Presentation on theme: "STRATEGIES FOR ONLINE LEARNING IN A GLOBAL NETWORK UNIVERSITY INTED 2013 Annette Smith, Kristopher Moore, Erica Osher Reifer New York University."— Presentation transcript:
STRATEGIES FOR ONLINE LEARNING IN A GLOBAL NETWORK UNIVERSITY INTED 2013 Annette Smith, Kristopher Moore, Erica Osher Reifer New York University
Introduction New York University's expansion as a Global Network University means traditional course delivery methods need to be altered. Our case studies provide three examples and serve as models for similar future courses.
Identify and Plan Implementing new course formats requires careful consideration and determination as to whether enterprise level technologies offered by the university are sufficient for these new tasks or if an independent solution is required. By providing faculty with instructional design consultations, we can identify and plan for these needs together.
Traveling Class NYU Global Sites allow faculty to change the traditional classroom setting and travel to different locations. The students are able to experience in person the locations they are learning about in the course and develop deeper connections and understandings of the course material.
Traveling Class Hybrid course that utilizes online asynchronous assignments to drive synchronous in-person class discussions Develops clear learning objectives to maximize time spent at various locations
Traveling Class How do we ensure we are connecting with the student and not with the technology? How will you prepare to use technology in non-NYU supported locations?
Traveling Class How do we ensure we are connecting with the student and not with the technology? The students will submit video diaries to record experiences. It is important to remind students to be honest and thoughtful and respectful of each other's work. The first person experience is very rich content - it is important to capture the students' energy immediately and have it be meaningful. Ensure that the technology allows for the students to provide feedback to each other. Use major themes in the topics and comments from the students to determine the discussion topics for the following class session.
Traveling Class How will you prepare to use technology in non- NYU supported locations? To ensure the success of the course objectives, test the technology that will be used to deliver these objectives in the various locations and confirm network connections. Prepare a support plan prior to the start of the course. Ensure that the students have the skills necessary for using the technology. Have a back up plan and be prepared to make changes as the course goes along if something is not working or is unavailable at a location.
Traveling Faculty Hybrid Course that utilizes both synchronous and asynchronous learning models. Integrates collaboration and interaction with classmates in another location. Emphasizes pedagogy before technology.
Traveling Faculty How do we create meaningful spaces for collaboration for students working together while they are located on different campuses? How do we design a course where students benefit from both the in-person and online learning experiences?
Traveling Faculty How do we create meaningful spaces for collaboration for students working together while they are located on different campuses? Align learning goals with each activity. Consider how different tasks will be delivered, executed and administered, as well as by whom. Utilize synchronous class time (and live video conferencing) to foster discussions, connectections and community. Ensure that student content is secure by adjusting settings within each tool used. Utilize technologies that enhance collaboration and align with learning objectives. Incorporate a peer feedback model that enables student reflection and discussion.
Traveling Faculty How do we design a course where students benefit from both the in-person and online learning experiences? Consider what conditions, knowledge, and information the students will need to complete each activity successfully, this will help frame the core content and identify delivery methods for the students. Live class time should be focused around enhancing discussions and understanding of the core material, rather than disseminating content to the students. Lectures, readings, videos and other modes of content delivery can be conducted asynchronously, which will free to up the synchronous class and group time to foster those connections and relationships. Close the loop between the work done asynchronously and the discussions during the synchronous class time.
Student Focused How to design mobile lectures Keeping the context of your content always as your learning goal. o Identify and target learning modules that support mobile enhanced elements. Who, what, where, when, how? How can you make content mobile if it's not meant to be mobile?
Student Focused Developing Mobile Lectures Design and model content-specific behaviors that are ideal for mobile participation. Link asynchronous and synchronous content directives. o Use the ADDIE model to analyze, identify, and target your mobile content restrictions and identify technological limitations. o Carefully craft an efficient mobile model that will support, promote, and facilitate dialogue. Create natural learning moments that promote both learning environments (Mobile & Static). o Link these two items together with assignments, tests, and live chat tools
Student Focused Content that supports mobile participation Keeping true to your content goals and centering your teaching strengths. Matching learning goals with technical attributes Design learning modules to show examples. o Learning objectives should be inter-dependent to one another, they should provide the learners with the opportunity to interact with each other & the content not just the technology. o You should have 3 - 4 "Learning Modules" where all learning objectives are incorporated into one lesson module, repeat this step until you have enough to model the desired behavior and response. o And remember use the ADDIE model for evaluation after each lesson module is complete.
Student Focused Link asynchronous and synchronous content directives Matching Learning Goals that support Technical Attributes & Limitations Design - In our use case we referenced "scaffolding" learning goals & content elements together to form a hierarchy of content discipline. Analyze - Our use case identified the need for "Mobile Participation & Instruction" in order to link local & abroad students together for the following learning directives: o Lectures o In-class & out of class dialogue o Call & response participation o Content delivery for content assessments and student participation.
Conclusion Creating new and dynamic learning strategies for distant, online, or blended learning environments can be challenging and is often lumped into one category and given a one size fits all approach. Our analysis of the ADDIE model coupled with our the examples highlighted in our case studies have demonstrated the power of detailed instructional design implementation providing learners with a dynamic and nature learning opportunities.
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