Technology Strategies for Teaching and Learning in Education and the Workplace

International Conference on E-Learning in the Workplace June 8th-10th, 2011

1

Technology Strategies for Technology Strategies for Teaching and Learning in Teaching and Learning in Education and the Workplace Education and the Workplace

Pamela Lowry, Ph.D.

Associate Professor

Dept. of Math and Computer Science

Co-Director of Educational Technology Program

International Conference on E-Learning in the Workplace June 8th-10th, 2011 2

AgendaAgenda Introduction Technologies Social presence Teaching presence Cognitive presence Conclusion References


IntroductionIntroduction

Instructional design - key factor when creating instruction– Utilizing technology should be effective for the

learner– Build confidence in learner’s use of technology– Learner should have a comfortable learning

environment– Content should be structured so learner feels it is

meaningful to the context or environment – Interactions are integral part of the course



Comfortable learning environment, confidence in learner’s use of technology, interactions, etc. can:– create a meaningful learning experience – build an effective approach when designing

instruction – allow learners to interact, ponder, and consider

what they are learning – improve learner’s ability/readiness to perform

effectively



Instructional design links learning objectives to specific learning activities

Important to keep in mind teaching styles and students’ learning styles

One teaching style will not work for all learners

Variety of teaching styles help learner feel comfortable with learning environment



Technology can provide variety of learning opportunities

Integrating technology into learning objectives and learning activities can help teach students of various learning styles

Learning styles could include auditory, visual, and tactile learner



Auditory learner usually independent learner– Teaching styles include lectures, discussion

forums, verbal questions Visual learner usually dependent learner– Teaching styles include group learning,

demonstrations, activities involving creativity, visual images

Tactile learner - learns by doing– Teaching styles include experiential learning

activities, simulations, games



Examples of learning objectives:– Participate actively in online discussion forums– Use technology to enhance learning– Participate in group discussions both asynchronously and

synchronously– Lead group presentations both asynchronously and

synchronously– Assess peer presentations– Reflect on your own learning– Identify benefits and challenges to distance learning– Discuss future trends in distance learning



Educators/trainers need to be:– motivating and positive in corresponding with

learners– respond reasonably quickly to learners– communicate what is expected of your learners– include many activities to promote learner

engagement – be compassionate for your learners

– be open to change and constantly evolving


Technologies Technologies

Educators/trainers need to embrace technology

Technology can: – help educators/trainers better connect with their

learners– bridge instructional gap between instructors and

learners– make significant changes in instructor-learner

and learner-learner relationships



Educators/trainers need to look at different technologies that will utilize most of the learning styles of their learners

Always good idea to keep positive attitude toward integration of technology regardless of learning modality



Face-to-face instruction – instructors and learners in same location

Hybrid instruction – instructors and learners sometimes in same location/sometimes in different locations

Online instruction – instructors and learners in different locations



Asynchronous learning environment –instructors and learners are engaged in “anytime-anyplace” learning

Instructors can post learning materials such as syllabus, instructor bio, readings, ppts, podcasts, assignments, discussion forums, etc.

Need to organize and design course so it is effective for learner



Synchronous learning environment – instructors and learners engage with each other at same time but not necessarily same location

Synchronous learning can:– Allow learners to interact with each other and

instructor– Allow instructor to share desktop– Allow instructors and learners to present and

archive materials



Asynchronous and Synchronous learning environments can be utilized for all modalities

Depending on delivery of course, important for instructor to design effective materials for the learners

Important to focus on effective teaching methods and not just the technology

Keep it simple for the learner



Future educators/trainers need to be mindful which technologies will be effective for learners

As educators/trainers master a new technology, new technology emerges

Technologies can enhance and improve performance but it needs to be effective for the learner



Tablet PC can change way instructors and learners interact

Tablet PC can support active learning and add value to interaction in different learning modalities

Instructor can markup diagrams, sketch, annotate websites, provide feedback on assignments, etc.



Some additional technologies include:– Podcasting– Streaming video– Blogging– Social networking– Digital books– Youtube videos– iPad



Most difficult to design online courses:– Requires more time planning than face-to-face or

hybrid delivery– Design effective strategies that include

appropriate/effective use of technology– Consistency in course– Promote interaction and communication– Aligning goals to learning objectives– Integrating learning objectives in assignment


20

Social PresenceSocial Presence Garrison, Anderson, and Archer argue that

social presence, teaching presence, and cognitive presence are three important elements in online teaching and learning

Social presence – ability to present oneself socially and effectively in a virtual environment

Educators/trainers need to present themselves as a real person


21

Social PresenceSocial Presence Important to be available 24/7 to learners

via email/phone Important to get back to them in timely

manner Beginning of course provide learner

instructor’s bio, intro audio podcast that welcomes them to the class and explains general information


22

Social PresenceSocial Presence Besides instructor presenting oneself

socially, important for learners to feel comfortable in learning environment

Discussion forum at the beginning of the course for learners to provide information about themselves such as their picture, basic background information, etc.

