Embed Size (px)
Citation preview
Nancy Broughton, Ph.D.Wright State University
Associate ProfessorModern Languages
Professor of [email protected]
(937) 775-2153
Elfe Dona, Ph.D.Wright State University
Associate ProfessorModern Languages
Professor of Germanand Teacher [email protected]
(937) 775-2600
Sheri Stover, Ph.D.Wright State University
Assistant ProfessorCollege of Education and Human Services
Leadership StudiesIDOL Program Director,
(Instructional Design for Online Learning)[email protected]
(937) 775-3008
Distance Education (DE) is NOT for My Discipline!!!!
Strategies to Help Faculty in All Disciplines Get Started with DE
Lilly Conference- Miami UniversitySaturday, November 23, 2013 8:15- 8:55 AM
CoI Framework
Community of Inquiry (CoI):The CoI Framework can be used to develop effective online
classes that have SP, TP, and CP.
Social Presence
(SP)
Cognitive Presence
(CP)
Teaching Presence
(TP)
(Garrison, Anderson & Rourke, 2007
Social Presence:“The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a
trusting environment, and develop inter-personal relationships by way of projecting their individual
personalities.” (Garrison, 2009)
Social Presence
Teaching Presence:“Is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally
meaningful and educationally worthwhile learning outcomes” (Anderson, Rourke, Garrison &Archer, 2001).
Teaching
Presence
Cognitive Presence:“Is the extent to which learners are able to construct and
confirm meaning through sustained reflection and discourse (Garrison, Anderson & Archer, 2001)
Cognitive
Presence
Community of Inquiry (CoI):Effective educational experiences need learning
experiences with the interdependent elements of SP, TP, and CP.
Social Presence
Cognitive Presence
Teaching Presence
Survey Results
Modern Languages Faculty Survey on DE: We conducted a survey with our colleagues and found they had reservations about the use of DE to teach Modern Languages.
Perception of Distance Education: Faculty in the Modern Languages Department were asked their perception of the ability to have SP, TP, and CP in DE classes.
Social Presence
M = 2.53
Cognitive Presence
M = 2.58
Teaching Presence
M = 2.15
1 = SD2 = D3 = A4 = SA
Elfe & Nancy’s Digital Journey
Distance Education ≠ Modern Languages: “This learning process requires a high level of human contact, one that is traditionally facilitated by F2F interaction” (MLA Executive
Council, 2000)
Web 2.0- WOW!The advancement of Web 2.0 technologies opened our eyes to
online technologies that were active, participative, and interactive.
Web 2.0 Advancements: Interactive Web 2.0 technologies are developing that now allow for our students to be able to speak, write, and listen- ONLINE!
Modern Languages Thirteen Days in the Cloud:
This presentation will share how the faculty members implemented a Modern Languages DE class utilizing Web 2.0
technologies.
Free Web 2.0 Technologies
Free Web 2.0 Resources: There are many free Web 2.0 technologies that are
available for educators to implement into their classroom
Web 2.0 Technologies Used: Here are the Web 2.0 technologies that we used during our online class to allow students to speak, listen, and
write
Animoto Spanish Student Project: Students used Animoto to create a 30-second slideshow video
with music to showcase language, culture and creativity in German or Spanish.
Andrea Hodde (Video = 32 seconds)http://animoto.com/play/PezIj58Oio9jdLKQaq62xg
Bubbl Spanish Student Project: Students used Bubbl.us to create online mind maps that
allowed them to summarize complex articles and diagram main points
Khandiss Lippihttps://bubbl.us/?h=957c2/11d4fa/61uk3sv/WAPyA
Glogster German Student Project: Students used Glogster to create interactive online
multimedia posters or “glogs” travelogues in conjunction with online tools.
Alex Pittman:http://www.glogster.com/timherb/glogster-alexs-aufgabe/g-6m7jpfejmvvl02fr848lia0?old_view=True
Weebly German Student Project: Students used Weebly to create a website for lesson
planning or a placeholder for their final project.
Queli Merkelhttp://quelimerkelsprojekt.weebly.com/der-schluss.html
Voice Thread: Media aggregator that allows people to post media
artifacts for community feedback.
VoiceThread Web Site:http://voicethread.com/
Hello Hello: Cloud based technology that engages and encourages learners of all ages to acquire usable language skills
quickly
Hello Hello Web Site:www.hello-hello.com/
D2L LMS: Wright State University has uses Desire2Learn as the
Learning Management System
BB-Collaborate Web Conferencing: We also used BB-Collaborate web conferencing to conduct
class sessions with students in the class
Recommendations
Suggestion #1- Establish Desired Results:
Identify your Learning Objective and then find the Web 2.0 technology that will help students meet the
Objective
Suggestion #2- Define Learning Goals: Use Web 2.0 technologies to help students utilize all
the different levels of learning in Blooms Digital Taxonomy
Suggestion #3- Start Small: Begin to implement Web 2.0 and online technologies
into your F2F class to gain confidence
START SMALL
Pick a few
Suggestion #4- Find a Friend: Convince another colleague to implement Web 2.0 technologies to work collaboratively to share best
practices.
Suggestion #5- Don’t Wait! DO IT NOW!!! Future employers want to hire people with
skills and knowledge we do not even anticipate yet.
Suggestion #6 - TPACK:Learn the Web 2.0 technology skills, pedagogical skills, and how it fits into your specific discipline/content area.
Suggestion #7-Become a Student: Take classes to get experience learning how to implement
Web 2.0 technologies
Instructional Design for Online Learning
References
ReferencesDoyle, T. (2011). Learner-centered teaching: Putting the research on learning
into practice. Sterling, VA: Stylus Publishing.
Fink, D. L. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass Publishing.
Garrison, D. R. (2011). E-Learning in the 21st Century: A framework for Research and practice. Routledge.
Prensky, Marc. (October, 2001). Digital natives, digital immigrants. Retrieved from www.marcprensky.com/writing/Prensky - Digital Natives, Digital Immigrants - Part1.pdf
Robinson, V. M. (2011). Student-centered leadership / Viviane M.J. Robinson. San Francisco : Jossey-Bass, 2011.
TPACK web site. Retrieved @ http://www.tpack.org/
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass Publishing.
Thank you for attending today’s session:
Nancy Broughton, Ph.D.Wright State University
Associate ProfessorModern Languages
Professor of [email protected]
(937) 775-2153
Elfe Dona, Ph.D.Wright State University
Associate ProfessorModern Languages
Professor of Germanand Teacher [email protected]
(937) 775-2600
Sheri Stover, Ph.D.Wright State University
Assistant ProfessorCollege of Education and Human Services
Leadership StudiesIDOL Program Director,
(Instructional Design for Online Learning)[email protected]
(937) 775-3008
Questions or Comments
