1. Learner Centered by Practice Using what we know about learning and cognition in the online environment

2. Purpose & overview Thinking around new approaches to the design of online learning Reflecting on new roles and tools for faculty-designers Defining the first stages in an emerging NLII theme

3. The Panel Helen Knibb ~ Learning Designer ~ Sir Sandford Fleming College, Peterborough, ON (2001 NLII Fellow) Principles of learning Dr David Merrill ~ Professor of Instructional Technology~ Utah State University Principles of instruction Dr Lynette Gillis ~President~ Learning Designs Online, ON Theory into practice Stephen Downes ~ Senior Researcher ~National Research Council of Canada, NB. New models, effective practices, changing learners

4. Learning Principles Focusing the theme Our current norms and practices Key principles of learning Implications for teaching online Design of online learning environments

5. Finding a research focus Quality and innovation in e-course design in higher education New business models Innovation in corporate e-learning Corporate quality universities Government sponsored continuous (e-)learning initiatives

6. Finalising a theme Instructional & learning design & standards Research on learning and cognition Aligning online design with principles of learning & instruction

7. Barriers “The research base on learning and teaching has not been consolidated in a way that gives consistent, clear messages in formats that are useful for practice.” How People Learn, 2001

8. Our current norms & practices Curriculum that isn’t integrated Outcomes - that aren’t Curriculum that’s text-book driven Artificial course constructs Teaching and learning strategies that don’t contribute to outcomes Breadth versus depth Teaching to the test

9. Finding new ways in Building a bridge into practice – using principles of learning and instruction Re-designing, not converting, existing courses for CAL Choosing the right tools to stimulate “learning with understanding” Creating effective, rich online learning environments

10. Three principles of learning

11. Initial understandings Acknowledge learners’ prior experience and preconceptions Address learners’ stereotypes and simplifications Respond to cultural differences Build on, or challenge, preconceptions Expand roles of assessment (formative)

12. Usable knowledge Help learners transform facts into conceptual frameworks & usable knowledge Model how experts’ think (finding patterns, relationships, concepts) Offer depth vs. breadth Create opportunities for application and integration Help students transfer learning to new situations

13. Metacognition Embed metacognitive strategies (inquiry cycles) by discipline Help learners monitor their own learning and understanding so as to learn more independently Model expert behaviours

14. Learning environments Use the principles to optimize learning through the design of environments which are: Learner centered Knowledge based Assessment centered Community centered

15. New faculty roles The organization, management and presentation of facts is enriched by: a creative, not prescriptive, design process using expert knowledge of a discipline integrating appropriate teaching and learning strategies to create learning environments appropriate to that discipline

16. Companion Concurrent Please join the panel for the Companion Current Session: Today, 3.10-4.00 p.m.

17. Focus Session Designing Learning Environments May 29, 2002 Vancouver, British Columbia

18. Learner centered by practice Companion Current

19. Focus on learning If what we know about learning and cognition is so important, why aren’t we valuing it and using it on campus?

20. Focus on learning What are the right questions that will help to assess the degree of alignment between principles of learning and instruction and those of existing online programs?

21. Focus on learning How do we engage faculty in self- reflection on learning? What are some strategies that will help them to better align principles of learning with teaching practice?