1. Managing eLearning Week 2

2. What have we done so far… Week 1: Made a Blog + talked about its usefulness Made a Blog + talked about its usefulness Prepared an Online Concept Plan and added it to our Blog Prepared an Online Concept Plan and added it to our Blog Linked all this to learning theory: Linked all this to learning theory: Behaviourist (rote, online tutes) Behaviourist (rote, online tutes) Cognitivist (Concept Maps) Cognitivist (Concept Maps) Constructivist (blogs and wikis with scaffolding) Constructivist (blogs and wikis with scaffolding) Connectivist (digital learning theory) Connectivist (digital learning theory)

3. What we have to do this week… Week 2 Make a Wiki + reflect on its usefulness Make a Wiki + reflect on its usefulness Make a Website + reflect on its usefulness Make a Website + reflect on its usefulness (2 nd half of the tute – into the labs to follow the instructions on Moodle Week 2) (2 nd half of the tute – into the labs to follow the instructions on Moodle Week 2)

4. SWOT Analysis When analysing anything for its usefulness, it’s good to use a SWOT graphic organiser: (Link to eLearning wiki@wikispaces.com)

5. Blog SWOT Reflect on the usefulness of the Blog in a learning environment: Strengths:Weaknesses:Opportunities:Strengths: Link to Learning Theory:

6. Online Concept Map SWOT Reflect on the usefulness of Online Concept Maps in learning: Strengths:Weaknesses:Opportunities:Strengths: Link to learning theory: Cognitivist – organising information into chunks/schemas to enable storage in short term and long term memory (Ref).

7. Wiki SWOT Reflect on the usefulness of Wiki’s in a learning environment: Strengths:Weaknesses:Opportunities:Threats: Link to Learning Theory: scaffold questioning for students to post learnings to – Constructivist theory (Vygotsky, year).

8. Website SWOT Reflect on the usefulness of a Website in a learning environment: Strengths:Weaknesses:Opportunities:Strengths: Link to learning theory: online tutorials, rote learning (Behaviourist), scaffolded questioning?

9. Week 2 Theory Learning with ICT is only beneficial when combined with appropriate learning approaches. ICT + Pedagogy = Learning ICT + Pedagogy = LearningDoL Productive Pedagogies Blooms etc

10. Learning should be… Authentic Authentic Embedded in a real context Embedded in a real context Connected to the world Connected to the world Problematic Problematic Collaborative Collaborative Support substantive conversation Support substantive conversation Value differences and group identity Value differences and group identity Support deep knowledge and higher order thinking Support deep knowledge and higher order thinking

11. Digital Pedagogy See Moodle for the Education Queensland quote on digital pedagogy that it is “a new way of working…” Students use ICT to: access, integrate, manage and evaluate information access, integrate, manage and evaluate information Develop new understandings, to participate as global citizens Develop new understandings, to participate as global citizens Digital Pedagogy transforms learning.

12. ICT Frameworks & Learning TPACK Framework TPACK Framework Learning Engagement Theory Learning Engagement Theory Big Six Framework Big Six Framework Dimensions of Learning Dimensions of Learning Productive Pedagogies Productive Pedagogies QCAR QCAR Study and select 1 framework to analyse the tools and information presented to evaluate, make decisions and plan a unit of work for A3.

13. TPACK Technological Pedagogical & Content Knowledge Technological Pedagogical & Content Knowledge … Pedagogical Content Knowledge Framework (Shulman) … Pedagogical Content Knowledge Framework (Shulman) Subject area specific pedagogies Subject area specific pedagogies Basis is knowing how to use technology in pedagogically sound ways for learning specific content. Basis is knowing how to use technology in pedagogically sound ways for learning specific content.

