MOVING BEYOND READ, POST, REPEAT IN ONLINE COURSES: THE INTEGRATION OF PBL METHODOLOGIES INTO ONLINE LEARNING COURSES AND PROGRAMS
Roland vanOostveen PhD Elizabeth Childs, PhD
Higher Education Transformation
MOOCs, PLEs, PLNs and Other Online Opportunities
Fully Online Learning Communities, FOLC
General Technology Competency and Use (GTCU)
Fully Online Learning Community (FOLC) Cognitive Presence Activities
Four Orders Technical Competencies
SOCIAL PRESENCE
COLLABORATIVE LEARNING
COGNITIVE PRESENCE
Elicit Preconceived Notions Challenge with Alternative Notions Allow for Evaluation of Conceptions Reflection on changes
Social Presence Activities
Social Competencies
Open communication Cohesive responses Affective communication
Informational Competencies Epistemological Competencies
DIGITAL SPACE
Collaborative Learning Activities Problem/Question Creation and Clarification Resource Accumulation and Knowledge Construction Solution Building
Project-Based & Problem-based Learning Comparison Table Project-Based Learning Problem-Based Learning Outcome is open ended and not necessarily Outcome requires students to produce some kind of artefact for assessment subject to assessment Assessment by a ‘crit’ or some other form of Peer or self assessment is used, by reflection on connoisseur assessment action or other student centred approach The tutor supervises The tutor facilitates Students are required to produce a solution or Solving the problem may be part of the process, however the focus is on the process of problem strategy that solves the problem management Students determine the kind of learning they Tutor led curriculum within the life span of the project wish to undertake perhaps utilising allocated resources Students come together in groups for the period of Students form learning teams for the duration of the project the course and may undertake many problembased scenarios together (thus they have to work through difficulties) Students are given structured projects that are Real-Life problems may be set in advance but linked to pre-determined outcomes outcomes are not predetermined. Table from Savin-Baden, M. (2003). Facilitating Problem-Based Learning. Open University Press, p19.
Problem Orientation/Learner Control
Problem orientation with respect to learning control (Modified from Lock, 1990).
Sample Fully Online Processes 3. Small Group Tasks In Social Media sites
2. Tutorial Discussions in Adobe Connect
1. Situations/Contexts Depicted in YouTube
4. Presentations, Sharing, Critique and Assessment
One Example of Course Flow
AEDT Program Components: Adobe Connect Tutorials
Co-Created Digital Space Vine Flickr
YouTube
Weebly
Tweetdeck Twitter
Xing
Pinterest
Scribd Prezi Wikipedia
Rules of Engagement 1. Site must be sharable, preferably OER 2. Must share your url with the rest of the community
Snapchat
delicious
WordPress
Skype
Adobe Connect
Data Analysis: Thematic Questions TCU Framework SAMR Model
Puentedura, R.R. (2012). The SAMR model: Background and exemplars. Retrieved from http://www.hippasus.com/rrpweblog/archives/000073.html
Exploratory Case Study Data Set - Social Presence Themes •
Social Presence = communication & community development
...don't know that the community space should be set up supported, or even initiated necessarily by the instructor. If it is going to be truly community space, then it needs to be shared.
if you put the responsibility of forming relationships into their hands, completely 100% off the bat people tend to find it not as great at building relationships with strangers. But providing that scaffolding and being coached through it ... makes a big difference
...that its a learning community, everybody is an equal role, that you're modeling with your TAs the same thing that you are modeling with your students, the same things that you are modeling... that its a whole community of constructive feedback and everybody is a learner in this community in some way
New Investigations – Partnership Opportunities Investigation #1 Investigation of the relationship between self reported frequency and confidence of use of mobile devices and observed interactions along the PBL continuum. Investigation #2 Investigating the relationship between social presence and community development in fully (using a mix of a/s ynchronous technologies) online learning environments. Investigation #3 Investigation of the relationship between awareness of FOLC learners of Web 2.0 and 3.0 tools in the digital space and how they might be used to support collaborative learning. Ongoing Investigations Sampling digital competencies in a wide variety of learning contexts. Contributing to the development of a Global Educational Learning Observatory (GELO).
Becoming Close in Online Learning Environments: Using Digital Competencies and A/Synchronous Technologies to Develop Community Roland vanOostveen PhD
[email protected] Elizabeth Childs, PhD
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