International Conference on E-Learning in the Workplace June 8th-10th, Technology Strategies for Teaching and Learning in Education and the Workplace Pamela Lowry, Ph.D. Associate Professor Dept. of Math and Computer Science Co-Director of Educational Technology Program

International Conference on E-Learning in the Workplace June 8th-10th, Agenda Introduction Technologies Social presence Teaching presence Cognitive presence Conclusion References

International Conference on E-Learning in the Workplace June 8th-10th, Introduction Instructional design - key factor when creating instruction –Utilizing technology should be effective for the learner –Build confidence in learner’s use of technology –Learner should have a comfortable learning environment –Content should be structured so learner feels it is meaningful to the context or environment –Interactions are integral part of the course

International Conference on E-Learning in the Workplace June 8th-10th, Introduction Comfortable learning environment, confidence in learner’s use of technology, interactions, etc. can: –create a meaningful learning experience –build an effective approach when designing instruction –allow learners to interact, ponder, and consider what they are learning –improve learner’s ability/readiness to perform effectively

International Conference on E-Learning in the Workplace June 8th-10th, Introduction Instructional design links learning objectives to specific learning activities Important to keep in mind teaching styles and students’ learning styles One teaching style will not work for all learners Variety of teaching styles help learner feel comfortable with learning environment

International Conference on E-Learning in the Workplace June 8th-10th, Introduction Technology can provide variety of learning opportunities Integrating technology into learning objectives and learning activities can help teach students of various learning styles Learning styles could include auditory, visual, and tactile learner

International Conference on E-Learning in the Workplace June 8th-10th, Introduction Auditory learner usually independent learner –Teaching styles include lectures, discussion forums, verbal questions Visual learner usually dependent learner –Teaching styles include group learning, demonstrations, activities involving creativity, visual images Tactile learner - learns by doing –Teaching styles include experiential learning activities, simulations, games

International Conference on E-Learning in the Workplace June 8th-10th, Introduction Examples of learning objectives: –Participate actively in online discussion forums –Use technology to enhance learning –Participate in group discussions both asynchronously and synchronously –Lead group presentations both asynchronously and synchronously –Assess peer presentations –Reflect on your own learning –Identify benefits and challenges to distance learning –Discuss future trends in distance learning

International Conference on E-Learning in the Workplace June 8th-10th, Introduction Educators/trainers need to be: – motivating and positive in corresponding with learners –respond reasonably quickly to learners –communicate what is expected of your learners –include many activities to promote learner engagement –be compassionate for your learners –be open to change and constantly evolving

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Educators/trainers need to embrace technology Technology can: –help educators/trainers better connect with their learners –bridge instructional gap between instructors and learners –make significant changes in instructor-learner and learner-learner relationships

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Educators/trainers need to look at different technologies that will utilize most of the learning styles of their learners Always good idea to keep positive attitude toward integration of technology regardless of learning modality

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Face-to-face instruction – instructors and learners in same location Hybrid instruction – instructors and learners sometimes in same location/sometimes in different locations Online instruction – instructors and learners in different locations

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Asynchronous learning environment – instructors and learners are engaged in “anytime-anyplace” learning Instructors can post learning materials such as syllabus, instructor bio, readings, ppts, podcasts, assignments, discussion forums, etc. Need to organize and design course so it is effective for learner

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Synchronous learning environment – instructors and learners engage with each other at same time but not necessarily same location Synchronous learning can: –Allow learners to interact with each other and instructor –Allow instructor to share desktop –Allow instructors and learners to present and archive materials

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Asynchronous and Synchronous learning environments can be utilized for all modalities Depending on delivery of course, important for instructor to design effective materials for the learners Important to focus on effective teaching methods and not just the technology Keep it simple for the learner

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Future educators/trainers need to be mindful which technologies will be effective for learners As educators/trainers master a new technology, new technology emerges Technologies can enhance and improve performance but it needs to be effective for the learner

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Tablet PC can change way instructors and learners interact Tablet PC can support active learning and add value to interaction in different learning modalities Instructor can markup diagrams, sketch, annotate websites, provide feedback on assignments, etc.

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Some additional technologies include: –Podcasting –Streaming video –Blogging –Social networking –Digital books –Youtube videos –iPad

International Conference on E-Learning in the Workplace June 8th-10th, Technologies Most difficult to design online courses: –Requires more time planning than face-to-face or hybrid delivery –Design effective strategies that include appropriate/effective use of technology –Consistency in course –Promote interaction and communication –Aligning goals to learning objectives –Integrating learning objectives in assignment

International Conference on E-Learning in the Workplace June 8th-10th, Social Presence Garrison, Anderson, and Archer argue that social presence, teaching presence, and cognitive presence are three important elements in online teaching and learning Social presence – ability to present oneself socially and effectively in a virtual environment Educators/trainers need to present themselves as a real person

International Conference on E-Learning in the Workplace June 8th-10th, Social Presence Important to be available 24/7 to learners via /phone Important to get back to them in timely manner Beginning of course provide learner instructor’s bio, intro audio podcast that welcomes them to the class and explains general information

International Conference on E-Learning in the Workplace June 8th-10th, Social Presence Besides instructor presenting oneself socially, important for learners to feel comfortable in learning environment Discussion forum at the beginning of the course for learners to provide information about themselves such as their picture, basic background information, etc. Discussion forum for learners to ask questions or make comments throughout course

International Conference on E-Learning in the Workplace June 8th-10th, Social Presence Learners are usually willing to share with each other and this is beneficial to instructor Social networking is another way for learners and instructor to stay connected Audio recordings allow learners to hear speaking tone of instructor Video recordings allow learners to see facial expressions of instructor

