New educational strategies in eLearning · Transfer material to the learning management system...
Transcript of New educational strategies in eLearning · Transfer material to the learning management system...
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Danube University Krems Department for Interactive Media and Educational Technologies
New educational strategies in eLearning
These Slides are licensed under a Creative Commons License :
Danube University Krems Department for Interactive Media and Educational Technologies
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• Learning Management Systems and Blended Learning Strategies"
• Case Study: Social Video Learning"
• Learning Theory & Educational Design"
• Conclusions"
New educational strategies in eLearning
September 2014 Peter Baumgartner
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Danube University Krems Department for Interactive Media and Educational Technologies
Every educational technology, every
technology supported learning environment or
internet application implements a theoretical
learning model – irrespective of opinions and
believes of developers and teachers
September 2014
Starting Point I ICT is not educationally neutral
Peter Baumgartner 3
Danube University Krems Department for Interactive Media and Educational Technologies
September 2014
For every specified educational objective:
What is the educational surplus value in
using eLearning/technology?
Are there other (traditional) methods which
fit better the intended learning outcome?
Starting Point II Importance of Educational Surplus Value
Peter Baumgartner 4
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Danube University Krems Department for Interactive Media and Educational Technologies
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Transfer"
• "factual knowledge, “know-that”"
• "Transfer of propositional knowledge"
• "to know, to remember"
• " Production of correct answers"
• "Verbal knowledge, Memorisation"
• " to teach, to explain"
Learning I"
Tutor"
• procedural knowledge, "know-how""
• "Presentation of pre-determined problems "
• to do, to practice"• "Selection of correct
method and its use"• Skill, Ability"
• "to observe, to help, to demonstrate"
Learning II"
Coach"
• "social Practice, "knowing-in-action""
• "Action in real (complex and social) situations"
• to cope, to master"• "Realisation of
adequate action strategies"
• Social Responsibilty"• to cooperate, to
support"
Learning III"
September 2014 Peter Baumgartner
Danube University Krems Department for Interactive Media and Educational Technologies
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Transfer material to the learning management system (LMS)
Transfer"
Course Repository"
Upload Material 1:1 to the LMS platform (Word, PDF)
Face-to-face study is supported by distribution of materials
Up-/Download changes responsibility structure
LMS is a tool for administrative support
Implementation step by step but organisation-wide
Transfer"
• "factual knowledge, “know-that”"
• "Transfer of propositional knowledge"
• "to know, to remember"
• " Production of correct answers"
• "Verbal knowledge, Memorisation"
• " to teach, to explain"
Teaching I"
September 2014 Peter Baumgartner
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Danube University Krems Department for Interactive Media and Educational Technologies
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Communication"
Enrichment"
Material prepared for the learning process („Study-Guide“)
Asynchronous Communication (Forum, email)
Integrate tasks and exercises LMS is a tool for the communication process
E-Moderation, E-Tutoring necessary
Task, exercises and part of communication process are transferred to the LMS
Tutor"
• procedural knowledge, "know-how""
• "Presentation of pre-determined problems "
• to do, to practice"• "Selection of correct
method and its use"• Skill, Ability"
• "to observe, to help, to demonstrate"
Teaching II"
September 2014 Peter Baumgartner
Danube University Krems Department for Interactive Media and Educational Technologies
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Using the educational surplus value of blended learning scenarios systematically
Construction"
Blended Learning"
Special Design of Blended Learning Scenarios
Use of special tools: Wikis, Podcasts, Vodcasts, E-Portfolios
Develop tasks and exercises for virtual settings
