Presentation on theme: "1 Engaging the on-line learner Andrew Hill February 2006."— Presentation transcript:
1 Engaging the on-line learner Andrew Hill February 2006
2 what we’d like to achieve Aims of this session: Group members to consider how to engage learners in on-line courses and be aware of the challenges posed in this type of e-learning Intended outcome: A range of ideas for activities that might be suitable to meet the key phases of engagement in an on-line course.
3 are your on-line learners dying of boredom? how would you know? what can we do about it?
4 what is on-line learning? learning over the intranet or intranet real-time: synchronous non-real-time: asynchronous
5 the challenge to keep learners engaged whilst you’re not present in a normal session you can monitor reactions eye contact detect body language in synchronous on-line learning this can be difficult in asynchronous on-line learning it’s impossible!
6 what is ‘engaged learning’? how do we know when a learner is engaged? can we actually engage someone when on-line and we’re not even present?
7 the tutor’s split role providing information providing guidance
8 on-line sources of information especially for asynchronous on-line learning as not present to provide when required recorded presentations text books, notes, illustrations web-based resources libraries guest speakers other students members of the community
9 providing guidance a challenge when you’re not present answering questions
10 documented study guides normal guidance that can be accessed on-line course outlines module guides assignment guides activity guides orientation and help resources
11 learning activities the key is that learners DO something not just reading content include opportunities to interact learner to tutor learner to learner learner to content remember: clear guidance is required!
12 successful interactivity Enjoyable and engaging Positive and supportive Active Collaborative Contextual Differentiates e-learning from self-study Allows learners to define and construct knowledge Creates a learning community Provides practice with feedback Stimulates and motivates learners Promotes social experiences rather than independent ones Kathleen Iverson – E-Learning Games: Interactive Learning Strategies for Digital Delivery, Pearson Prentice Hall 2005
13 4 phases of engagement learning the tools ice breakers team activities learner-led activities Rita Marie Conrad & J Ang Donaldson, Engaging the on-line learner, Jossey- Bass 2004 ISBN 0-7879-6667-3
14 other kinds of activities reflection activities how a learner might transfer learning to their job or a task authentic activities working on real projects or in a realistic environment games and simulations not necessary to use the expensive ones - many available now free example example ahi2000.com/studyzone/ links2.htm
15 engage your on-line learners think of an activity for each of the 4 phases now, can they be made to work in an on-line class? tools ice team lled
16 acknowledgements Rod Corbett, University of Calgary www.ucalgary.ca Rita Marie Conrad & J Ang Donaldson, Engaging the on-line learner, Jossey- Bass 2004 ISBN 0-7879-6667-3 Kathleen Iverson – E-Learning Games: Interactive Learning Strategies for Digital Delivery, Pearson Prentice Hall 2005 Greg Kearsley, Theory Into Practice (TIP) database http://tip.psychology.org On-line Tutoring e-Book, Heriot-Watt University and The Robert Gordon University,http://otis.scotcit.ac.uk