International Conference on E-Learning in the Workplace June 8th-10th, Social Presence Degree to which educator/trainer perceived as a real person contributes to social presence Learner should feel instructor –Shows respect to learners –Values everyone’s opinion –Encourages active participation –Treats everyone equal –Provides timely feedback

International Conference on E-Learning in the Workplace June 8th-10th, Social Presence Important for educators/training to provide comfortable, safe learning environment Learner should feel comfortable conversing online and interacting with each other Effective component which fosters expression of emotions and feelings pointed out as fundamental aspect of social presence

International Conference on E-Learning in the Workplace June 8th-10th, Teaching Presence Teaching presence refers to work of teaching before and during course Educator/trainer responsibility to design, develop, facilitate, implement instructional materials relevant to course Instructional materials could include syllabus, recorded lectures, podcasts, assignments, external links, audio files, etc.

International Conference on E-Learning in the Workplace June 8th-10th, Teaching Presence Syllabus include goals, objectives, and what is expected of learner, etc. Assignments that provide interactivity, give students’ ownership of their work which can enhance self confidence Assignments that provides interactivity increases student’s interest, improves cognitive processes and develops group learning skills

International Conference on E-Learning in the Workplace June 8th-10th, Teaching Presence Assignments should have clear instructions, due dates and expectations Examples of some assignments: –Self assessment –Design class unit –Create rubric –Reflection journal –Create ePortfolio

International Conference on E-Learning in the Workplace June 8th-10th, Teaching Presence All materials organized in asynchronous learning environment –Can be organized into weekly modules with Theory and Practice component –Theory component includes reading, listening, planning, exploring, etc. –Practice component includes completing assignments, researching topics, quizzes,etc.

International Conference on E-Learning in the Workplace June 8th-10th, Teaching Presence Synchronous technology can be incorporated for live and/or archived audio files Tablet PC can be utilized during synchronous session and archived Tablet PC ability to write directly on screen open up new possibilities to pedagogy of teaching

International Conference on E-Learning in the Workplace June 8th-10th, Cognitive Presence Cognitive presence focuses on construction of meaning through a process of individual inquiry or community inquiry instead of merely covering course content Educator/trainer needs to shift instructional strategies from giving or recording lectures to questions and open inquiry which helps learner construct their knowledge through reflective thinking and practice

International Conference on E-Learning in the Workplace June 8th-10th, Cognitive Presence Creates learning environment that captures learner’s attention and promotes curiosity for learning Educator/trainer emphasize student-to- student interaction through group and cooperative activities, learning environment will increase from teach to learning paradigm Sometimes difficult for educator/trainer because they may want to be in control

International Conference on E-Learning in the Workplace June 8th-10th, Cognitive Presence Instructor can encourage learners to understand concepts by providing feedback and encourage learners to reflect on their learning Some learners reluctant of group work because prefer individual work Group work can increase opportunities for communication for learners and can enhance collaborative skills

International Conference on E-Learning in the Workplace June 8th-10th, Cognitive Presence Researchers say: –Students working in small group tend to learn more –Retain it longer than when same material presented in other instructional formats

International Conference on E-Learning in the Workplace June 8th-10th, Conclusion When designing and developing effective instruction it is important to pay attention to: –Learning environments –Interactivity –Asynchronous/synchronous technology –Modalities such as face-to-face, hybrid, online –Social presence –Teaching presence –Cognitive presence

International Conference on E-Learning in the Workplace June 8th-10th, Conclusion Important to constantly investigate how these strategies can be improved or better used Important to investigate new strategies Important to investigate new creative ideas Important to remember, teaching and learning is constantly evolving

International Conference on E-Learning in the Workplace June 8th-10th, References Allen, M. (2003). Michael Allen’s Guide to E-Learning: Building Interactive, Fun, and Effective Learning Programs for any Company. New York: John Wiley & Sons. Bower, B.L. (2001). Distance Education: Facing the Faculty Challenge. Online Journal of Distance Learning Administration, Vol. 4, No. 5.

International Conference on E-Learning in the Workplace June 8th-10th, References Carlson, S., (2004). The Next-Generation Classroom, The Chronicle of Higher Education, 50(25), A26. Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Publishers, San Francisco. Kapp, K. (2006). Design: Advantages of Interactivity. Karl Kapp Blogg. Retrieved from: gn-advantages-of-interactivity.html gn-advantages-of-interactivity.html

International Conference on E-Learning in the Workplace June 8th-10th, References Morgan, C. K., and Kinross, C., (2002). Facilitating Online Interactivity Among Remotely Located Land Management Students, Electronic Journal of Instructional Science and Technology. Oblinger, D.G. and Hawkins, B.L. (2006). The Myth About Online Course Development. Educause Review, Vol. 41, No. 1, pp

International Conference on E-Learning in the Workplace June 8th-10th, References Rourke, L., Anderson, T.; Garrison, R. & Archer, W. (2001). Assessing Social Presence in Asynchronous Text-Based Computer Conferencing. Journal of Distance Education 16(2) Wang, H. (2010). 10 Ways to Make e- Learning More Exciting,. Online Classroom, p7-8. Waterhouse, S. (2005). The Power of eLearning. Pearson Education, Inc.

International Conference on E-Learning in the Workplace June 8th-10th, More Information Dr. Pam Lowry Associate Professor Dept. of Math and Computer Science Co-Director, Master of Educational Technology Program Lawrence Technological University