Trends and Terminology in Online Learning Week 1 Introduction to Web-Based Mentoring and Distance Education

Table of Contents Online Learning: What it’s Not What is it? New Trends in Online Learning

Online Learning Online Learning   The terminology can be almost as confusing as sorting through all the available online learning sites Distributed Learning Distance Learning Online Education eLearning

Online Learning: What it is Not! Online Learning is NOT about the technology and tools. Online Learning is NOT only about information. Online Learning is NOT about the web Online Learning is NOT about interaction with the computer.

II. Online Learning: What is it? Online Learning is NOT about the technology and tools. Online Learning is about the processes mediated by technology – NOT the technology itself. As you will see in this course… Good teaching is good teaching, whether online or face-to-face (f2f)

II. Online Learning: What is it? Online Learning is NOT about information. Online Learning is about: Making meaning from information Engaging in higher-level thinking Connecting new knowledge to prior knowledge Engaging in extended levels of discussion Critical Thinking/Higher-Level Thinking Interacting with content in a variety of formats (video, text, multi-media, discussion, chat, etc.)

II. Online Learning: What is it? Online Learning is NOT about the web. Online learning must be about critically evaluating web resources. Online Learning must be about making the best use of the resources available. Online learning must be about harnessing the strengths of the web and addressing the weaknesses of the web.

II. Online Learning: What is it? Online Learning is NOT about interaction with the computer. Online learning is about interactions among learning communities, between students, between students and teachers and between teams or teammates All of these interactions occur synchronously through chats and instant messaging and asynchronously through discussions, emails, announcements, etc.

II. Online Learning: What is it? Questions to ask yourself when thinking about online learning… Does the online learning emphasize on both processes & products? Does the online learning focus on making meaning rather than the information? Does the online learning harness the strengths and address the weaknesses of web-based learning? Does the online learning provide interactions among the students and their communities? Does the online learning promote higher levels of thinking and reflection?

III. New Trends in Online Learning There are new trends in online learning. Some of these trends are: Reusable Learning Objects A Hybrid Approach Instructional Design Considerations

III. New Trends in Online Learning Reusable Learning Objects David A. Wiley, the author of The Instructional Use of Learning Objects defines learning objects as "any digital resource that can be reused to support learning“ Wiley states that "The main idea of 'learning objects' is to break educational content down into small chunks that can be reused in various learning environments, in the spirit of object-oriented programming"

III. New Trends in Online Learning Reusable Learning Objects The Wisconsin Online Resource Center provides this lengthier description: Learning objects are a new way of thinking about learning content. Learning Objects are: Self-contained – each learning object can be taken independently  Reusable – a single learning object may be used in multiple contexts for multiple purposes Can be aggregated – learning objects can be grouped into larger collections of content, including traditional course structures Tagged with metadata – every learning object has descriptive information allowing it to be easily found by a search

III. New Trends in Online Learning Reusable Learning Objects As this new trend evolves, there are many definitions of reusable learning objects. Some of the most commonly used definitions of learning objects are: A unit of educational content delivered via the internet. A section of a course that can be stored and used again in another communication or learning product. A collection of information objects assembled using metadata to match the personality and needs of the individual learner.  Multiple learning objects can be grouped into larger assemblies and they can be nested within each other to form an infinite variety and size.  Therefore there is typically a specified hierarchy of object groupings. Any element in an instructional model that can be independently drawn into a momentary assembly in order to create an instructional event.

III. New Trends in Online Learning Reusable Learning Objects To learn more about Reusable Learning Objects, view the EduWorks Corporation’s Learning Object Tutorial. The tutorial contains a good table on the pros and cons of reusable learning objects. As you view the quick tutorial, think about…. What are some instructional advantages of using learning objects? What are some instructional disadvantages?

III. New Trends in Online Learning A Hybrid or Blended Approach In a hybrid or blended approach to online learning designers use both face-to-face and online learning to meet the needs of their students.

III. New Trends in Online Learning A Hybrid or Blended Approach Face-to-face Meetings allow for: Maximum interaction and collaboration Adaptability Spontaneity Online allows for: Anywhere/anytime Just-in-time Active & independent learning with reflection Ease of access to experts Time for reflection (can return to discussions and build on comments/postings later)

III. New Trends in Online Learning A Hybrid or Blended Approach An Example:Many times a course kick-off occurs f2f. At this time, course materials are shared, the online delivery platform is explained, and team and community building take place. The course continues online for the next 8-weeks. The course wraps up with a f2f meeting where students share their final projects, reflect on the experience, and complete a course evaluation.

III. New Trends in Online Learning Instructional Design Considerations Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It constitutes the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities. Source: http://www.pitt.edu/~poole/onlinelearning.html

III. New Trends in Online Learning Instructional Design Considerations Instructional design combines… A link between instructional design and the current views of online learning that are shifting toward student-centered, situated, problem-based and model-centered experiences. Source: http://www.e-llumine.net/fasttrack/fast_track_vod/fasttrack_vod/vod-index.htm An understanding of the learners An analysis of the desired learning outcomes An instructional strategy + =

III. New Trends in Online Learning Instructional Design Considerations Analysis – analyze learners, goals, settings Design – identify objectives, resources, activities, strategies & assessment Development – create or adapt materials Implementation – use the package Evaluation – check effectiveness and identify problems for revision Source: http://www.e-llumine.net/fasttrack/fast_track_vod/fasttrack_vod/vod-index.htm

Resources General Resources Learning Objects http://www.e-llumine.net/fasttrack/fast_track_vod/fasttrack_vod/vod-index.htm http://www.pitt.edu/~poole/onlinelearning.html Learning Objects http://reusability.org/read/ http://www.uwex.edu/disted/lo.html http://www.eduworks.com/LOTT/tutorial/index.html