LMS is an educational tool for learning and teaching
Self directed learning (projects) with personal responsibilities
Coach"
• "social Practice, "knowing-in-action""
• "Action in real (complex and social) situations"
• to cope, to master"• "Realisation of
adequate action strategies"
• Social Responsibilty"• to cooperate, to
support"
Teaching III"
September 2014 Peter Baumgartner
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Danube University Krems Department for Interactive Media and Educational Technologies
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Construction"
Blended Learning"
Special Design of Blended Learning Scenarios
Use of special tools: Wikis, Podcasts, Vodcasts, E-Portfolios
Develop tasks and exercises for virtual settings
LMS is an educational tool for learning and teaching
Self directed learning (projects) with personal responsibilities
Transfer"
Repository"
Upload Material 1:1 to the LMS platform (Word, PDF)
Face-to-face study is supported by distribution of materials
Up-/Download changes responsibility structure
LMS is a tool for administrative support
Implementation step by step but organisation-wide
Communication"
Enrichment"
Material prepared for the learning process („Study-Guide“)
Asynchronous Communication (Forum, email)
Integrate tasks and exercises
LMS is a tool for the communication process
E-Moderation, E-Tutoring necessary
September 2014 Peter Baumgartner
Danube University Krems Department for Interactive Media and Educational Technologies
Peter Baumgartner September 2014 10
Know-ledge
Cognitive Processes
Remem-ber
Under- stand
Apply Analyze Evaluate Create
Facts
Concepts
Proce- dures
Meta- cognitive
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Danube University Krems Department for Interactive Media and Educational Technologies
Peter Baumgartner September 2014 11
Know-ledge
Cognitive Processes
Remem-ber
Under- stand
Apply Analyze Evaluate Create
Facts
Concepts
Proce- dures
Meta- cognitive
Transfer" Tutor" Coach"
Teaching I" Teaching II" Teaching III"
Micro" Meso" Meso - Macro"
Danube University Krems Department for Interactive Media and Educational Technologies
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Student Workload: 1 ECTS ~ 25-30 Hours of Workload
For Example in our Department:
1 Modul = 3 ECTS = 1 face-to-face Seminar = 4 Months
September 2014 Peter Baumgartner
Monat -2 Monat -1 Monat 1 Monat 2
15h 20h 15h 15hPräsenztag (10h)Modulstart Modulabschluß
Month-1 Month-2 Month 1 Month 2
Start of Module Contact Time face2face
End of Module
Blended Learning Arrangement (Example)
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Danube University Krems Department for Interactive Media and Educational Technologies
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75 Hours of Self-Study Study-Guide Material Online-Assessment with
(semi)automatic Evaluation
AKT 1-2 Remember, Understand
Study-Guide Discussion forum, Tutoring
Assignments Discussion forum, Tutoring
Oral and/or written Exams
Assignments with Timetable and Interaction
Structure
AKT 3-4 Apply,
Analyse
Assignments Forming Groups, Coaching
Assignments Forming Groups, Coaching
Assignments with Timetable & Interacting of Groups(with self-directed
Coordination
Written Exams Projects,
E-Portfolio
AKT 5-6 Evaluate, Create
September 2014 Peter Baumgartner
Blended Learning Arrangement (DUK)
Danube University Krems Department for Interactive Media and Educational Technologies
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e.g. prearrangement and follow-up of complex tasks via LMS 1
e.g. f2f-explanation of a complex task which has to be done via LMS
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e.g. f2f-presentations and reflections of assignments 3
e.g. f2f-explanation of assignments with intermediate f2f-feedback
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e.g. f2f-explanation of assignments with f2f-examinations
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e.g. assignment via LMS with f2f-feedback and f2f-examination
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(Cf. Mastertheses by Sankofi/Szucsich 2007)
= Face to Face (f2f) = Timeline = Start/End of Module
Legend
September 2014 Peter Baumgartner
6 Structural Variations (Example-DUK)
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Danube University Krems Department for Interactive Media and Educational Technologies
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Educational Policy"
