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60 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 Leading e-Learning Success: Example of Pedagogical Best Practices Presented by: Melissa Anderson Senior Pedagogical Advisor,

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Presentation on theme: "60 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 Leading e-Learning Success: Example of Pedagogical Best Practices Presented by: Melissa Anderson Senior Pedagogical Advisor,"— Presentation transcript:

1 60 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 Leading e-Learning Success: Example of Pedagogical Best Practices Presented by: Melissa Anderson Senior Pedagogical Advisor, Blackboard, Inc. Presented by: Melissa Anderson Senior Pedagogical Advisor, Blackboard, Inc.

2 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Topics for Discussion  The Inputs The global millennial generation Pedagogical approaches & theories New learning technologies  The Process Effective management three types of interaction Teaching effectively & efficiently online  The Outputs Best Practice Example #1: Matching Pedagogical Goals w/Design Best Practice Example #2: Creating a Student-Centered Learning Space Best Practice Example #3: Increasing Student-Preparedness for Lectures & In-class Activities

3 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Topics for Discussion  The Inputs The global millennial generation Pedagogical approaches & theories New learning technologies

4 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Today ’ s Learners Throughout the World The Global Millennial Generation Expect Choice Multi-Taskers Networked Communicative Education Consumers Entrenched in Technology Interactive Gamers Seek Portability Creativity

5 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Teaching Approaches & Learning Theories What is pedagogy/andragogy? Pedagogy: the principles and methods of instruction Andragogy: the principles and methods of adult instruction (Knowles) Three “flavors” of online learning Supplemental Presents and shares some content online; however same in-class time and tasks often remain the same Hybrid/Blended Replaces some portion of in-class time with online tasks and activities Fully Online/Distance Replaces all in-class time with online tasks and activities

6 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Teaching Approaches & Learning Theories How do instructors teach? Using one or more instructional & learning strategies, including: Shaping, chaining, fading (behaviorism) Organized, self-paced instruction (objectivism) Case-study method (cognitivism) Problem-based learning (constructivism) Active learning (constructivism) Collaborative learning (social constructivism) Learning communities & virtual learning environments (constructivism)

7 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. New Learning Technologies Communication Tools Asynchronous discussion boards Synchronous chat spaces Instant messaging & text messaging Multiple-way audio & video interactions Content Tools Audio/Video Delivery of Files Interactive Simulations Multiple-player environments Learning Object Repositories Pod Casting/RSS Feeds Assessment Tools In-class polling tools Online assessments & surveys Online assignment collection w/feedback delivery Electronic portfolios Electronic journaling/blogging

8 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Topics for Discussion  The Inputs The global millennial generation Pedagogical approaches & theories New learning technologies  The Process Effective management three types of interaction Teaching effectively & efficiently online

9 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Three Types of Interaction Learner-instructor interaction Provides content selection and activity design as well as motivation, feedback, and dialogue between the instructor and student Learner-content interaction Provides opportunities in which students obtain information from the material and/or activities to build knowledge Learner-learner interaction Provides the exchange of information, ideas and dialog between students and synthesizes the creation of knowledge Toni Pauls, “The Importance of Interaction in Online Courses”

10 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Teaching Effectively & Efficiently Online Technology-based Teaching: Key Elements of Quality 1.Content: think learning objects & interaction 2.Course or program planning: apply your best approaches 3.Instructional design: be learner-centered 4.Media production: maximize use through efficiency 5.Support and moderation of the learning experience: provide learner assistance 6.Student administration: instructors teach, not manage technology 7.Course or program evaluation and maintenance: plan for future improvements & success -Bates & Poole, 2003

11 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Best Practices for Online Teaching Success Lead with your academic and administrative strategies at all levels: institution, department, & course. Plan your entire course, not just the technology-based components, based on your teaching values and practices, before building anything Connect in-class and online activities directly; make students aware of why you chose each environment and each technology tool Be aware of the various learning styles of your students and use technology to address the differences Provide an environment that is built upon your strengths as an instructor or educational institution and that addresses changing learner needs. No two environments should look alike. Most importantly, encourage a reflective learning environment to occur in which students are aware of their abilities as learners as well content and concept acquirers.

12 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Topics for Discussion  The Inputs The global millennial generation Pedagogical approaches & theories New learning technologies  The Process Effective management three types of interaction Teaching effectively & efficiently online  The Outputs Best Practice Example #1: Matching Pedagogical Goals w/Design Best Practice Example #2: Creating a Student-Centered Learning Space Best Practice Example #3: Increasing Student-Preparedness for Lectures & In-class Activities

13 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Best Practice Example #1: Matching Pedagogical Goals w/ Design  City University of Hong Kong  Undergraduate Courses in a variety of disciplines  Supplemental & Hybrid Formats  Desire to utilize Outcomes-Based Teaching & Learning approach to current online course design and utilization  Driven by University goal to create Ideal City U Graduate and meet Intended Learning Outcomes for each program  Technologies used: discussions, quizzes, interactive activities, assignments, etc.

14 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Best Practice Example #2: Creating a Student-Centered Learning Space  Pepperdine University, Graduate School of Education & Psychology  Masters’ Program in Educational Technology  Desire to create courses that are student-centered, interconnected and innovative, all within a constructivist approach  Technology used: discussion boards, virtual classroom, journaling, podcasting  Success factors: student retention increased, student attraction to program increased, faculty performance on student evaluations increased

15 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 ©2006 北京赛尔毕博信息技术有限公司版权所有. 赛尔毕博以及赛尔内部使用. All rights are reserved. Best Practice Example #3: Increasing student preparedness for lectures & in-class activities  Veterinary Medical University of Vienna  Veterinary university focused on delivering undergraduate medical education & providing practice licensure  Desire to provide activities for students that better prepare them for lectures, clinics and other in-class activities  Supplemental Format Only  Driven by need to increase student retention, especially during year 1, as well as to increase student performance on traditional and practical examinations  Content needed to be re-usable across courses and concentrations  Actions to Lead to Success  Installed Blackboard in April 2006 & formulated e-Learning Steering Committee  Developed Standard Course Templates & Guidelines for Faculty Use  Identified three pilot courses to develop Flash learning objects & simulations, course discussions and self-assessment activities for Fall 2006

16 60 建设互联互动的网络学习环境 赛尔毕博数字化学习学术研讨会 Thank You! Contact Information: Melissa Anderson, Contact Information: Melissa Anderson,


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