New educational strategies in eLearning · Transfer material to the learning management system...

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1 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 2 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

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

2

e.g. f2f-presentations and reflections of assignments 3

e.g. f2f-explanation of assignments with intermediate f2f-feedback

4

e.g. f2f-explanation of assignments with f2f-examinations

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e.g. assignment via LMS with f2f-feedback and f2f-examination

6

(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

September 2014 Peter Baumgartner 23

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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17

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

33

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