147 pages pdf - ICT Digital Literacy

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Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE! #539: Embed The Online "Stuff" Relate other parts of the course to the online discussion. For example: post instructions for assignments; attach documents and graphics to postings, discuss results of Web research related to assignments, plan and communicate for group projects, etc. Kate MacDonald Massachusetts College of Pharmacy & Health Sciences #540: To Make e-Learning More Effective, Take AIM! A - assess your teaching style I - investigate instructional strategies within that style M - match appropriate instructional technologies and, in particular, e-Learning tools to the strategies and style with which you are most comfortable Susan Stansberry, Ed.D. Oklahoma State Univ. College of Education #541: Build Community & Participation - For Free! In teaching graduate students, we have begun to experiment with the use of free discussion boards (e.g. QuickTopic) as well as the use of free VoIP Instant Messenger to extend the classroom throughout the week. The reason that we are using these free services is that we want to model to our students, who are K-12 teachers, what they may be able to do with their own students. Many of our student's school districts do not have the funds for commercial tools and products and "freeware" is the only way to go for them. Our experience has been that the use of this additional tool to the teacher's and student's tool kit is fantastic. Properly utilized, asynchronous discussion boards greatly extend the dialogue, reflection, and interaction among students. Over a period of time, with occasional intervention by the professor, one can see the development of a wonderful learning community in the reflection and reaction of participants. Bill Kiley Kiley and Associates #542: Reality Check Everyone knows the importance of simulations. Unfortunately, few of us have the resources to build them effectively. So don't be afraid to blend your online learning with experiential learning in the real application or, if that puts real data at risk, with a controlled training database. Connie Koskinen Federated System Group #543: Getting Our Students "There" In a virtual classroom it is even more important to focus on establishing a rapport at the start with the virtual students you can't see. Many times you have the advantage of sound and the ability to conference in but no visual feedback from the students. You must concentrate on listening even more and try to pick up tones of voice or changes in volume as your cue. Establishing this up-front puts students in a positive state of mind. Howard Goldstein Howard Goldstein Associates #544: Be Flexible & Don't Keep Users In The Dark Define what you expect from users and be flexible when you can. First example: voice connection. Don't think all or nothing. Everyone won't have a great connection, so Voice Over IP won't work for all. Have a phone link and let the user decide whether to do Voice Over IP or use a land line or cell phone. Second example: Internet connection: Can they attend in groups or are you doing interactive polling or tests that require each individual to have a connection? Users need to know ahead of time. Patty Crowell LSI Logic Storage Systems 701 e-Learning Tips by The MASIE Center www.masie.com 108
Pedagogy & Webagogy -- Ready, Set … TRAIN and FACILITATE! #545: Who Are You Going To Call? What will you do if the audio doesn't work? Have a backup phone conference call number. And what if you can't demo the system? Have backup screen shots available. Jerry Hoffman Anheuser-Busch #546: Help Students Set Goals Having total freedom of when to learn can lead to procrastination. Having a dated goal written down will help students make progress. Nancy Nash MindLeaders #547: Prepare! Prepare! Prepare! Go over your presentation multiple times, and have a Plan "B" and even a Plan "C" in case things go wrong. It is very obvious to your audience who spent the right amount of time "preparing." From "uhs" and "ums," to slides out of order, to equipment not working, and just a totally unpolished performance - you will lose credibility in a hurry. Dave McMechan Xerox #548: Be Crystal Clear Set clear expectations for what the learner needs to commit to in order to complete the learning -- including time required. Jo-Ann Driscoll Centra Software #549: Spread the Teaching Wealth Enhance the credibility of e-Learning content by having it presented by an internal Subject Matter Expert (rather than a teaching professional). This will also enhance follow-on knowledge transfer in both directions, because employees and customers will recognize the instructor as an expert. David Gillespie Honeywell #550: Keep Students Updated Provide timely feedback to students, including grades if part of the course or program, on the work they submit as part of the course or module. Wiiliam Mcpeck Maine State Government #551: Set Boundaries Early Tell students what you expect. Reinforce and commend their work to set up a safe community early. They will be more inclined to participate enthusiastically. Margaret A. Crisham Ed.D. Dowling College #552: Treasure Hunt I use this in a pre-session. Imagine you have a web site directory about a subject (mine is about e-Learning). You send out 10 questions and the answers can be found in the directory. When you receive the right answers, you have succeeded. Jacques Fayet Cegos Group 701 e-Learning Tips by The MASIE Center www.masie.com 109
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147 pages pdf - ICT Digital Literacy

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