Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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31 – Looking Forward: Stories of Practice Continuum Type Role of teacher / student Online Instruction Teacher-prepared content Teacher-directed instruction Teacher has minimal or no direct involvement with students Need for students to participate online Online Approach Asynchronous teaching / learning Learning controlled by time— fixed start / stop times Example of software Instructional strategy Evaluation Link to Bloom’s Taxonomy Role of Media 79 Content managed in learning management system (LMS) such as Blackboard, D2L, Moodle, WebCT; assessment via computer-marked quizzes Facilitated Online Instruction Blended Instruction Studio-based Instruction Teacher-prepared content Teacher-directed instruction Interaction between teacher and students Need for both to participate face-to-face and online Synchronous teaching / learning options Asynchronous options Collaborative options Learning controlled by teacher Content in LMS, support via email or synchronous software (e.g., Elluminate Live, MSN Messenger); online discussions Teacher-prepared content Teacher-directed instruction Increased interaction among teacher and students Opportunity for studentnegotiated tasks Need for both to participate face-to-face and online Synchronous teaching / learning Increased opportunities for asynchronous learning Opportunity for face-to-face collaboration Learning controlled by teacher Online discussions, LMS, synchronous conferencing Physical classroom/lab environment Lecture / information transfer Lecture, discussion Lecture, discussion, task negotiation Testing / computer marked (true or false, multiple choice, short answer Knowledge level Text to read Audio files (podcasts to hear) Images to watch Formal testing / teacher marked Knowledge level Comprehension level Text to read Audio files (podcasts to hear) Images to watch Exhibits to explore Simulations to engage with Figure 31.3. Continuum of Instructional Practice Typically Found in Online and Blended Learning Formal testing / teacher marked, potential for alternative, more open-ended assessment (essay, project, etc.) Knowledge level Comprehension level Application level Analysis level Text to read Audio files (podcasts to hear) Images to watch Exhibits to explore Simulations to engage with Demonstrations to discuss Teacher-prepared learning environment and initial problems / task Student-centred approach Active interaction between students / teachers Changed role for teacher and students Asynchronous learning with synchronous support Collaboration Online gallery with forum for crits Learning negotiated by teacher / student Collaborative software (e.g., CMAP, shared whiteboards); simulations, VR, LMS, synchronous conferencing Lecture, discussion, task negotiation, problem-solving Authentic assessment using checklists / rubrics for project assessment Potential for all levels, including the higher-order thinking tasks of synthesis and evaluation Potential for all media to be used Use media to dramatize personal experiences Use media as a starting point for personalized learning and individual demonstration of understanding Create own media 79 See Dale’s Cone of Experience for additional information on the relationship of media for to teaching and learning— http://teacherworld.com/potdale.html Education for a Digital World 495
31 – Looking Forward: Stories of Practice Teacher Online Instruction Facilitated Instruction Blended Instruction Studio-based Instruction No / minimal interaction with student Helps (facilitates) students with content Learner Engages with content Engages with content with support from teacher Brings students together (faceto-face) / facilitates online Engages with content with support from teacher with opportunities to collaborate with other students Content Teacher developed Teacher developed Teacher developed / option for student negotiation Creates problems / task to be solved / completed Solves problems / completes tasks with guidance from teacher / other students Teacher initiated / student negotiated Asynchronous Synchronous / Asynchronous Synchronous / Asynchronous Asynchronous / Synchronous Figure 31.4. Link between Figures 31.1 and 31.2 So, how can an awareness of Figure 31.4 affect teaching and learning opportunities in either online or blended contexts? In the introduction we stated that educators, as never before, have a full toolbox of instructional strategies, methods and media at their disposal. They only need awareness and opportunity to make rich and meaningful choices for their students. Teachers must recognize that software and hardware that support online learning need not dictate instruction. The needs and goals of the teachers, students and the demands of the content must do that, trusting that the technology will be flexible enough to support it. If students need certification on a specific training issue, synchronous online instruction may be adequate, while students requiring more complex, higher-order thinking activities might need a blended learning experience. The onus is on the teacher / institution to match the learning outcomes to the instructional opportunities suggested in Figures 31.3 and 31.4, if the promise and potential of rich education environments are to be fully realized. Online and blended learning create opportunities for remote, rural, and less-mobile learners, as well as for those in urban settings with access to both physical campuses and online options. By thinking about both the instructional strategy and the role of media, students can benefit from extraordinary multimedia-enhanced, customized learning experiences. Teachers begin to realize that they can actually offer learning content that previously would have been impossible in traditional, face-to-face classrooms. In traditional classrooms, teachers confront the reality of a totally synchronous environment. Bells ring, class periods start and stop; instruction is reduced to chunks of time—typically less than 60 minutes. In the world of adult education and training, the reality of time and the reliance on the synchronous environment is no less apparent. The distractions may be slightly different as cell phones, laptops, and personal digital assistants (PDAs) compete with the training for the learners' attention, but the chunking of instruction is constant. Main and supporting content areas are layered around the mid-morning and afternoon breaks and sandwiched between is the ever-protected lunch break. In both settings, as the content becomes more complex, students begin to break from the pack with some ready to move ahead and others falling behind. Tests typically occur at regular intervals, and mastery of content becomes lost in the need to cover the curriculum within a prescribed semester or school year or the workshop content before the session ends. Consequently, we see a range of grades or course completions and dropouts rather than a consistent mastery of core concepts by all students. With facilitated or blended instruction comes the potential for more flexible, asynchronous learning. Time demands change as the teacher or facilitator assists and mentors, rather than directing the instruction. The role of the content becomes important, as the student engages with it while the teacher/facilitator supports the process. So what might the learning options presented in Figures 31.3 and 31.4 look like in actual practice? We have experienced all four options, as well as modifications and variations along the continuum, noting that rarely does learning opportunity rest solely in one type or another. In the next section we will share examples. Each of the examples was a course-based learning experience that resulted in formal evaluation and a final grade or certification. This is an important distinction, as many online training and professional development activities that use blended or fully online delivery models do not evaluate. 496 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts on a revised Bloo
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Chapter Abstracts BUILDING COMMUNIT
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Chapter Abstracts ration are expand
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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1 - Emerging Technologies in E-lear
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2 Virtual Design Studios: Solving L
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2 - Virtual Design Studios created,
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3 Challenges Confronted and Lessons
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4 Addressing Diversity in Design of
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5 - Mobile Learning in Developing C
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6 - The Impact of Technology on Edu
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7 Learning Management Systems Don M
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8 Exploring Open Source for Educato
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9 Quality Assurance by Design Niki
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10 - General Principles of Instruct
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11 Accessibility and Universal Desi
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12 Articulation and Transfer of Onl
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13 - Planning Your Online Course Le
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14 - Assessment and Evaluation 14 A
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Part 3: Implementing Technology Edu
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15 - Understanding Copyright: Knowi
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16 - ‘Open Licences’ of Copyrig
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17 E-learning Standards Randy LaBon
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17 - E-learning Standards Reference
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18 - Leadership and E-learning: Cha
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19 - Building Communities of Practi
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20 Instructional Strategies Peter F
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21 Media Selection Peter Fenrich If
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24 - Evaluating and Improving Your
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Part 5: Engagement and Communicatio
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26 - Techno Expression Learning out
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28 - Online Collaboration: An Overv
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Page 516 and 517: Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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