1 / 30

Enhancing Asynchronous Learning for Under-Prepared Learners: Strategies and Evaluations

This paper explores the challenges and strategies associated with asynchronous learning for under-prepared learners. Key topics include information-seeking behaviors, the politics of information, and aligning library resources with educational needs. It critically examines theoretical frameworks versus practical approaches, emphasizing the importance of both academic value and best practices. The study advocates for comprehensive design at both course and program levels, utilizing quantitative and qualitative methods to foster discovery learning. It also discusses innovative teaching techniques to sustain engagement and facilitate effective learning environments.

tybalt
Télécharger la présentation

Enhancing Asynchronous Learning for Under-Prepared Learners: Strategies and Evaluations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Asynchronous Learning & Under-Prepared Learners:Finding, Evaluating and Using Information Dale Fowler, Ed. D., MBA Instructional Designer Center for Instructional Design Central Michigan University fowle1dp@cmich.edu

  2. Call for Papers Possible topics for presentations include: • Politics of information • Information seeking behaviors • Revisions of library space and function

  3. IF as an Alignment Issue • Theory Driven vs. Good Ideas • Academic Value vs. Best Practices • Situation Analysis vs. Tyranny of Rules • Research vs. Forefather Outcomes • Design at the Course Level • Quantitative • Qualitative • Discovery Learning • Design at the Program Level

  4. S = StudentI = InstructorC = ContentInteraction Types: Equivalency Theory Theory Informs Practice

  5. The “X” Factor of Instruction The Missing Ingredient Source: Tutored Video Instruction

  6. Academic Value http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy2/edpsy2_strategies.htm

  7. The Two-Sigma Problem Can researchers and teachers devise teaching-learning conditions that will enable the majority of students under group instruction to attain levels of achievement that can at present be reached only under good tutoring condition? Educational Researcher, Vol. 13, No. 6 (Jun. – Jul., 1984), pp. 4-16 http://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-two-sigma.pdf

  8. The School of Athens Online100% Asynchronous Facilitation • Log in 7-days per week • Response before work, during lunch, after work • Drive an ongoing/JIT learning culture • Trade-off to meeting: Class is in-session every day • Seven Week vs. Week Seven WeekEND class

  9. Discussion Board Pattern

  10. Learning ModelQuantitative • Reading Questions (Terms & Concepts) • Exercises – End of Week • Problems – End of Course • Whole-Class Collaboration • Course-Long Fluency Development

  11. Whole-Class Collaboration

  12. Locked Down Forum ThreadsFeed Your Leads

  13. A ResponseMoves The Ball Forward – Another First Down 6Minutes

  14. Insights 5 Days

  15. Informing Question

  16. Capstoning

  17. Pricilla & Melissa

  18. Pricilla & Melissa

  19. Hidden Design: Information Fluency Research/Evaluation/Use Integration: Comprehensive Problems Application: Standalone Exercises Terms & Concepts: Reading Questions

  20. Unsolicited: Course Design I really enjoyed the organization of this class.  You made it easy for me to plan ahead because I knew exactly what was expected of me for each week.  Thank you. I truly think this was one of the easier courses to follow as far as what was expected and when. I would like to let you know that I liked the way the class was structured. It made planning my week and the completing the course work easier. I did better than I expected… The course was laid out well for such detailed work.

  21. Unsolicited: Teaching

  22. Good Ideas Not Practiced • Chats • Office Hours • Emails • Phone Calls • Feedback • Video Lectures • Tutor • Groups

  23. Redesign Discussion Board - or - Invisible Reading Quizzes Submit Questions Homework System Group Cases Asynchronous Discussion Connect Emails Phone Calls Office Hours Tutoring

  24. IF @ Program LevelPast Students

  25. IF @ Program LevelStudent Goals & Situation

  26. IF @ Program LevelSustaining UnderstandingsThrough Community of Practice

  27. Dale Fowler, Ed. D., MBA Instructional Designer Center for Instructional Design Central Michigan University fowle1dp@cmich.edu

  28. References • http://www.jayorlin.com/images/tutoredvideo.pdf • http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy2/edpsy2_strategies.htm • http://web.mit.edu/5.95/readings/bloom-two-sigma.pdf • http://ednews.org/articles/an-interview-with-curtis-bonk-a-look-at-wikibooks-and-wikibookians.html

More Related