Discussion forum for learners to ask questions or make comments throughout course


23

Social PresenceSocial Presence Learners are usually willing to share with

each other and this is beneficial to instructor

Social networking is another way for learners and instructor to stay connected

Audio recordings allow learners to hear speaking tone of instructor

Video recordings allow learners to see facial expressions of instructor


24

Social PresenceSocial Presence Degree to which educator/trainer

perceived as a real person contributes to social presence

Learner should feel instructor– Shows respect to learners– Values everyone’s opinion– Encourages active participation– Treats everyone equal– Provides timely feedback


25

Social PresenceSocial Presence Important for educators/training to provide

comfortable, safe learning environment Learner should feel comfortable

conversing online and interacting with each other

Effective component which fosters expression of emotions and feelings pointed out as fundamental aspect of social presence


26

Teaching PresenceTeaching Presence

Teaching presence refers to work of teaching before and during course

Educator/trainer responsibility to design, develop, facilitate, implement instructional materials relevant to course

Instructional materials could include syllabus, recorded lectures, podcasts, assignments, external links, audio files, etc.


27


Syllabus include goals, objectives, and what is expected of learner, etc.

Assignments that provide interactivity, give students’ ownership of their work which can enhance self confidence

Assignments that provides interactivity increases student’s interest, improves cognitive processes and develops group learning skills


28


Assignments should have clear instructions, due dates and expectations

Examples of some assignments:– Self assessment – Design class unit– Create rubric– Reflection journal– Create ePortfolio


29


All materials organized in asynchronous learning environment– Can be organized into weekly modules with

Theory and Practice component– Theory component includes reading, listening,

planning, exploring, etc.– Practice component includes completing

assignments, researching topics, quizzes,etc.


30


Synchronous technology can be incorporated for live and/or archived audio files

Tablet PC can be utilized during synchronous session and archived

Tablet PC ability to write directly on screen open up new possibilities to pedagogy of teaching


31

Cognitive PresenceCognitive Presence

Cognitive presence focuses on construction of meaning through a process of individual inquiry or community inquiry instead of merely covering course content

Educator/trainer needs to shift instructional strategies from giving or recording lectures to questions and open inquiry which helps learner construct their knowledge through reflective thinking and practice


32


Creates learning environment that captures learner’s attention and promotes curiosity for learning

Educator/trainer emphasize student-to-student interaction through group and cooperative activities, learning environment will increase from teach to learning paradigm

Sometimes difficult for educator/trainer because they may want to be in control


33


Instructor can encourage learners to understand concepts by providing feedback and encourage learners to reflect on their learning

Some learners reluctant of group work because prefer individual work

Group work can increase opportunities for communication for learners and can enhance collaborative skills


34


Researchers say:– Students working in small group tend to

learn more – Retain it longer than when same

material presented in other instructional formats


35

ConclusionConclusion

When designing and developing effective instruction it is important to pay attention to:– Learning environments– Interactivity– Asynchronous/synchronous technology– Modalities such as face-to-face, hybrid, online– Social presence– Teaching presence– Cognitive presence


36

ConclusionConclusion

Important to constantly investigate how these strategies can be improved or better used

Important to investigate new strategies Important to investigate new creative

ideas Important to remember, teaching and

learning is constantly evolving


37

ReferencesReferences

Allen, M. (2003). Michael Allen’s Guide to E-Learning: Building Interactive, Fun, and Effective Learning Programs for any Company. New York: John Wiley & Sons.

Bower, B.L. (2001). Distance Education: Facing the Faculty Challenge. Online Journal of Distance Learning Administration, Vol. 4, No. 5.


38


Carlson, S., (2004). The Next-Generation Classroom, The Chronicle of Higher Education, 50(25), A26.

Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Publishers, San Francisco.

Kapp, K. (2006). Design: Advantages of Interactivity. Karl Kapp Blogg. Retrieved from: http://karlkapp.blogspot.com/2006/10/design-advantages-of-interactivity.html


39


Morgan, C. K., and Kinross, C., (2002). Facilitating Online Interactivity Among Remotely Located Land Management Students, Electronic Journal of Instructional Science and Technology.

Oblinger, D.G. and Hawkins, B.L. (2006). The Myth About Online Course Development. Educause Review, Vol. 41, No. 1, pp.14-15.


40

ReferencesReferences Rourke, L., Anderson, T.; Garrison, R. &

Archer, W. (2001). Assessing Social Presence in Asynchronous Text-Based Computer Conferencing. Journal of Distance Education 16(2) 1-14.

Wang, H. (2010). 10 Ways to Make e-Learning More Exciting,. Online Classroom, p7-8.

Waterhouse, S. (2005). The Power of eLearning. Pearson Education, Inc.


41

More Information More Information

Dr. Pam Lowry ([email protected])

Associate Professor

Dept. of Math and Computer Science

Co-Director, Master of Educational Technology Program

Lawrence Technological University

248.204.3653

Technology Strategies for Teaching and Learning in Education and the Workplace

Documents

Transcript of Technology Strategies for Teaching and Learning in Education and the Workplace