Curricula"
Educational Ensemble"Content Block"
(Several Hours)"
Educational Scenarios"(Minutes – Hours)"
Educational Interaction"(Seconds - Minutes"
Learning Time Workload
(Credit Points)
Micro Level"
Meso Level"
Macro Level"
September 2014 Peter Baumgartner
Levels of Educational Design
Danube University Krems Department for Interactive Media and Educational Technologies
September 2014 Peter Baumgartner
Validity Claims References to
the World
subjective objective
social
Theory of Communicative Action
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Danube University Krems Department for Interactive Media and Educational Technologies
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Construction"
Blended Learning"
Special Design of Blended Learning Scenarios
Use of special tools: Wikis, Podcasts, Vodcasts, E-Portfolios
Develop tasks and exercises for virtual settings
LMS is an educational tool for learning and teaching
Self directed learning (projects) with personal responsibilities
Transfer"
Repository"
Upload Material 1:1 to the LMS platform (Word, PDF)
Face-to-face study is supported by distribution of materials
Up-/Download changes responsibility structure
LMS is a tool for administrative support
Implementation step by step but organisation-wide
Communication"
Enrichment"
Material prepared for the learning process („Study-Guide“)
Asynchronous Communication (Forum, email)
Integrate tasks and exercises
LMS is a tool for the communication process
E-Moderation, E-Tutoring necessary
September 2014 Peter Baumgartner
Danube University Krems Department for Interactive Media and Educational Technologies
Perceive & Do (Debug)
Produce & Deposit
Practice & Discuss
Teaching & Facilitating
Tutoring & Managing
Coaching & Orchestrating
Interacting with Object
Interacting with Self &
other Subject (Human)
Interacting Self & with Society
Knowing-in-action
Reflecting-in-practice Reflecting-in-action
Artefact Environment
Competence Helix
18 September 2014 Peter Baumgartner
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Danube University Krems Department for Interactive Media and Educational Technologies
Online-Setting II
Thinking about performance (Reflecting-in-practice)
Online-Setting I
Explicating prior knowledge (Knowing-in-action)
edubreak®CAMPUS edubreak®CAMPUS
Case Study: Table Tennis Train the Trainer (1)
Table Tennis as example
September 2014 Peter Baumgartner 19
Danube University Krems Department for Interactive Media and Educational Technologies
Online-Setting II
Thinking about performance (Reflecting-in-practice)
Online-Setting I
Explicating prior knowledge (Knowing-in-action)
edubreak®CAMPUS edubreak®CAMPUS
ü Deutscher Tischtennis Bund e.V. ü 12.000 Trainers
ü 2014: More than 75% of the regional chapters are using
ü Blended Learning & ü Social Video Learning
Case Study: Table Tennis Train the Trainer (2)
September 2014 Peter Baumgartner 20
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Danube University Krems Department for Interactive Media and Educational Technologies
Online-Setting II
Thinking about performance (Reflecting-in-practice)
Online-Setting I
Explicating prior knowledge (Knowing-in-action)
edubreak®CAMPUS edubreak®CAMPUS
Case Study: Table Tennis Train the Trainer (3)
Challenges:
§ How to use experience-based knowledge? § How to reflect with language on actions & performances? § How to use intra-organisational experiences and knowledge?
September 2014 Peter Baumgartner 21
Danube University Krems Department for Interactive Media and Educational Technologies
Online-Setting II
Thinking about performance (Reflecting-in-practice)
Online-Setting I
Explicating prior knowledge (Knowing-in-action)
edubreak®CAMPUS edubreak®CAMPUS
Case Study: Table Tennis Train the Trainer (4)
Performance Video recorded
Phase 1 Phase 3 Phase 2
September 2014 Peter Baumgartner 22
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Danube University Krems Department for Interactive Media and Educational Technologies
Case Study: Table Tennis (Phase I) Extracting & Exchanging
Prior Experiential Knowledge
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Danube University Krems Department for Interactive Media and Educational Technologies
September 2014 Peter Baumgartner 24
Method B Recording real performance https://www.youtube.com/watch?v=Vmi9dyh4cO4
Method A: Explaining in a theoretical
(non-playing) stance https://www.youtube.com/watch?
