the international conference on e-learning in the workplace june 10 th – 12 th 2009 pam lowry,...
Post on 26-Dec-2015
215 Views
Preview:
TRANSCRIPT
The International Conference on E-Learning in the Workplace June 10th – 12th 2009
Pam Lowry, Ph.D.lowry@ltu.edu
Online Instructional Design Approaches Utilizing a Tablet PC
Agenda • Instructional Design• Learning styles• Technologies• Tablet PC• Strategies• Assignments• Conclusion• References
Instructional Design
• Instructional Design hinges on linking learning objectives to specific learning activities and measureable outcomes (Oblinger & Hawkins, 2006)
• Interactivity and group work can be a very effective approach when designing instruction
Instructional Design • Designing instruction using
technologies such as Tablet PC can change the way – students and faculty members interact– Can add value in different learning
modalities– Can support active learning
• Students gain more knowledge, retain more information, and perform better when teaching styles match learning styles (Lage, Platt & Treglia, 2000)
Learning Styles
• Majority of learners appear to be visual learners followed by auditory learners, then tactile/kinesthetic learners (Waterhouse, 2005)
• Variety of styles of activity and interaction can cater to different learning styles especially in an online course (Butler, 2003)
Learning Styles Auditory learner • Independent learner • Teaching strategies for auditory learner
– Lecturing– Discussion– Verbal questioning– Verbal sharing
Learning Styles Visual learner • Dependent learner that are generally
group oriented • Teaching strategies for visual learner
– Group learning– Demonstrations– Activities that emphasize creativity– Visual aids such as images, diagrams,
drawings, charts, and pictures help them form a visual image
Learning Styles Tactile/kinesthetic learner • Learn by doing (actively engaged like
open-ended questions) • Tendency to be very creative• Teaching strategies for tactile learner
– Experiential learning activities– simulations
Technologies • Some faculty members found that
technology helped them better connect with their students (Carlson, 2004)
• Concern is how does a faculty member ensure quality and achieve learning goals when teaching via a different medium (Hutchins, 2003)
Technologies • Learning process can be enhanced when
– Incorporating new technologies– Recognizing differences in learners– Making revisions to curriculum to include
technologies
• Tablet PC could make significant changes in a faculty member-student relationships in asynchronous and synchronous environments
Technologies Asynchronous delivery• Students and faculty members engage in
“anytime-anyplace” learning• Students and instructors do not have to be
engaged in a learning activity at the same time (Waterhouse, 2005)
• Accomplished through course management system (Blackboard, Moodle, Sakai, etc.)
Technologies Synchronous Delivery• Students and faculty members engage each
other at the same time but do not necessarily need to be at the same location
• Traditional classroom-based learning is common form of synchronous learning (Waterhouse, 2005)
• Can be accomplished through software such as Wimba, Skype, etc.
Tablet PC • Can change the way students and faculty
members interact• Can support active learning• Can add value to interaction in different
learning modalities – Digital inking– Drawing tools– Sketching– Real-time collaboration
Tablet PC Lawrence Technological University • Fall 2007 - implemented for freshman and
faculty members teaching freshman (pilot program)
• Fall 2008 – implemented for undergraduate students and faculty members except College of Architecture (graphic card demands)
Tablet PC Lawrence Technological University • Tablet PC committee organized which
included a faculty member from each department across campus
• Fall 2007 – Summer 2008 – Numerous workshops offered– Instructional materials developed– May 2008 Faculty Symposium – Blackboard organization created
Tablet PC Grants Lawrence Technological University • Encourage faculty members to enhance
teaching methodology in classroom and student learning
• Incentive for faculty members to adapt current courses or create new courses to enhance learning environment using the Tablet PC
Tablet PC Grants Lawrence Technological University • Could involve interactive teaching and
learning uses with face-to-face, hybrid, or online courses
• Samples included ability to write, sketch, draw, annotate with stylus, and collaborate in real time
Tablet PC Survey Lawrence Technological University • Deployed beginning of 2008• 34 responded to survey (majority were
students)• Benefits
– Collaboration and classroom integration opportunities
– Eliminating paper waste– Use for engineering diagrams
Tablet PC Survey Lawrence Technological University • Concerns
– small screen size – Needs better graphic card– No build-in CD/DVD
• Approximately 50% felt Tablet PC might aid– In writing or sketching equations– Employing interactivity– Sharing note electronically– Taking advantage of Tablet PC applications
Tablet PC Applications • Windows Journal
– Created by Microsoft– Allows user to create and organize handwritten
notes and drawings
• WriteOn– Grant from Microsoft Research– Developed to allow user to effectively draw on
top of any application shown on Table PC screen– Acts like virtual transparency– Improves interactivity utilizing such software as
Maple, MathCAD, etc.
