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Online, blended and web-facilitated learning at KTH Stefan Stenbom 2013-12-09

Online, Blended and Web-facilitated learning at KTH

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Page 1: Online, Blended and Web-facilitated learning at KTH

Online, blended and web-facilitated learning at KTHStefan Stenbom2013-12-09

Page 2: Online, Blended and Web-facilitated learning at KTH

Todays agenda

Why, what and how?

Tools at KTH and elsewhere

Workshop

Pedagogical Framework for Online and Blended Learning

Page 3: Online, Blended and Web-facilitated learning at KTH

The opportunities opened up by e-learning technologies have been incorporated, and the virtual campus is as important as its physical equivalent.

Page 4: Online, Blended and Web-facilitated learning at KTH

The generation that is now looking to higher education have grown up with the Internet as a natural part of life, and there are rapid developments in e-learning. Consequences for universities who do not respond to this development may be significant.

Overall objective

• E-learning to be an integral part of kth educational programmes.

Page 5: Online, Blended and Web-facilitated learning at KTH

Online, Blended and Traditional

All online All Face-to-face

Page 6: Online, Blended and Web-facilitated learning at KTH

Online

(80+% of the content delivered online):

A course where most or all of the content is delivered online. Typically have no face-to-face meetings.

Page 7: Online, Blended and Web-facilitated learning at KTH

Blended

(30 to 79% of the content delivered online):

A course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has a reduced number of face-to-face meetings.

Page 8: Online, Blended and Web-facilitated learning at KTH

Traditional / Web-facilitated

(0 to 29% of the content delivered online):

A course that uses little or no online technology - content is delivered in writing or orally, or uses web-based technology to facilitate what is essentially a face-to-face course. Examples of this might be posting the syllabus or list of assignments on a web page or to a course management system.

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Learning outcomes

Activities Assessment

What work must the students do in order to

reach the desired outcomes?

What should the students do in order to prove that they have

reached the learning outcomes?

What should the students be able to do as a result by the course?

Constructivealignment [Biggs]

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Learning outcomes

Non or minor differences

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What the student does

Examples of traditional activities

Attend a Lecture

Attend an Exercise

Solve problems alone, with peers.

Study visit

Read a text

Write a texts

Run a lab

Activities

Add on in online/blended activities

Engage in an online discussion

Attend a Webinar

Watch a video

Read an e-book

Run a virtual lab

Create a blog/wiki/…

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What the student does

Examples of traditional assessment

Written exam

Quizzes

Oral exam

Assignments

Formative assessment

Assessment

Add on in online/blended activities

online Written exam

online Quizzes

online Oral exam

online Assignments

online Formative assessment

Page 13: Online, Blended and Web-facilitated learning at KTH

CC – BY: http://en.wikipedia.org/wiki/File:MOOC_poster_mathplourde.jpg

A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the web.

Page 14: Online, Blended and Web-facilitated learning at KTH

https://courses.edx.org/

Page 15: Online, Blended and Web-facilitated learning at KTH

KTH have provided M(O)OCs for more than 10 years

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MOOCs

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CC – BY: http://en.wikipedia.org/wiki/File:MOOC_poster_mathplourde.jpg

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Page 19: Online, Blended and Web-facilitated learning at KTH

Learning analytics

the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. (http://www.solaresearch.org)

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Page 21: Online, Blended and Web-facilitated learning at KTH
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http://www.solaresearch.org

Page 24: Online, Blended and Web-facilitated learning at KTH

Flipped Classroom

Class Homework

LecturingProblem solving

Page 25: Online, Blended and Web-facilitated learning at KTH

An example

https://www.youtube.com/watch?v=13VGZh6nhPc

Page 26: Online, Blended and Web-facilitated learning at KTH

Video Screencasts

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The student have the power

Make the student active

The 10 minute rule

Think like a journalist

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Tools at KTH and elsewhere

Page 29: Online, Blended and Web-facilitated learning at KTH

Workshop

• Web-facilitate my course, Martin• Flipped Classroom, Johan • Blend my course, Stefan

Page 30: Online, Blended and Web-facilitated learning at KTH

Community of Inquiry

Methods• Coding analysis• Survey study

http://coi.athabascau.ca/

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Teaching presence

Teaching presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.

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Cognitive presence

Cognitive presence is the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication.

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Social presence

Social presence is the ability of learners to project their personal characteristics into the community of inquiry, thereby presenting themselves as ‘real people.’

Page 34: Online, Blended and Web-facilitated learning at KTH

LH218V : Teaching Strategies and Design for Online and Blended learning3 ECTS credits, given in a blended mode.

A part of the eligibility requirement of 15 credits for teaching appointments and promotion at KTH.

Next planned course round:

Fall 2014

Given by:

Marti Cleveland-Innes

Stefan Stenbom