occurs when the following four lenses converge in the learning environment: learner centered, knowledge centered, assessment centered, and community centered. </p> <h3>Learner-Centered</h3> <p>A learner-centered context allows the instructor to customize the course content based on student preconceptions, cultural perspectives, and technical competence. The online instructor is constantly probing for learner security, comfort, and competency so the students feel like they are working in a safe and welcoming environment.</p> <ul> <li>Contact each student individually at the beginning of each semester</li> <li>Virtual Icebreakers (informal introduction topic)</li> <li>Asking students to discuss relevant experiences in their personal introductions</li> <li>Student Interview</li> <li>Asking students what they hope to learn from the course</li> <li>Asking students to write descriptive stories about themselves</li> <li>Electronic surveys or Questionnaires</li> <li>Journals (that draws on personal experience to make the learning relevant)</li> <li>Presenting information in a variety of formats to address different learning styles (video, audio, images, text)</li> <li>Individual Portfolios</li> </ul> <h3>Knowledge-Centered</h3> <p>A knowledge-centered context also allows the instructor to provide a broad theoretical framework or “big picture” where students have the opportunity to experience, reflect, and scaffold their knowledge based on the language, practice, and thought of the particular field of study. </p> <ul> <li>Case Studies</li> <li>Simulations</li> <li>Virtual Fieldtrips</li> <li>Research</li> <li>Papers</li> <li>Journals</li> <li>Discussion/Blogs/Wikis</li> </ul> <h3>Assessment-Centered</h3> <p>An assessment-centered context gives the instructor and students many opportunities to access student learning through frequent and high quality assessments. More often than not, many university faculty focus on summative assessment (midterm and final), and less often on formative assessments that inform, motivate, and offer feedback to students. The formative assessments should also align with the subject content as well as attempt to measure process.</p> <ul> <li>Peer Evaluations (students who facilitate and monitor each others work)</li> <li>Observation Checklists</li> <li>Rubrics </li> <li>Self Assessments (KWL—know, want to know, what I learned, Journal Reflections, PMI – Plus, Minus, Interesting)</li> <li>Teacher-made tests or quizzes</li> <li>Project or work-based projects that focus on process</li> </ul> <h3>Community-Centered</h3> <p>The community-centered context recognizes that students support and challenge each other as they create new knowledge in a collaborative environment. The instructor needs to foster this online collaborative environment so students feel a sense of belonging, trust, and commitment to the course; however, lack of attention and participation often inhibit the development of a quality community-centered environment. Consequently, instructors need to gauge their audience to determine the level of independent and community-centered learning for their course.</p> <ul> <li>Group Discussions/Chats/Blogs/Wikis (optimal group sizes)</li> <li>Group Projects</li> <li>Group Portfolios</li> </ul> <h2>Interaction Spheres</h2> <h3>Student-student interaction (peer-to-peer)</h3> <ul> <li>Helps develop critical interpersonal skills</li> <li>Potential gains in learning tasks</li> <li>Increases completion rates</li> <li>Allows learners to investigate knowledge shared by other community members </li> </ul> <p>Examples</p> <ul> <ul> <li>Peer evaluation, editing, assessment</li> <li>Asynchronous and Synchronous Communications </li> <li>Group Projects </li> </ul> </ul> <h3>Student-teacher interaction </h3> <ul> <li>Need to monitor the quantity of student communications and clearly state expectations</li> </ul> <p>Examples </p> <ul> <ul> <li>Announcements</li> <li>Asynchronous and Synchronous Communications </li> <li>Assessment Feedback </li> </ul> </ul> <h3>Student-content interaction </h3> <ul> <li>Movies (passive)</li> <li>Readings (passive)</li> <li>Virtual labs (active)</li> <li>Online computer assisted tutorials</li> <li>Interactive content that responds to student input</li> </ul> <h3>*Note: We will not really deal with the following three in this exercise.