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Engaging learners Vocational Technology Enhanced Learning My experiences MA-TEL University of Wales –Trinity Saint David 18/6/2015 Despo Palli 1

Despo Pali - Engaging learners Vocational Technology Enhanced Learning | VocTEL 2015

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Page 1: Despo Pali -  Engaging learners Vocational Technology Enhanced Learning | VocTEL 2015

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Engaging learnersVocational Technology Enhanced Learning

My experiences MA-TEL

University of Wales –Trinity Saint David

18/6/2015 Despo Palli

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IntroductionThis study focuses on how learners can be engaged in courses similar to the MA-TEL course

MA-TEL course characteristics:

Is an online course

Full of electronically resources (e-books, electronic journal articles, videos, images, numerical data, voice recordings, transcripts, web applications and web documents)

Full of learning e-tivities

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Engage means to…Occupy the attention or efforts of (a person or persons)

Attract and hold fast

Attract or please

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DespoLisa

Demitris

MarkVicky

Efi

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Engage Students by Embracing/Enhancing Technology

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Learner’s engagement during MA-TEL

First week’s introductions ( both learners and tutors feel comfortable and relief )

User friendly environment

Ease of access to the new online environment

Careful weekly modular design of the course triggered learners to want to stay connected and post to the forum and discuss every single idea/opinion expressed

Variety of resources (readings, videos, URLs)

E-tivities included each week (relevant, focused to the week’s topic, not so complex or time consuming ) and helped to establish a pattern of online behavior

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Learner’s engagement using authentic activities and a balanced combination of the two learning metaphorsActivities included were authentic (meaningful, real activities)

New technology tools (like Compendium, blogs, twitter etc.) were introduced/used in wrestling with real everyday working topics (enculturation)

Successful and balanced combination of acquisition and participation metaphors of learning

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Learner’s engagement using learning tools

Jane Hart’s web site

Had a look at the Directory of 100 top learning tools

Get familiar with at least one tool (potentially useful) for a planned course and explored it in more depth

Posted on the forum area the usefulness of this tool in terms of learning components (individual/social; non-reflective/reflective and/or information/experience and the learning theory (situated learning, experiential learning etc.) the tool could support

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Learner’s Engagement by interactions

Learner to Content

Learner to Learner

Learner to Tutor

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Anderson’s equivalency theorem Deep and meaningful formal learning is supported as long as one of the three forms of interaction is at a high level.

High levels of more than one of these three modes will likely provide a more satisfying educational experience

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Learner’s Engagement using Scaffolding

Every week new attractive tools were introduced (blogs, twitter etc)

Every week our tutors made less and less interventions

Soon I experienced that the above is known as …scaffolding

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Learner’s Engagement using constructivist learning tools

Use of Blogs as a tool for reflection to support construction of knowledge and skill and

retain engagement beyond the MA-TEL course and beyond traditional asynchronous e-Learning

Using blogs helped us:remained active and engaging in interactions and explorations

integrated new ideas with prior

articulated our learning goals and monitored our progress in achieving them

remained cooperative, collaborative, and conversational

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Learner’s Engagement using Twitter

Twitter was used not only as a social media tool but as a notification tool also

Using the #CourseCodeNo all relevant tweets were easily and quickly distinguished from the specific learning community

Use of Twitter during MA-TEL course increased learner’s engagement, satisfaction and retention

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Conclusion Engagement using E-Tivities

MA-TEL learner’s engagement was achieved mainly due to the incorporated E-tivities which were:

motivating, stimulus, challenge and purposeful

based on interaction between learners, content and tutor/s, mainly through written message contributions

designed and led by an e-moderator/tutor

asynchronous and synchronous using constructivist learning tools

cheap, fun and easy to run – usually through online forums or virtual classes

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Contact detailsDespo Palli

Cyta – HRD&AC

Tel: +357 22701356/99610356

e-mail: [email protected]

https://despablog.wordpress.com

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ReferencesAnderson T (2003) [online] Getting the Mix Right Again: An updated and theoretical rationale for interaction http://www.irrodl.org/index.php/irrodl/article/view/149/230 (accessed 11 June 2015)

Collins et al, (1989) [online] Situated Cognition and the Culture of Learning http://webcache.googleusercontent.com/search?q=cache:49MA4O3AaNsJ:https://www.ideals.illinois.edu/bitstream/handle/2142/17979/ctrstreadtechrepv01989i00481_opt.pdf%3Fsequence%3D1+&cd=3&hl=el&ct=clnk&gl=cy (accessed 11 June 2015)

Dictionary.com, [online] http://dictionary.reference.com/browse/engage (accessed 11 June 2015)

Hardman S and Dunlap J (April 2003 ) [online] Learner Support Services for Online Students: Scaffolding for success http://www.irrodl.org/index.php/irrodl/article/viewArticle/131/211 (accessed 11 June 2015)

Hart J ( 2014) [online] , The top 100 Tools for Learning 2014, http://c4lpt.co.uk/top100tools/ (accessed 11 June 2015)

Kuntz (2012) [online] Engage Students by Embracing Technology http://www.ascd.org/publications/newsletters/education-update/jun12/vol54/num06/Engage-Students-by-Embracing-Technology.aspx(accessed 11 June 2015)

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ReferencesUWTSD, [online] MA Technology Enhanced Learning, http://www.uwtsd.ac.uk/ma-tel/ (accessed 3 June 2015)

McLuhan M[online] Media as an extension of human faculty https://www.youtube.com/watch?v=A7GvQdDQv8g (accessed 24 May 2015)

Palli D (2015) [online] DESPA POSTS, https://despablog.wordpress.com/ (accessed 24 May 2015)

Rath L ( 2011), [online] The Effects of Twitter in an Online Learning Environment http://elearnmag.acm.org/featured.cfm?aid=1944486 (accessed 11 June 2015)

Sfard A ( 1998) [online], On Two Metaphors for Learning and the Dangers of Choosing Just One http://edr.sagepub.com/content/27/2/4.short , https://scholar.google.com/scholar?hl=el&q=http%3A%2F%2Fedr.sagepub.com%2Fcontent%2F27%2F2%2F4.short&btnG

(accessed 11 June 2015)

Seitzinger J ( 2016) [online] Be Constructive: Blogs, Podcasts, and Wikis as Constructivist Learning Tools http://www.learningsolutionsmag.com/articles/220/be-constructive-blogs-podcasts-and-wikis-as-constructivist-learning-tools (accessed 11 June 2015)

Salmon G ( 2002) [online] E-tIvities : The key to active online learning, etutors.wikispaces.com/file/view/Etivities_Salmon.pdf (accessed 11 June 2015)

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