1. International Conference on E-Learning in the Workplace June 8th-10th, 2011 1 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

2. International Conference on E-Learning in the Workplace June 8th-10th, 2011 2 Agenda Introduction Technologies Social presence Teaching presence Cognitive presence Conclusion References

3. International Conference on E-Learning in the Workplace June 8th-10th, 2011 3 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

4. International Conference on E-Learning in the Workplace June 8th-10th, 2011 4 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

5. International Conference on E-Learning in the Workplace June 8th-10th, 2011 5 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

6. International Conference on E-Learning in the Workplace June 8th-10th, 2011 6 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

7. International Conference on E-Learning in the Workplace June 8th-10th, 2011 7 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

8. International Conference on E-Learning in the Workplace June 8th-10th, 2011 8 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

9. International Conference on E-Learning in the Workplace June 8th-10th, 2011 9 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

10. International Conference on E-Learning in the Workplace June 8th-10th, 2011 10 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

11. International Conference on E-Learning in the Workplace June 8th-10th, 2011 11 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

12. International Conference on E-Learning in the Workplace June 8th-10th, 2011 12 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

13. International Conference on E-Learning in the Workplace June 8th-10th, 2011 13 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

14. International Conference on E-Learning in the Workplace June 8th-10th, 2011 14 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

15. International Conference on E-Learning in the Workplace June 8th-10th, 2011 15 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

16. International Conference on E-Learning in the Workplace June 8th-10th, 2011 16 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

17. International Conference on E-Learning in the Workplace June 8th-10th, 2011 17 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.

18. International Conference on E-Learning in the Workplace June 8th-10th, 2011 18 Technologies Some additional technologies include: –Podcasting –Streaming video –Blogging –Social networking –Digital books –Youtube videos –iPad

19. International Conference on E-Learning in the Workplace June 8th-10th, 2011 19 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

20. International Conference on E-Learning in the Workplace June 8th-10th, 2011 20 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

21. International Conference on E-Learning in the Workplace June 8th-10th, 2011 21 Social Presence Important to be available 24/7 to learners via email/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

22. International Conference on E-Learning in the Workplace June 8th-10th, 2011 22 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

23. International Conference on E-Learning in the Workplace June 8th-10th, 2011 23 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

24. International Conference on E-Learning in the Workplace June 8th-10th, 2011 24 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

25. International Conference on E-Learning in the Workplace June 8th-10th, 2011 25 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

26. International Conference on E-Learning in the Workplace June 8th-10th, 2011 26 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.

27. International Conference on E-Learning in the Workplace June 8th-10th, 2011 27 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

28. International Conference on E-Learning in the Workplace June 8th-10th, 2011 28 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

29. International Conference on E-Learning in the Workplace June 8th-10th, 2011 29 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.

30. International Conference on E-Learning in the Workplace June 8th-10th, 2011 30 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

31. International Conference on E-Learning in the Workplace June 8th-10th, 2011 31 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

32. International Conference on E-Learning in the Workplace June 8th-10th, 2011 32 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

33. International Conference on E-Learning in the Workplace June 8th-10th, 2011 33 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

34. International Conference on E-Learning in the Workplace June 8th-10th, 2011 34 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

35. International Conference on E-Learning in the Workplace June 8th-10th, 2011 35 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

36. International Conference on E-Learning in the Workplace June 8th-10th, 2011 36 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

37. International Conference on E-Learning in the Workplace June 8th-10th, 2011 37 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.

38. International Conference on E-Learning in the Workplace June 8th-10th, 2011 38 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: http://karlkapp.blogspot.com/2006/10/desi gn-advantages-of-interactivity.html http://karlkapp.blogspot.com/2006/10/desi gn-advantages-of-interactivity.html

39. International Conference on E-Learning in the Workplace June 8th-10th, 2011 39 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.14-15.

40. International Conference on E-Learning in the Workplace June 8th-10th, 2011 40 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) 1-14. 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.

41. International Conference on E-Learning in the Workplace June 8th-10th, 2011 41 More Information Dr. Pam Lowry (plowry@ltu.edu)plowry@ltu.edu Associate Professor Dept. of Math and Computer Science Co-Director, Master of Educational Technology Program Lawrence Technological University 248.204.3653