Redesigning for greater student participation and interaction using the motivational aspect of ‘putting back the fun’ into learning... Paula Williams - Faculty eLearning Coordinator

 Building an e-learning pathway for learners Learning design is around four main tasks 1. C = organising content 2. A = preparing activities 3. S = providing support 4. A = arranging assessment E-learning provides a wide range of strategies to use for these purposes the ultimate stage is BLE

 Blended learning is about optimizing the delivery method for enhancing student engagement. ( eLearning, mLearning,flip classroom,network learning, uLearning etc)flip classroom ▪ Example Khan Academy (MOOC)Khan Academy MOOC  Its a mix of face to face teaching and online that is supported by integrated technologies to support mixed/hybrid mode of delivery.  Computer mediated activities create more integrated approach for both teacher and learners.

Rational: Blended learning solutions will help your students get the best from online and offline delivery.  A blended solution aimed at achieving behavioural change will extend the learning beyond the classroom. FHS needs to design programs that maximise a learner’s time as well as the training budget to get the best possible result. Blended learning delivers the following benefits:  Reinforce classroom learning  Ensure the message is consistent  Continue the conversation  Build multi-facetted programs

FHS approach to blended learning: To create eLearning model and to surround it with human, interactive content. ACU with the affordability of LEO can now offer integrated programs of multiple media types. So if applied in the best way can deliver more flexibly and provide the best learning outcomes for student experience. Some examples of integrated f2f and online technology enhance teaching approaches.  Adobe Connect webinars  Voice Tools  Voicethread  Vodcasts/Podcasts  Blogs/Wikis  Twitter  Polleverywhere

 BLE design requires a detailed investigation of the resource need/s to help find a solution to those need/s.  A needs analysis helps to define the type of resource that will be developed. It involves: ▪ building a profile of the target audience ▪ Identifying the nature of the learning environment ▪ Identifying the education and training needs ▪ determining how the content will be organised ▪ determining the digital media requirements 6

Find out about the broad characteristics of the students and/or teachers who will use the resource, including: ▪ age ▪ gender ▪ level of language and literacy skills ▪ computer skills ▪ computer access ▪ prior knowledge of the content ▪ online experience ▪ access to teacher support and or peer contact ▪ any other defining characteristics Questions to ask :  Why would you use this resource?  Is this technology beneficial to the learning if not why implement it! 7

 Find out more about the nature of the content and the education and training requirements for the resource. Refer to the:  Curriculum Guide  specific units of competence (check the unit guides, range statements as well as the elements and performance criteria)  Course guide documents, GA’s etc  Determine the learning design approach:design approach  What skills and knowledge are required?  What content will be required to meet the education and training needs of the resource?  How will the content be organised?  What activity types will be appropriate for this target audience?  What pedagogical models would be most appropriate?  What delivery options are realistic and achievable? 8

Microblogging: Twitter ACU Wordpress Moblog Polleverywhere Wikispaces Blogger Facebook Moodle

Microblogging: (f2F) Twitter ACU Wordpress Moblog Polleverywhere Wikispaces Blogger Facebook Moodle Adobe Connect Webinar (F2F) Online Learners (synchronous) Asynchronous Learners Face2face Learners Present once –capture, teach in real & virtual, for asynchronous ilectures

 Start thinking about the type of media that will be appropriate for the target users. Is there a need for:  graphics, including images  illustrations  video  audio  animations  Interactive activities  tools for reflection and collaboration (Blogs, Wikis, Social bookmarking, Virtual conferencing)  Technical and accessibility requirements: 11

 Once the analysis phase is complete, the broad steps involved in developing new learning resources include:  develop the concept and learning design documentation (Flowcharts, storyboards)  create the new content: (Most of the content is already created) ▪ identify content developers (writers, reviewers, editors, video producers, scriptwriters) ▪ plan for the content development (instructional plans, script outlines, contextual information for writers) ▪ provide guidance and support for content developers (style guides, writer guides, models) ▪ use templates to ensure consistency of approach (eg, include details on concept, format, layout, inclusion of graphics, etc) ▪ Basically tie the content together with integrated technology networks eg LEO  create or put together the product (learning resource)  test that the product conforms to all specifications  evaluate the learning resource 12

Your blended solution could include:  Discussion forums- voicethread, voice tools  Assessment online quizzes/exams prac/tutes/products building knowledge  Accreditations : eg Mahara (POV Cameras)  eLearning (web based) in classroom teach from Moodle!!  Podcasts and vodcasts preliminary learning support  Classroom training and facilitation...Flip Classroom Model  Webinars synchronous/asynchronous Q and A or webinar rooms open for feedback  Simulations- case study scenarios - research questions  eBooks suppot online  Adobe collaborative documents using sticky notes  Communities of practice- engagement guest lecturers eg Ambulance Victoria, Chief Nursing Director, Public Health CDC etc  Mentors 4th year students wilderness challenge, NRPL subjects moderating webinars and peer support Paragogy!

It is possible to use various pedagogical approaches for eLearning which include:pedagogical  social-constructivist – this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on- line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves.constructivist  Laurillard's Conversational Model is also particularly relevant to eLearning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards.Gilly Salmon's  Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.

 Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.  Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.  Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure.  Mode Neutral Convergence or promotion of ‘transmodal’ learning where online and classroom learners can coexist within one learning environment thus encouraging interconnectivity and the harnessing of collective intelligence (time2learn wiki)time2learn wiki

Step1: Work backwards from the Learning Activity:  Skills refers to abilities. These may include conducting interviews, identifying flora or fauna, writing essays, and designing websites  Knowledge refers to subject content. Specific examples for your discipline might include the design and function of a dwelling, Australian coastal environments, and the causes of the French Revolution  Attitudes refers to the thought processes involved in deploying the skills. Examples include the importance of critical thinking, the significance of active listening, a proactive attitude towards learning, and respect for the opinion of others.

 is an extended form of eLearning  Blended Learning (BL)  Definitions, technology affordances beyond classroom walls  Learning Frameworks  Learning styles  Learning Models/Theories  BLE Design PD  Professional Development (ACU PDP arrangement)  eFacilitation online and F2F training moderating effectively online eTivities example Gilly Salmonmoderating effectively online

 C4LTH will work with you to understand the learning outcomes you seek to achieve. Whether you are looking to impart knowledge, provide skills in tutes, develop critical thinkers we can help you design the most effective program. BLE is about learning beyond the classroom walls. BLE aims at behavioural change that maximises the students time both in class and online.  When creating content think about deploying it across multifaceted platforms repurposing the content in various ways of engagement using emergent technologies in class and online in real and asycnhronous times. Most of all think about those BYOD that they use to access learning 24/7.

 There are a range of resources to assist those new to learning design of resources.  Australian Flexible Learning Framework  ex.htm ex.htm  Commonwealth funded, higher education focus  Instructional strategies online Paula Williams

Part II Disruptive learning  6 ingredients to start start  Connecting your learners through your content your content  Engaging Interaction Interaction

 Blueprint  Storyboarding  Prototype  Reality Check  Review and adjust  Action Plan

Each of the seven Cs has activities and technologies attached to it. For example,  Conceptualise – initiates the design process and consists of imagine, design & prep  Capture relevant-) existing material resources and activities  Create -build your ideas with existing content / activities, technology affordances  Communicate has Adobe Connect or Moodle moderate synchronous/asychronous  Collaborate (synchronous), as well as discussion forums (asynchronous) virtual teams  Consider may make use of blogs, wikis, eportfolios  Choices- MCQs automated feedback pre module tests reflection using paragogy etc build a product as an assessment piece.

 Thank You..