Assessing Readiness of online learners

R U ready???
Is anyone ready to learn??

In Activity 1.5 for ocTEL 2014  the question is asking about assessing readiness to be an online learner. This question comes at the perfect time for me... since our college and my educational technology team is working on the Instructional Design for a proposed course on How to be a good online learner.

This tends to be an interesting aspect that I hear often from students. "I'm ready to be an online learner. It can't be that hard." Online readiness engages many aspects such as motivation, organization, technical skills, time, and engagement. I think it is important that we address each of the areas with the online learners. I think it is imperative that we experience the online learning process prior to teaching an online learner. In our college, we have the faculty participate in a professional development course revision workshop as a student -- with all the good and bad pedagogy that occurs. I will state that we do stress to the participants that they will get both good and bad experiences, however we want them to learn from this experience, so when they are teaching online, they can avoid the common issues. This technique seems to work with our faculty.


 

Blended Learning

I have been actively involved in teaching and learning since 1994. I have been a student, an instructor, a trainer, an instructional designer, and an administrator in this ever changing educational world. When thinking about blended learning... I wonder why is this so hard for someone to understand? To me, I believe that it is necessary to tailor the learning event to match the needs of the content, context and especially the people involved in the learning. Given that and today's many tools, I think blended just makes sense. Adding a variety of resources to enhance and engage learners has value. 

Blended learning is the best of both worlds. Adding resources, access and information for the learners has the potential to enrich the students learning. Blending a classroom requires the educator to consider "Why" I am doing an activity and "how" will the students learn and "what" is the best tool or activity to achieve this?  when considering this, I am always looking at what the best tools are for the activity I want the students to participate in. The problem is the fact that it depends... 

it depends on skill levels of the learner

it depends on what the goal is for the lesson

it depends on what tools are available

it depends on so many things

So take baby steps, take it slow when designing and implementing activities in a blended or online class. 

SO I typically will try one new activity each term and I see how it is going. I request feedback from the students.   

How often to meet? My teaching nature is to engage the learners as often as possible, so I prefer many interactions. When determining the time commitments for a blended or online class, I attempt to have the interactions meet or exceed the F2F class. I keep into account that the technology can change the time needed and add that in as well. 

still fine tuning

Still fine tuning my courses...

what to use?

what to not use?

Paring down is really difficult! I really hope I can do this class justice!

Twitter, Google+, Connect, Voice Thread, Pecha Kucha

Thanks as always to all that make me think...

Today: Vicki Davis

Pecha Kucha

Pecha Kucha

Pecha Kucha is a presentation method which intentionally set limits on speakers using slideware (i.e. PowerPoint or Keynote). Pecha Kucha is the Japanese term for “the sound of conversation” or “chit chat.”

More about Pecha Kucha : http://www.pecha-kucha.org/what

Why Pecha Kucha?

As I prepare for my teaching a class, I was trying to figure out a way for them to present their work... but not death by powerpoint or keynote. I think teaching is about dialogue and fun, so I thought Pecha Kucha could be a method to try. (Honestly, I dreaded the thought of 25- 15 minute presentations on their work.)

Pecha Kucha is used to engage dialogue and responses. Where better to get a critique than from your cohort?

I feel Edward Tufte’s critique of the cognitive style of Powerpoint is still valuable reading for educators who frequently use slideware in their teaching and/or student work. (http://www.edwardtufte.com/tufte/books_pp)

20 x 20

The basic constraints of 20 slides each lasting 20 seconds adds “clarity” to any student presentation.

20 seconds is a perfect amount of time, to relay ideas or concepts - clear and concise.

20 seconds per slide gives adequate time to make a solid point, BUT

not enough time to ramble on and on and on...

Concise is good!

Being concise also has effect on the audience

It forces the listeners to be more active.

Spotlight Series on Technology

Check out this..
“Spotlight on Technology in Education No. 7 in the Harvard Education Letter Spotlight Series”

Adult Education

What is adult education? Is it the same as just teaching adults? What do you think?

passwords

AAGH !!!

Too many passwords! I think my last count was 16.

Change this one here. This one on August 3, At least I get e-mails on some of them...

Change this one for the U, this one for Facebook, this one for blogger... when does it really end?

Oh BTW U need to change this The U one every 3 months and it can't be the same sequence for 6 cycles. (or something like that.)
blah, blah, blah.

How does one really keep track of them all?

I know- I could start placing it under my keyboard.

Oh that would be real SMRT.

Just the rantings of a real lunatic.

DID I SAY AAGH YET??