14. Learning Engagement Theory Kearsley & Schneiderman Engagement Theory Kearsley & Schneiderman Engagement Theory Framework for technology-based teaching and learning Framework for technology-based teaching and learning Students meaningfully engaged in learning activities through interaction with others and worthwhile tasks (links to Constructivist) Students meaningfully engaged in learning activities through interaction with others and worthwhile tasks (links to Constructivist) Technology can facilitate engagement Technology can facilitate engagement Emphasis on collaboration with peers and a community of learners (links to Situated Learning) Emphasis on collaboration with peers and a community of learners (links to Situated Learning) Focus on experiential and self-directed learning (links to adult learning) Focus on experiential and self-directed learning (links to adult learning)

15. Learning Engagement Theory contd. All student activities involve: creating, problem solving, reasoning, decision-making & evaluation All student activities involve: creating, problem solving, reasoning, decision-making & evaluation Students’ intrinsically motivated due to meaningul learning experiences and tasks Students’ intrinsically motivated due to meaningul learning experiences and tasks Creating successful collaborative teams to work on ambitious projects meaningful to world: Creating successful collaborative teams to work on ambitious projects meaningful to world: RELATE-CREATE-DONATE imply that learning activities: 1. Occur in group context (collaborative teams) 2. Are project-based 3. Have an outside (authentic focus)

16. The Big Six Eisenberg & Berkowitz Eisenberg & Berkowitz Most widely-used and known Most widely-used and known Information and technology literacy model and curriculum implemented in schools (K – 12 – HE) Information and technology literacy model and curriculum implemented in schools (K – 12 – HE) Information problem-solving strategy where students can handle any problem, assessment, decision or task Information problem-solving strategy where students can handle any problem, assessment, decision or task

17. The Big Six contd. Highly relevant for any problem-based learning Highly relevant for any problem-based learning Ensures use of ICT in all phases/stages to maximise outcomes Ensures use of ICT in all phases/stages to maximise outcomes Ensures ICT is integral to learning Ensures ICT is integral to learning

18. The Big Six contd. Foundation Links (see article in Week 2 Moodle) 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information 5. Synthesis 6. Evaluate

19. Learning Activity Read Week 2 Theory Read Week 2 Theory Select a framework to analyse digital tools (blog, concept map, wiki, website, etc) with Select a framework to analyse digital tools (blog, concept map, wiki, website, etc) with Add a Blog posting, justifying your position Add a Blog posting, justifying your position

20. ICT Principles are the same… Authentic context Authentic context Problem-based learning Problem-based learning Supports deep understanding Supports deep understanding Supports higher order thinking Supports higher order thinking Supports collaborative learning Supports collaborative learning Enables creative/inventive solution Enables creative/inventive solution Consolidation Consolidation

21. Multi-modal Learning Design (Cisco) Dual coding system Dual coding system Visuals & text/auditory processed in separate channels Visuals & text/auditory processed in separate channels Bottom line is students using well-designed combos of visuals & text learn more than students who only use text Bottom line is students using well-designed combos of visuals & text learn more than students who only use text “A picture is worth a thousand words” – Author Unknown Edgar Dale’s Original Cone (Cisco, p. 6) 10 Principles (Mayer, Moreno) (Cisco, p.12)

22. Working safely, legally & ethically Reference all materials used, unless your own Reference all materials used, unless your own Industry Codes of Practice (IIA) Industry Codes of Practice (IIA) Child Safety: Child Safety: NetAlert NetAlert Teacher’s Guide to Internet Safety Teacher’s Guide to Internet Safety Stranger Danger Stranger Danger NetSafe Kids NetSafe Kids Cyber bullying Cyber bullying

23. Practical Activity – Digital Tool 3 Wikis Wikis Uses/what’s your context? Uses/what’s your context? Analyse using a framework Analyse using a framework SWOT analysis to brainstorm functionality SWOT analysis to brainstorm functionality

24. Practical Activity – Digital Tool 4 Create a website using Weebly Create a website using Weebly What are the uses? What are the uses? What’s your context? What’s your context? Analyse using a framework Analyse using a framework SWOT analysis to brainstorm functionality SWOT analysis to brainstorm functionality

25. Blog Reflections Select/summarise 1 framework (Concept Map, what learning activities) Select/summarise 1 framework (Concept Map, what learning activities) Wiki address & hyperlink, explain difference between wiki & blog, implications for learning design. How best used? Reference, keep it professional, comment on others, add link Wiki address & hyperlink, explain difference between wiki & blog, implications for learning design. How best used? Reference, keep it professional, comment on others, add link Add Weebly address & hyperlink. How used to support learning? Add Weebly address & hyperlink. How used to support learning?