Thursday, October 23, 2008
It is in recognition of the continuing and expanding legacy of Professor Dennis E. Minor that this presentation blog is created.
Dr. Minor carried the light that illuminated the potential and promise of technologies in enhancing teaching and learning in the arts and humanities at Louisiana Tech University. The knowledge, vision, enthusiasm, and persistence he dedicated to this cause continues to serve an ever-expanding number of faculty members and students at Tech.
In honor of Dr. Dennis E. Minor's leadership, I humbly offer this blog as a token of the dedication to quality in teaching and learning that he shared with students and colleagues. The header of each of the following posts is linked to an example of the principle or technology in that post. Recognizing Dr. Minor's fascination with the horizons of technologies, you will find "on the horizon" posts interspersed through the blog. Please post comments to keep this resource blog current, interactive, and relevant. - ray
- The Objectivism/Behavorism approach where an emphasis is placed on cultivating desired behaviors
- The Cognitivism/Pragmatism approach where an emphasis is placed on organization, structuring and memorization.
- The Constructivism/Interpretivism approach where an emphasis is placed on building knowledge that is unique and specific to the learner.
Research has pointed to Constructivism as a particularly effective way to approach online learning. An emphasis is placed on interaction and engagement:
instructor < - > student < - > student < - > discipline
Most notably, Siemens posits that knowledge in the 21st century resides, not just in the individual's brain, but also in the networks that the individual has built (both social and electronic). Due to the exponential increase in information, we need to expand our repository to include other individuals and sites where knowledge may be accessed.
- For some time, we have had devices that could interface with the human optic nerve to provide some limited sight to those who have lost their vision.
- Now scientists have been able to rewire severed nerves in monkeys to enable them to control extremities that were rendered ineffective.
- On the marketplace now is the human brain wave sensor that can be interfaced with video games. ABC Report. Stanford Emotiv EPOC.
- Watching video
- Listening to audio
- Observing demonstrations
Active approaches emphasize:
- Interaction through discussion
- Student<->student / faculty<->student interactions
- Student presentations
- Group projects
- Problem solving
A presentation blog dedicated to active learning:
The National Survey of Student Engagement (NSSE) just released results of a national study that shows online students report deeper learning and more engaged learning than their on-campus counterparts:
- Knowledge involves active cognizing by the individual.
- Knowledge is adaptive, facilitating individual and social efficacy.
- Knowledge is subjective and self-organized, not objective.
- Knowledge acquisition involves both sociocultural and individual processes.
There are some great examples linked above.
A resource recently shared with me by Vidorah is the SL Immersive Workspaces:
A great look ahead in virtual learning environments: http://connect.educause.edu/Library/EDUCAUSE+Review/LookingtotheFutureHigherE/47222
An incomplete list of colleges and universities who are using SL: http://www.simteach.com/wiki/index.php?title=Institutions_and_Organizations_in_SL#UNIVERSITIES.2C_COLLEGES_.26_SCHOOLS
Second Life is not the only virtual environment:http://www.virtualworldsreview.com/
Google is now into the virtual environment game:http://www.lively.com/popular
The taxonomy circle is a most useful tool. Note that it combines the non-active roles of remember and understand - and separates out each of the active roles of:
It is in the higher orders of the taxonomy that we achieve active learning - and in which we can implement some of the new and evolving Web 2.0 tools to actively engage students.
Dr. Mayadas identified five key "pillars" of success in online programs:
- Learning Effectiveness
- Faculty Satisfaction
- Student Satisfaction
- Cost Effectiveness (institutional commitment)
All five of these pillars are necessary for a successful online program.
- Course Introduction/Overview
- Learning Objectives
- Assessment and Measurement
- Resources and Materials
- Learner Interaction
- Course Technology
- Learner Support
One additional area I encourage users to consider is the less-quantitative aspects of the class. How does the class promote affective learning and changes? Are attitudes and opinions cultivated?
An excellent, less-quantitative, rubric that addresses some of these areas is one developed by Chico State University:
For educators, it provides a solution for the age-old quandry of group projects. Have you ever assigned group project only to be approached afterward and told that one student did nothing, or did the whole assignment? Wiki has the solution - a complete history is recorded - each contribution, each change, each addition, each correction is visible to all.
Of course the Zoho suite http://www.zoho.com and Google Docs http://docs.google.com provide similar features.
Assessing Learning in Web-enhanced/Online Courses http://serc.carleton.edu/introgeo/assessment/online.html
Get Fast! http://getfast.ca/
For daily updates on online learning, educational technology and emerging technologies, I invite you to visit the blogs aggregated in the right column:
Online Learning Update
Educational Technology Blog