</h3> <h3>Teacher-teacher interaction</h3> <ul> <li>Professional development</li> <li>Conference presentations</li> <li>Seminars</li> </ul> <h3>Teacher-content interaction</h3> <ul> <li>Creation and maintenance of content by teachers</li> </ul> <h3>Content-content interaction</h3> <p>A computer program that works with real time data. </p> <li><p align="left"><img src="../images/TheoryofOnlineLearning.jpg" alt="Theory of Online Learning" width="432" height="469" /></p> <h3><a name="5" id="5"></a>Fieldtrip to Sample Course Resources </h3> <p>After you have read Anderson's (2004) chapter, take this opportunity to explore the following collection of course resources that we have gathered from a variety of different subject areas. Think about how Anderson (2004) states that, "the task of the online course designer and teacher is to choose, adapt, and perfect (through feedback, assessment, and reflection) educational activities that maximize the affordances of the Web" (p.55). This field trip will give you the chance to visit sample online course resources and consider these educational activities with regard to the opportunities made possible by the Internet. As you view the resources, answer the following questions: </p> <ol> <li>What role might (or should) a course instructor play in deepening the learning with each course resource? As a facilitator, I might do the following to deepen learning: </p> </li> <ul> <li>example 1</li> <li>example 2 </li> </ul> <li>How do the course elements use the affordances of the Web?</li> <ul> <li>Example: The course element is a static, html page that can be viewed on all browsers.</li> <li>Example: Asynchronous, text-based interaction</li> </ul> <li>Likes/Dislikes</li> <blockquote> <p>In a few sentences, describe what you liked and disliked about the course resource. </p> </blockquote> <li>Identify and evaluate the learning context and interaction sphere for each resource presented below. </li> </ol> <p>*If you are enhancing your course, outline the activities you present in your course and determine if you have developed a balanced effective learning environment that fully utilizes the affordances of the web. </p> <table width="90%" border="0" cellspacing="2" cellpadding="2"> <tr> <th width="24%" scope="col">Resource Type </th> <th width="26%" scope="col">Purpose</th> <th width="50%" scope="col">Sample Course Resource </th> </tr> <tr> <td>Pre-course Survey Introductory Survey and/or questionairre </td> <td>By filling out an introductory survey or questionairre, students have the opportunity to share their cultural, technical, and academic background with the instructor </td> <td><a href="Student Demographics.htm" target="_blank">Student Demographics </a></td> </tr> <tr> <td>Readings</td> <td>With research-based articles and journal selections, learners are exposed to current research and writings from a variety of sources and experts on pertinent subject matter. This reading material is often the basis for discussion.</td> <td><a href="Podolefsky_-_From_Tikal_to_Tucson_PDF.pdf" target="_blank">From Tikal to Tucson: Today's Garbage is Tomorrow's Artifact </a></td> </tr> <tr> <td>Links to reputable educational and teaching resources including</td> <td>Online courses frequently make use of links and/or references to quality educational resources on the World Wide Web. Resources are kept up-to-date and are maintained to prevent "broken" links.</td> <td>"<a href='http://illuminations.nctm.org/' target="_blank")>Illuminations Web site</a>" from Understanding Numbers and Operations</td> </tr> <tr> <td>Graphics</td> <td>Graphics often help illustrate complex ideas in a visual medium. Presenting information in a variety of media can help students with different learning styles. </td> <td><a href="http://jan.ucc.nau.edu/~d-ctel/cdg/resources/eng110.html" target="_blank">ENG 110 Rhetoric in the Media </a></td> </tr> <tr> <td>Classroom Video </td> <td> A video used to illustrate how Sherman Alexie focuses on his common theme of survival in all of his books. "Alexie uses humor and his comic wit as antidotes to despair about the economic and social realities of reservation life" (Berglund ENG 245). </td> <td><a href="http://jan.ucc.nau.edu/~d-ctel/mediaPlayer/artPlayer/courses/ENG245/09_Now_Sherman_Alexie/" target="_blank">ENG 245: US Multi-Ethnic Literature Survey</a> (the video may take a few minutes to download and requires the free <a href="http://www.real.com">RealPlayer</a> to view) </td> </tr> <tr> <td>Classroom Slide Show </td> <td>A slide show with minimal captioning to illustrate the Latin American Ideas and Values through art. </td> <td><a href="http://jan.ucc.nau.edu/~d-ctel/hum/hum281/slideshows/botero/" target="_blank">HUM 281: Latin American Ideas and Values </a> </td> </tr> <tr> <td>Audio Welcome </td> <td>An audio file link can help personalize course content and help initiate the community building process. </td> <td><a href="http://www2.nau.edu/~d-elearn/faculty_support/internal_sites/instructional_media/images/audio/HUM373_welcome.mp3" target="_blank">HUM 373: Nature and Values - Welcome </a></td> </tr> <tr> <td>Animation</td> <td>A more complex animation that visually illustrates the development of atherosclerotic plaque. </td> <td><a href="http://jan.ucc.nau.edu/~d-ctel/bio/bio320/bioPlayer/bioPlayer_content.html" target="_blank">Liproprotein Transport </a></td> </tr> <tr> <td>Hyperlink to a Current Event </td> <td>By using articles from current event publications, students can learn to synthesize, analyze, and develop their own perspective in an ongoing field of scientific inquiry. </td> <td><a href="http://www7.nationalgeographic.com/ngm/0611/feature6/" target="_blank">ANT 104: Meet the Dikika Baby, a Three-Year-Old from the Dawn of Humanity. Her Discovery Holds Clues to The Origin of Childhood </a></td> </tr> </table> <p>Select and review each sample resource and type up your responses to the following questions using the provided format.