Tablet PC Applications • Classroom Presenter
– Interactive system that supports sharing of digital inking on slides between faculty members and students
– Faculty members can gather students’ annotations or sketches and choose to display them to class
– Allows collaboration and active learning in classroom
Tablet PC Applications • OneNote
– Electronic version of a three-ring binder– Students can take notes– Record a lecture– Synchronize their written annotations with
recording– Search their handwritten notes and replay
portions of lecture
Strategies • When creating interactive
assignments/activities it is good idea involve mixture of individual and group assignments/activities
• Interactivity increases students’ interest, improves cognitive processes, and develops group learning skills (Morgan & Kinross, 2002)
Strategies • Students who work in collaborative groups
appear more satisfied with their classes (Davis, 1993)
• Faculty members can transform teaching styles through features of Tablet PC– Inking to create and markup diagrams, graphs,
sketches, math equations– Work out problems on the fly– Markup and annotate websites– Provide written feedback to students via inking
Assignments • When designing assignments it is important
to:– make content appropriate– Give students’ ownership– Make it interactive– Enhance students’ self confidence by providing
positive feedback– Make it fun
Assignments • Online course in our Master of Educational
Technology program• Utilized asynchronous tool (Blackboard) and
synchronous tool (Wimba)• Utilizes independent and collaborative
strategies• Graduate students were not issued Tablet
PCs
Evaluating e-Learning Products
• Select e-learning product such as podcasting, YouTube, streaming video, Web 2.0, etc.
• Describe and evaluate product such as instructional design, interactivity, and navigation
• Identify strengths and weaknesses of product
• Tablet PC utilized for written feedback to students with digital inking in Word
Design and Develop an Online Class Unit
• Students create course unit in Blackboard• Faculty member utilized Tablet PC
– Discuss course unit with students virtually using Wimba’s white board to draw concepts/diagrams utilizing inking
– Windows Journal utilized to take notes concerning assignment
– Once student designed and developed course unit, faculty member provided feedback on Word and Powerpoint files by inking
Evaluating Online Courses • Explore courses such as MIT, Itune
University, etc. • Evaluate contact between students and
faculty members• Communicated high expectations for
students• Faculty member utilized Tablet PC by
providing feedback on Powerpoint presentation and utilized WriteOn to annotate websites
Synchronous Group Instructional Research
• Students’ role changed to faculty member presenting Powerpoint to class
• Emphasized student-to-student interaction through group tasks and cooperative activities which increased as they moved from teaching to a learning paradigm (Bower, 2001)
• Faculty member provide constructive feedback by inking on students’ Powerpoint presentation
Discussion Boards • Lack of face-to-face interaction can be
substituted by online discussion (Yang & Cornelious, 2005)
• Students expected to participate minimum of two days/week based on rubric
• Forums based on numerous research articles
• Faculty member utilized WriteOn to add inking responses
Conclusion • Tablet PC can change the way students and
faculty members interact• Tablet PC can support active learning• Tablet PC can add value to interaction in
different learning modalities• Tablet PC’s ability to write directly on screen
opens up many new possibilities to the pedagogy of teaching
References • B. L. Bower, B. L. (2001). “Distance Education: Facing
the Faculty Challenge”. Online Journal of Distance Learning Administration, Vol. 4, No. 5. http://www.westga.edu/~distance/ojdla/summer42/bower42.html
• Butler, K. (2003). How to Keep Online Students Motivated. Australian Flexible Learning Community. Retrieved from http://community.flexiblelearning.net.au/TeachingTrainingLearners/content/article_3340.htm
• Carlson, S. (2004). The Next-Generation Classroom. The Chronicle of Higher Education. 50(25), A26.
References • Davis, B.G. (1993). Tools for Teaching. Jossey-Bass
Publishers, San Francisco. • Hutchins, H. (2003). Instructional Immediacy and the
Seven Principles: Strategies for Facilitating Online Courses. Online Journal of Distance Learning Administration, 6(3).
• Lage, M. J., Platt, G. J., and Treglia, M. “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment”, Journal of Economic Education, Vol. 31, No. 1, 2000, pp. 30-43.
References • Morgan, C. K., and Kinross, C. (2002). “Facilitating
Online Interactivity Among Remotely Located Land Management Students”. Electronic Journal of Instructional Science and Technology. http://www.usq.edu.au/electpub/ejist/docs/Vol5_No2/morganrevised.html
• Oblinger, D. G. and Hawkins, B. L. (2006). “The Myth about Online Course Development” Educause Review, Vol. 41, No. 1, pp. 14-15.
top related