Menchaca © 2008 Creating Dynamic Online Learning Mike Menchaca, Ed.D. University of Hawaii Mike Menchaca, Ed.D. University of Hawaii

Menchaca © 2008 Online Masters in Ed Tech  Fully online MA in College of Education  Incorporated Web 2.0 tools and surveyed two cohorts of students  Thirty-six students from K-12, community-colleges, higher ed, business and industry, CS, and design  Surveys and short answers  Fully online MA in College of Education  Incorporated Web 2.0 tools and surveyed two cohorts of students  Thirty-six students from K-12, community-colleges, higher ed, business and industry, CS, and design  Surveys and short answers

Menchaca © 2008 Multimodal learning through media  Cisco sponsored: Fadel & Lemke  Brain research indicates humans dual code (process separately & simultaneously) visual and textual/auditory information  There are limits to amount of simultaneous and serial information (4 visual and 7 text/auditory objects)  Cisco sponsored: Fadel & Lemke  Brain research indicates humans dual code (process separately & simultaneously) visual and textual/auditory information  There are limits to amount of simultaneous and serial information (4 visual and 7 text/auditory objects)

Menchaca © 2008 Cognitive research  Preconceptions and prior knowledge must be engaged for substantive learning  Higher learning and expertise is developed only through depth and relevance and use in practice  Learning is enhanced through metacognition --- problem- solving, reflection, prediction, and learning by trial and error  Preconceptions and prior knowledge must be engaged for substantive learning  Higher learning and expertise is developed only through depth and relevance and use in practice  Learning is enhanced through metacognition --- problem- solving, reflection, prediction, and learning by trial and error

Menchaca © 2008 Multimedia design principles  Multimedia: retention is improved through words & pictures and not words alone  Spatial contiguity: nearness of words & pictures important  Temporal contiguity: words & pictures should be simultaneous not successive  Coherence: Exclude extraneous media  Multimedia: retention is improved through words & pictures and not words alone  Spatial contiguity: nearness of words & pictures important  Temporal contiguity: words & pictures should be simultaneous not successive  Coherence: Exclude extraneous media

Menchaca © 2008 Design principles, part II  Modality: Animation with narration better than animation with text  Direct manipulation: The more complex the material, the greater the impact manipulating the material has on knowledge transference  Students engaged in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes  Modality: Animation with narration better than animation with text  Direct manipulation: The more complex the material, the greater the impact manipulating the material has on knowledge transference  Students engaged in learning that incorporates multimodal designs, on average, outperform students who learn using traditional approaches with single modes

Menchaca © 2008 Web 2.0 tools researched  Blogs: journaling, publishing, visual, media-clips incorporated Blogs:  Wikipedias: create, edit, group, link, & organize information Wikipedias:  Del.icio.us: social bookmarking collaborative sharing of online resources Del.icio.us:  Elluminate: audio-conferencing with simultaneous multimedia integration  Blogs: journaling, publishing, visual, media-clips incorporated Blogs:  Wikipedias: create, edit, group, link, & organize information Wikipedias:  Del.icio.us: social bookmarking collaborative sharing of online resources Del.icio.us:  Elluminate: audio-conferencing with simultaneous multimedia integration

Menchaca © 2008 Conclusions  Students indicated they were more likely to interact with their peers when using collaborative, online tools  Students indicated tools were especially useful for complex assignments  Blogs supported reflection and curriculum delivery (vs. traditional discussion groups)  Blogs were complex to learn and required practice (vs. traditional discussion groups)  Students indicated they were more likely to interact with their peers when using collaborative, online tools  Students indicated tools were especially useful for complex assignments  Blogs supported reflection and curriculum delivery (vs. traditional discussion groups)  Blogs were complex to learn and required practice (vs. traditional discussion groups)

Menchaca © 2008 Best practices  Wikis supported collaborative writing and publishing (vs. Word commenting)  Wikis were complex and difficult to master so training was crucial  Del.icio.us strongly supported sharing and organizing of complex resources to support conclusions and assignments (vs. )  Elluminate was strongest tool for augmenting learning and was easiest to learn to use  Wikis supported collaborative writing and publishing (vs. Word commenting)  Wikis were complex and difficult to master so training was crucial  Del.icio.us strongly supported sharing and organizing of complex resources to support conclusions and assignments (vs. )  Elluminate was strongest tool for augmenting learning and was easiest to learn to use

Menchaca © 2008 Best practices  Elluminate was noted to be best for curriculum delivery in multi-modes but only for limited durations  Elluminate was strongest tool for processing small group meetings (vs. Skype and other pure audio)  Students appreciated more complex, difficult to learn tools over traditional course management systems  Elluminate was noted to be best for curriculum delivery in multi-modes but only for limited durations  Elluminate was strongest tool for processing small group meetings (vs. Skype and other pure audio)  Students appreciated more complex, difficult to learn tools over traditional course management systems

Menchaca © 2008 Further research  A better understanding of depth of knowledge supported by tools  Research incorporation of additional tools  Making more specific recommendations for instructional strategies  A better understanding of depth of knowledge supported by tools  Research incorporation of additional tools  Making more specific recommendations for instructional strategies