</p> <h3><a name="6" id="6"></a>Discussion Ideas</h3> <h4>Getting to Know Each Other </h4> <ol> <li>If you are in a cohort, here is an opportunity for you to meet the other learners in your group. In the 'Getting to Know Each Other' discussion topic, introduce yourself from your pet's perspective (your pet describing you) and then read all of your colleague's introductions and get to know each other. I use this introduction to get you to notice your voice in the text-based learning environment. Interestingly, 90% of communication is non-verbal. Students and your colleagues cannot see facial expressions, body cues, and vocal intonations. You will need to learn how to develop your online voice and tone of voice as well as recognize when you are overstepping your bounds 'textually' speaking. Refer to the Instructor's Toolbox for information on Netiquette and use of emotion in your text-based communications. In addition, this activity is an example of an 'introductory' assignment that helps to build your online community. The next module will explore a variety of introductory assignment examples that you might want to use in your own course. </li> <li>Read "Toward a Theory of Online Learning" and think about how Anderson's contexts pertain to your own experiences with online learning, including in this tutorial. Select the "Theory of Online Learning" discussion topic and post your response to the following questions. <ul> <li>What characteristics of interaction can you indentify from your face-to-face classrooms and how could instructors use them in an online class?</li> <li>Considering the "affordances" of the Internet, what unique elements will you, as an online instructor, be able to provide in the online setting?</li> <li>Based on your readings, what do you think are the key features of a community of inquiry and how do they interact online?</li> </ul> </li> </ol> <h3><a name="7" id="7"></a>Journal Ideas</h3> <p>Define your professional goals and expectations for this tutorial. What do you hope to learn? How do you plan to apply what you have learned in your current teaching context? </p> <p>Reflect on your prior experience and knowledge that relate to online teaching and learning (as a student or instructor in either a face-to-face, web-enhanced, or hybrid online learning environments). What were some of the challenges and successes of the learning experience? </p> <p>Remember: Keep notes in your journal as you read the material and if you participate in any discussions. </p> <h3><a name="8" id="8"></a>Further Reading </h3> <p>Anderson, T. (2004). <em><a href="TheoryofOnlineLearning.pdf" target="_blank">Toward a theory of online learning</a></em>. In T. Anderson & F. Elloumi (Eds.) <em>Theory and practice of online learning</em> (pp. 33-60). Athabasca, AB, Canada: Athabasca University. The entire book is available online at: <a href='http://cde.athabascau.ca/online_book/');" target="_blank">http://cde.athabascau.ca/online_book/</a>. </p> <p>Hooker, M. (1997). The transformation of higher education. In Diana Oblinger & Sean C. Rush (Eds.), The learning revolution. Boston, MA: Anker Publishing Company, Inc. Retrieved July 30, 2003, from <a href="http://horizon.unc.edu/projects/seminars/Hooker .asp" target="_blank">http://horizon.unc.edu/projects/seminars/Hooker .asp</a></p> <p> Lairson, T. D. (1999). Rethinking the “course” in and online world. Campus-wide Information Systems, 16(5). Retrieved July 30, 2003, from <a href="http://fox.rollins.edu/~tlairson/online.html" target="_blank">http://fox.rollins.edu/~tlairson/online.html</a></p> <p>Twigg, C. A. (2003). Improving Learning and Reducing Costs, New Models for Online Learning, EDUCAUSE Review, 38(5). Retrieved June 26, 2007, from <a href="http://www.educause.edu/ir/library/pdf/erm0352.pdf" target="_blank">http://www.educause.edu/ir/library/pdf/erm0352.pdf</a></p> <h3><a name="9" id="9"></a>Instructor's Toolbox </h3> <p>The Instructor's Toolbox contains the following items to help augment your learning experience with this tutorial:</p> <p><a href="../toolbox/feedbackguide.html">Grading Rubrics Guide</a></p> <p><a href="../toolbox/glossary.html">Glossary of Online Learning</a></p> <p><a href="../toolbox/netiquette.html">Netiquette Resources</a></p> <p>Use HTML and Graphics to Enhance Text</p> <p><a href="../toolbox/browser.html">Browser Settings </a></p> <p><a href="../toolbox/technical.html">Technical Support</a> </p> <p> </p> <h2> </h2> <p> </p> </body></html>