Download pptx - SLIDES Leading and Learning Virtually

Learning and Leading at a Distance

using web 2.0 tools for teaching and assessment to develop leaders of dispersed teams

Overview• Initial problems

– Distance– Staff– Students– Technology

• Principles of on line teaching – Salmon model• Web 2.0 tools used

– Wimba classroom– Wiki– Ning

• Assessment methods• Evaluation

Me!

Students Students

Students Students

tutors tutors

tutors

Face to face inductions in NHS facilities

Graduation in Stirling

The glamour of travel and tourism!

Teething problems

Virtual TeamsModule

Programme Induction

Gilly Salmon’s 5 stage model

of e-moderation*

* Derived from Vygotsky theories about scaffolding

Vygotsky’s theory suggests students

play an active role in learning. The

teacher collaborates with students to

facilitate meaning construction. Over the course of time, a more-skilled person adjusts the amount of guidance to fit the student’s current performance & ability (Zone of Proximal Development) -

scaffolding is about changing the level of support needed.

http://www.learning-theories.com/vygotskys-social-learning-theory.html

Stage Feature Tools & tasks

Training; structure; build user confidence

Screenr, PPT,Word docs;Face2face; hands on

Introductions; netiquette; play; community

Practice sessions; build a profile; introductory postings

socialisation

access


Information sharing

Weaving themes; encouraging participation

Summarise comments; clarify

Stand back - allow interaction; encourage links to learning

Engage with on line research, reading & reflecting tasks

Knowledge Construction

Task / Activity

Evidence of Completion (What is the evidence that you have completed the task / activity)

Reflection on Activities and Learning (what did you get out of the experience, what surprised you, what have you learned)

What next (what has the activity and your reflection n that activity indicated that you will need to do to make your studies on the Frontline programme a success?)

Session 1 I have undertaken all 3 activities1)I have posted an introduction about myself in reply to Morag Hay’s thread on 25/09/092)Posted a thread about 3 netiquette websites on 26/09/093)Joined the UHI communities, but yet to upload a photo!

Having undertaken the induction programme I have learnt so much more about the utilisation of the world wide web for my own every day working and for distance learning. I had never endeavoured to learn about chat rooms or other discussion forums on the net seeing these as major time wasting activities, though my experience was very blinkered as I had based this on my own daughters computer activity. However, on undertaking this activity myself over the last 2 weeks, I feel much more confident with this aspect of communication and can certainly see its benefit in distance learning for support and course reflection when these are appropriately used.

I still need to improve on how to use the internet better and its utilities including the uhi and dmu sites, and hopefully with practice remember both student numbers without any prompting.I also need to not get flustered using the new discussion sites, my spelling is pretty good but note some spelling errors on my threads, suggestive of rushing and anxiety.


Less input from tutor – more learning amongst students

student posts; peer feedback

Peer assessment;Student run sessions; Group tasks*

* In later module

Development

http://www.emoderators.com/moderators/gilly/MOD.htmlhttp://www.atimod.com/index.php

http://www.emoderators.com/moderators/gilly/MOD.html

http://www.atimod.com/index.php

The Module

Access Socialisation

Information sharing

Knowledge construction

Development

Bb “How to” videos; PPT

Introduce yourself: Discussion Board

Learning Materials &Technical queries

- -

Blog “How to” videos

Introduce tutor

Learning Resources; links

Student contributions

Student project

Wimba classroom

Netiquette; polls; practice

Chat; Progress with projects

Student led sessions

Introduced free versions for own projects….

Wiki Text on home screen

Profiles and pictures

Discussion Boards

Group activities

Student project

Ning or Groups

Student Project


Information sharing


Development




- -


Introduce tutor



Student project

Wimba classroom







Discussion Boards

Group activities

Student project

Ning or Groups

Student Project


Information sharing


Development




- -


Introduce tutor



Student project

Wimba classroom







Discussion Boards

Group activities

Student project

Ning or Groups

Student Project


Information sharing


Development




- -


Introduce tutor



Student project

Wimba classroom







Discussion Boards

Group activities

Student project

Ning or Groups

Student Project


Information sharing


Development




- -


Introduce tutor



Student project

Wimba classroom







Discussion Boards

Group activities

Student project

Ning or Groups

Student Project


Information sharing


Development




- -


Introduce tutor



Student project

Wimba classroom







Discussion Boards

Group activities

Student project

Ning or Groups

Student Project

Assessment Methods

• Project• Reading Journal• Reflection

– Peer assessment

or• Management report (optional)

Criteria

Words

Site/Tool 30%

1000-2000

Reflection 30%

500 -1000

Journal 40%

750 - 1500Presentation/10

Reflection/20

Content/20

Application /20

Critical Analysis/30

Assessment Matrix

Survey results & Conclusion

• Survey Monkey – free on line tool• Embedded in Bb

Value of the module

0

1

2

3

4

5

6

7

Aspect

Re

sp

on

de

nts

useful & enjoyable

useful

enjoyable

n/a

neither

Web 2.0 tools

1

2

3

4

5

6

7

Tools

Res

pond

ents

confident

frequent

regular

familiar

unfamiliar

What have I learned?

• The value of scaffolding• The value of audio

visual synchronous contact in the mix

• That there are vast resources for learning and teaching on line which can really help engage students

• Not to underestimate the time needed to learn how to use an on line tool

• Not to be put off by early problems : be prepared to adapt and revise