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Models of Online Learning – Identifying Components

Models of Online Learning – Identifying Components. Week 3 Introduction to Web-Based Mentoring and Distance Education. Table of Contents . What is online professional development? Elements of Success Continuum of Online Learning Building and sustaining an Online Community of Learners

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Models of Online Learning – Identifying Components

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  1. Models of Online Learning – Identifying Components Week 3 Introduction to Web-Based Mentoring and Distance Education

  2. Table of Contents • What is online professional development? • Elements of Success • Continuum of Online Learning • Building and sustaining an Online Community of Learners • Online Course Delivery Platforms

  3. Week 3: Models of Online Learning • Discussion Questions: • What elements of online learning are evident in this course? • What activities, strategies are used (either through development or facilitation) that make this effective? • How have adult learning principles and learning styles been addressed in this course? • How do the online platforms (that you will review this week) support the activities and strategies that are used in an online course?

  4. I. What is Online Professional Development (OPD)? • Online Professional Development is made up of web-based learning opportunities, including educationalprograms, courses, workshops, activities, resources, and online interactionswith instructors, mentors, and colleagues. • There are many different typesof online learning, but the learningcommunity model of online professional development—whichcombines readings, activities, and facilitated, peer-to-peer collaborative discussions, and team and community building—is particularly suited to online professional development for educators

  5. II. Online Professional Development – Elements of Success Elements of Success • The success of an online professional development programdepends on fulfilling the followingelements: • Assess local professional development needs and develop an OPDplan based on these needs • Connect PD with other ongoing,face-to-face professional development activities • Carefully select and train online professional development team members (training includes “How to Teach Online” type course) • Build a strong local team for facilitating online communication • Develop incentives for teachers • Publicize the PD and involve local stakeholders. • Provide readily available and reliableaccess to technology and support • Foster a rich, interactive onlinelearning community. • Integrate online workshops with face-to-face meetings (if possible) • Provide and structure follow-up opportunities

  6. III. Continuum of Online Professional Development Modules • Online professional development modules or learning experiences begin as small as a reusable learning object and can be as large as a fully-facilitated online course. • A reusable learning object is the smallest part of a module(activity, checklist, scoring tool), • An online tutorial is an example of a module that can be linear (how-to) or non-linear (manual). • In a self-paced course, learners work at their own time and pace to complete sessions, and they interact with a facilitator at various benchmarks • A fully-facilitated course has a specific flow (weekly sessions) and encourages interaction, communication and collaboration among course participants Fully-Facilitated Online Course Reusable Learning Object Online Tutorial – Linear or Non-Linear Self-Paced Online Course

  7. IV. Building and Sustaining an Online Community of Learners • Before we view various online learning platforms, we need to explore the power and importance of… • Online Learning Communities • By understanding how to build and sustain an online communities of learners, you will have a more critical “eye” for viewing the strengths and weaknesses of the online platforms • The following slides, will give you a brief overview of Online Learning Communities.

  8. IV. Building and Sustaining an Online Community of Learners What Does an Effective Online Community Look Like? • Interaction – Evident through dynamic discussion forums, collaborative activities, and frequent opportunities interaction • Common goals – Operating standards established and agreed upon protocols are followed • Camaraderie – Evident through connections and shared humor • Trust between members – A safe and supportive environment is established and supported • Group Processing - Participants work towards processing towards continuous improvement, they do not wait for “policing” or prompting from the facilitator • High comfort level for ongoing dialogue – Participants actively utilize the discussion forum and engage in higher-level thinking and critical reflection • Accountability – Participants are accountable for their learning and responsible for course activities

  9. IV. Building and Sustaining an Online Community of Learners What Does an Effective Online Community Look Like? • Team and Community Building - Opening and ongoing activities • Self and team evaluations – Participants are able to self-assess their individual and team progress • Teamwork– Participants feel “safe” and have established trust to work collaboratively on team activities and assignments • Feedback – Participants receive feedback from instruction in a timely and positive manner • Emerging leaders – The facilitator helps to “groom” and support emerging leaders for future development of the online learning community and PD initiatives

  10. IV. Building and Sustaining an Online Community of Learners What is the primary element needed to make an online community successful? • The primary element needed to make a community successful is… Effective Communication! • Communication in an online community happens synchronously and asynchronously.

  11. IV. Building and Sustaining an Online Community of Learners How do you know you have created a highly-effective online community? • You know a course is highly effective when there is momentum within it, outside of the facilitator’s efforts. • That momentum comes directly from participant involvement. As participants communicate on their own and create spaces to do so that directly involves and empowers you, nurtures independence, and supports a dynamic, course landscape! • You must also look at the content to see evidence of analysis and growth with in the various modes of communication and in final products

  12. V. Online Learning Course Delivery Platforms • There are many online course delivery platforms to choose from. • Online Course Delivery Platform: The mode in which the online course is delivered to the participant • The following slides highlight some of the most popular platforms. • The site , provides a list and a comparison of a variety of commercial products: • http://www.marshall.edu/it/cit/webct/compare/comparison.html

  13. V. Online Learning Course Delivery Platforms • Electronic Learning Community (http://cte.jhu.edu/elc_tutorial) • A dynamic online environment that provides like-minded professionals with a space to connect, exchange information and resources, solve problems, and construct new knowledge. • Blackboard (www.blackboard.com) • A course Web site creation service that enables instructors to add an online component to traditional classes or teach an entire course on the Web. You can quickly and easily create your own course Web site to bring your learning materials, class discussions,and tests online. • Desire2Learn (http://www.desire2learn.com/welcome.html) • Desire2Learn Inc. is a world leader in providing innovative eLearning solutions to academic institutions and other leading organizations around the world.   • WebCT (http://www.webct.com/entrypage) • WebCT's vision is to deliver innovative e-learning solutions to help institutions improve educational outcomes for students around the world. • Moodle (http://moodle.org/) • A free course management system (CMS) - a software package designed to help educators create quality online courses.

  14. V. Online Learning Course Delivery Platforms After viewing this content presentation, you will have the opportunity to critically review these online course delivery platforms as a team. As you review the platforms, consider the characteristics that help to support and sustain an effective online learning community.

  15. Resources • Electronic Learning Community http://cte.jhu.edu/elc_tutorial • Blackboard www.blackboard.com • Desire2Learn http://www.desire2learn.com/welcome.html • WebCT http://www.webct.com/entrypage • Moodle http://moodle.org/ • Comparison of Online Course Delivery Software Products http://www.marshall.edu/it/cit/webct/compare/comparison.html

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