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1 Learning Hubs: An Innovative Approach to Student Interaction Ms. Darla Runyon Dr. Roger Von Holzen Northwest Missouri State University.

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Presentation on theme: "1 Learning Hubs: An Innovative Approach to Student Interaction Ms. Darla Runyon Dr. Roger Von Holzen Northwest Missouri State University."— Presentation transcript:

1 1 Learning Hubs: An Innovative Approach to Student Interaction Ms. Darla Runyon Dr. Roger Von Holzen Northwest Missouri State University

2 2 Frustrated? Do you ever feel like doing this as you try to manage your online and campus classes?

3 3

4 4 Learning Delivery Systems What are they? –Means by which educators deliver critical content and concepts to students Types of courses: –Campus-based –Online –Web-enhanced –ITV and telecourses –Blended –Off-campus*

5 5 Learning Delivery Systems Aspects of learning delivery systems work well –in specific situations –with certain content and concepts –with particular types of students*

6 6 Learning Delivery Systems Building on experience –Educators have been designing, developing, and delivering online courses and programs –Many pedagogies developed that led to successful online learning –Found that they worked just as well in other learning delivery systems Presented new learning delivery options*

7 7 Supplemental Course Sites Can be useful for integration with any of the learning delivery systems –develop simple content rich course sites –built around the learning outcomes for the course*

8 8 Supply students with foundational course information –instructor information –course syllabus –lecture notes –course presentations –handouts –assignments* Supplemental Course Sites

9 9 Supplemental Course Site Course site then becomes the delivery system for critical course content for which the student is responsible Leaves the face-to-face time (campus- based, web-enhanced, or blended) available for other activities*

10 10 Supplemental Course Site By incorporating such a site, the scheduling of courses becomes more flexible Allows institutions to more efficiently utilize classrooms and reduce costs –Potentially frees up classroom space by meeting fewer times per week –Additional courses can then be scheduled into the classroom*

11 11 Supplemental Course Sites Development of a template –Creates consistent expectations and outcomes across sections of a course –Manages multiple sections more efficiently Allows for the development of common curriculum for multiple section courses –Supports sharing of resources*

12 12 Supplemental Course Sites Less time and resources spent developing multiple course sites Duplicate course sites as needed for instructors –Instructors can easily customize –Easy to get new instructors started Development of curriculum-rich course sites over time –Oral Communication*Oral Communication

13 13 Resource Allocation Shifts resources and foundational course documents to the course web site Shifts printing costs from department to students Course meeting times can be more flexible Teaching assistants can be utilized to work with larger lecture/lab courses*

14 14 Hybrid and Blended Programs Another option is the flexibility to develop an entire program with a combination of learning delivery systems –Labeled as hybrid or blended programs –Foundation is the web site for each course, which houses the content for the courses –Additional mix of delivery systems may be incorporated into the courses and/or program*

15 15 Hybrid and Blended Programs Some courses may be offered online while other courses may require students to meet on campus periodically The mix would be due to the nature of the critical concepts*

16 16 Hybrid and Blended Example Instructional television may be used to meet the needs of a group of geographically located students –When combined with a course web site, this can save student travel time and money institutional resources*

17 17 Learning Hub An innovative option to the standard course web site Serves as the basis for a myriad of learners co-enrolled in one course site Results in a new student status –co-enrolled students on-campus and online students enrolled in the same course site*

18 18 Learning Hubs This type of course site is centered around one faculty member –Learning hub for online campus-based graduate undergraduate students –Design provides a unique way by which an instructor can easily manage students and courses reduces the amount of time spent developing and maintaining individual course sites*

19 19 Learning Hubs Minimizes course site development Supports sharing of resources Promotes community of learners*

20 20 Learning Hubs Addresses the increasing interest and enthusiasm for collaborative learning communities –Content can be delivered to the various students via the use of a group management feature –Allows all students to learn together in a collaborative environment –Students are divided into groups based upon their enrollment status for the course*

21 21 Learning Hubs –Instructors can develop assignments for each learning groupgroup assignments can be associated with a particular group group –Course tools can also be associated with a specific learning group or opened across various groups threaded discussion chat e-mail document sharing drop box*

22 22 Student Engagement Course lectures and content are transferred to the web Provide students with: –More time in class for application of activities –More time spent with content Aid in promoting a community of learners*

23 23 Student Engagement Course sites create out-of-class opportunities for students to practice and interact with content –Learning objects can be an integral part of this learning environment Can accommodate various learning styles in class and online –Text, audio, video, and graphics*

24 24 Student Assessment Course web sites can incorporate quizzes and tests –Should be used as interactive mentoring opportunities –Enable students to evaluate their own progress through the course materials Provides the instructor with: –evidence of effectiveness of course materials –indications of content areas that need further enhancement and/or development*

25 25 Student Assessment Provide short formative online assessments –Streamlines knowledge check process –Reclaims time spent on in-class quizzes –Frees up time for more interaction and discussion Incorporate group and team work –Use the grouping feature to organize this process –Use peer reviews*

26 26 Collaboration

27 27 Collaborative Learning Consists of students working interactively in groups using synchronous and asynchronous tools to complete activities, assignments, and projects*

28 28 Interactions Teacher-student Student-student Student-content*

29 29 Computer-Supported Collaborative Learning CSCL focus: –Collaborative learning supported by technology –Enhances peer interaction in groups –Facilitates sharing and distribution of knowledge among the group*

30 30 Computer-Supported Collaborative Learning Interactions occur through the use of computer- supported collaborative learning tools and techniques Purpose is to get students engaged in the content by working with others and using technology which enhances this process Technology provides the opportunity for spontaneous collaboration –Technology coordinates this collaboration*

31 31 Computer-Supported Collaborative Learning Builds a networked community of learners Allows the instructor and the students to build a social presence in an online setting Provides a setting for knowledge sharing and knowledge building Engages students in a problem-solving environment Promotes synthesis and reflection of process Provides a text archive of process*

32 32 Grouping Techniques Assignment of course content based on roles or enrollment status for the course Distribution of roles and responsibilities Peer assessment and grading based on group developed scoring guides Calibrated Peer Review –

33 33 Communication Methods Asynchronous –Threaded discussions –E-mail –Document sharing Synchronous –Chat –Instant messaging –Desktop video conferencing*

34 34 Online Collaborative Learning Articles Central Queensland University –

35 35 Thank You We hope we’ve prepared you for the unexpected If you’re not, something like this could happen to you…

36 36

37 37 Ms. Darla Runyon Dr. Roger Von Holzen Center for Information Technology in Education Northwest Missouri State University

38 38 An Alternative Approach? On second thought, here’s a different way to save everyone time and money…

39 39

40 40 Ms. Darla Runyon Dr. Roger Von Holzen Center for Information Technology in Education Northwest Missouri State University

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