v=XjoqEk1bQUU
Case Study: Table Tennis (Phase II) Performance is video-recorded
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Danube University Krems Department for Interactive Media and Educational Technologies
§ Stopping the video: situation specific (second / frame)
§ Titel: naming the situation
§ Text: describing, explaining, characterising and/or commenting the situation
Case Study: Table Tennis (Phase IIIa) Video recorded performance is commented
September 2014 Peter Baumgartner 25
Danube University Krems Department for Interactive Media and Educational Technologies
§ Drawings: (e.g. arrow)
§ Visual Tags: (e.g. traffic lights)
§ Emotional Signals: (e.g. weather: from sunshine to thunder-storm)
Case Study: Table Tennis (Phase IIIb) Video recorded performance is commented
September 2014 Peter Baumgartner 26
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Danube University Krems Department for Interactive Media and Educational Technologies
§ Overview of all video comments
§ Fast jump from comments to relevant frames
§ Filtering of comments through tags, traffic lights or emotion signales
Case Study: Table Tennis (Phase IIIc) Video recorded performance is commented
September 2014 Peter Baumgartner 27
Danube University Krems Department for Interactive Media and Educational Technologies
§ Critical meta-reflection of the learning process
§ Lesson learned: selection of events and their justification
§ Building up your own knowledge history
Case Study: Table Tennis (Phase IIId) ePortfolio as learning journal
September 2014 Peter Baumgartner 28
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Danube University Krems Department for Interactive Media and Educational Technologies
Case Study: Table Tennis (Phase IIIe) Social Video Learning
1. Assignments with
observation criteria
2. Comments Individually and in
groups
3. Feedback of experts and peers
4. e-Portfolio-reflection process
September 2014 Peter Baumgartner 29
Danube University Krems Department for Interactive Media and Educational Technologies
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Educational Policy"Certification, Accreditation"
Curricula"for trainers"
Educational Ensemble"Complete play"
ePortfolio"
Educational Scenarios"Play sequence"
Discussion thread"
Educational Interaction"Detailed movements"
Comments"
Learning Time Workload
(Credit Points)
Micro Level"
Meso Level"
Macro Level"
September 2014 Peter Baumgartner
Levels of Educational Design
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Danube University Krems Department for Interactive Media and Educational Technologies
September 2014 Peter Baumgartner
Validity Claims References to the World
subjective Development
of the own Personality
(Performance)
objective Material, Theme, Content
social (Co-)Learner, Tutor, Video
Educational Setting
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Danube University Krems Department for Interactive Media and Educational Technologies
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Construction"
Blended Learning"
Special Design of Blended Learning Scenarios
Use of special tools: Wikis, Podcasts, Vodcasts, E-Portfolios
Develop tasks and exercises for virtual settings
LMS is an educational tool for learning and teaching
Self directed learning (projects) with personal responsibilities
Transfer"
Repository"
Upload Material 1:1 to the LMS platform (Word, PDF)
Face-to-face study is supported by distribution of materials
Up-/Download changes responsibility structure
LMS is a tool for administrative support
Implementation step by step but organisation-wide
Communication"
Enrichment"
Material prepared for the learning process („Study-Guide“)
Asynchronous Communication (Forum, email)
Integrate tasks and exercises
LMS is a tool for the communication process
E-Moderation, E-Tutoring necessary
September 2014 Peter Baumgartner
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Danube University Krems Department for Interactive Media and Educational Technologies
September 2014
1. There are different levels of educational design following different rules.
2. Different learning models are not exclusive but support each other. Educational variety instead of educational monoculture!
3. Design learning environments with objective, subjective and social learning subjects.
4. Design different modes of blended learning arrangements (face2face, eLearning) holistically.
Peter Baumgartner
Conclusion I Educational Design
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Danube University Krems Department for Interactive Media and Educational Technologies
September 2014
5. Learning is a social enterprise and needs active participation and personal responsibility.
6. For effective learning arrangements we need to design learning content AND the appropriate (technologically supported) communicational structure.
7. The importance of informal learning in combination with social software and web 2.0 will increase. We will need procedures to incorporate experiential learning into formal educational settings.
Peter Baumgartner
Conclusion II Educational Design
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Danube University Krems Department for Interactive Media and Educational Technologies
Thank you for your attention!
Peter Baumgartner http://www.donau-uni.ac.at/imb
http://www.peter.baumgartner.name http://twitter.com/pbaumgartner
These slides are licensed under a���Creative Commons License.
35 September 2014 Peter Baumgartner
Danube University Krems Department for Interactive Media and Educational Technologies
September 2014 Peter Baumgartner 36
http://www.edubreak-sportcampus.de