Developing Independence Online

1. DevelopingIndependenceOnline Addressing Pedagogical Issues David Tallach Miller, eLearning Facilitator David.Miller@dsbn.edu.on.ca 905-227-5551 x 2288 Dennis Munn, Curriculum Administrator Dennis.Munn@dsbn.edu.on.ca 905-227-5551 x 2359 Sue Greer, Superintendent of Schools Sue.Greer@dsbn.edu.on.ca 905-641-2929 x 4110 David Tallach Miller District School Board of Niagara

2. The most important skill that you can pass on to a learner is – how to learn.

3. Learning Skills vs. Content • Learning Skills are most important • continuous • constant • independent of content • transferable • Curriculum is less important • inconsistent • dependent on current philosophies • non-transferable

4. What are the Learning Skills? • Independence • Organization • Work Habits • Initiative • Teamwork

5. Defining Independence I • low maintenance / without supervision • follows instructions • follows routines • takes responsibility

6. Defining Independence II • sets goals • identifies • interprets • re-states • researches • pursues • stays on task • completes tasks

7. Defining Organization I • uses a scheduling tool to meet deadlines • calendar/daybook/PDA • software (Outlook) • makes notes that are • concise • precise • complete • easily searched

8. Defining Organization II • uses organizing tools such as • cognitive (mnemonics) • physical (highlighting) • organization of thought • writing • oral

9. Defining Work Habits I • completes assigned work • homework • assignments • routinely and effectively organizes learning materials • notes • equipment

10. Defining Work Habits II • uses time efficiently • reduces distractions • stays on task • consistent effort • shows attention to detail

11. Defining Initiative I • asks for clarification of work when needed • ambiguous instructions • due dates not set • asks for assistance when needed • takes risks

12. Defining Initiative II • seeks a variety of learning strategies as needed • reads • makes notes • co-operative learning groups • participates in discussions

13. Defining Initiative III • seeks higher order tasks • C questions • analysis • synthesis • evaluation

14. Defining Teamwork Skills I • willing to work with others • assumes the responsibility assigned such as • discussion facilitator • recorder • summarizer • illustrator

15. Defining Teamwork Skills II • helps others • provides constructive feedback to others • share resources • considers and reflects on differing opinions

16. Developing Independence I • students need to follow instructions • The web-based course must be self-aware. • self-referencing • referral to appropriate parts of course • FAQs • glossary • the instructions must be clear • there must be a consistency of terms

17. Developing Independence II • students must follow routines • due dates are set via online scheduler • drop-boxes are clearly identified • communication routes are clearly made • email • discussions • paging/instant messaging • chat • eJournal • FAQs • whiteboard • drop box • topic/unit/course feedback link

18. Developing Independence III • responsibility & goals… identifies  pursues • evaluation methods are listed and clearly defined • research skills are developed with a tutorial • completes/stays on task • set due dates via scheduler • post news items at appropriate times • email

19. Developing Organization Skills • students use a scheduling tool to meet deadlines • encourage the use of the online scheduler • students make notes and share thoughts • have summaries of discussions submitted to a drop box for evaluation • include a course eJournal as well as a personal eJournal • students use organizing tools • have students create and submit summary • webpage • slideshow

20. Developing Work Habits I • students complete assigned work • have students create/use scheduler • post news • students routinely and effectively organize learning materials • have students submit a “cheat sheet” of unit content • students participate • monitor discussion activity daily • monitor if students are online

21. Developing Initiative I • students ask for clarification / assistance • read email daily • add to discussions when needed • ask students to produce material that they have not done before • equations • presentations • web pages

22. Developing Initiative II • students seek a variety of learning strategies as needed • set up a variety of tasks • virtual vs. real labs • ethics discussions • role playing • students seek higher order tasks • assign homework/work that requires higher order thinking and group participation for it to succeed

23. Developing Teamwork Skills I • set co-operative tasks that make use of • chat (help, feedback) • virtual whiteboard (help, feedback) • email (help, feedback) • group work area (share resources) • group discussions (roles, feedback, reflection)

24. Developing Teamwork Skills II • Probably harder to create a feeling of inter-dependence than independence • use group orientated tasks and implement • group folders • group discussions • group email • group chat • group whiteboards • and assign independent roles • researcher • editor • presenter

25. Scaffolding I • Less is More • Group Selection • you select the groups • computer randomly selects groups • students select groups • Discussions • you select • discussion topics • roles • students select • discussion topics • roles

26. Scaffolding II • Less is More II • Assignments • you select a specific task • students select from a group of tasks • students determine their own tasks • Notes/Web Text • you • create a website • create the web pages with the information • create a summary of units • students • create website - http://www.eDSBN.net/courses/PTWeb/ • students suggest homework • students create quizzes/test/assignments

27. Conclusion • design for success • require certain tasks to be completed before students move on • set schedules and procedures • Include Teamwork • remove scaffolding slowly • teach how to learn… then monitor and mentor.

28. DSBN Team David Tallach Miller, eLearning Facilitator David.Miller@dsbn.edu.on.ca 905-227-5551 x 2288 Dennis Munn, Curriculum Administrator Dennis.Munn@dsbn.edu.on.ca 905-227-5551 x 2359 Sue Greer, Superintendent of Schools Sue.Greer@dsbn.edu.on.ca 905-641-2929 x 4110