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e-Moderation in virtual learning and virtual collaboration

e-Moderation in virtual learning and virtual collaboration. Andreas Schoenborn armadillo media, Luzern, Switzerland. How many of you have taken a distant course?. Did you like the distant course?. How many of you have given a distant course as a teacher?.

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e-Moderation in virtual learning and virtual collaboration

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  1. e-Moderation in virtual learning and virtual collaboration Andreas Schoenbornarmadillo media, Luzern, Switzerland 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  2. How many of you have taken a distant course? Did you like the distant course? How many of you have given a distant course as a teacher? 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  3. >Distance learning - early forms • distant courses: • have been used for decades • educational TV: • since the beginning of TV 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  4. > Distance learning - CBT and WBT • computer based training (CBT): • since the 70s • web based training (WBT): • since the 90s 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  5. > Distance learning - motivation • Individuals: • to combine job and continuing education • Institutions and companies: • to provide a better quality of education • to achieve higher productivity... • ... and profitability 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  6. > BUT... up to 50% of our enrolled students have supposedly given up (P.Volken, Fernuni Schweiz, in Neue Luzerner Zeitung Feb. 7, 2005) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  7. > BUT... an estimated 60-70% of all sold CBT programs are never used (various sources at several e-learning conferences) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  8. > BUT... it is hard to motivate people to really use WBT/CBT programs (R.Meier-Beer, UBS, at the 1st SCIL congress, St. Gallen, Oct. 2003) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  9. > BUT... e-Frustration: Why is this? 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  10. Standard content Cognitive scenario Individual self study Learning group Communication scenario No fixed content > e-Learning: two possible scenarios (based on R.Schulmeister) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  11. mainly synchronous problem based learning mainly asynchronous self study > Scenarios: it‘s quality that counts Standard content Individual self study Learning group No fixed content Learning objects Interactivity Feedback Multimedia Processes Interaction Moderation (based on R.Schulmeister) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  12. > Good e-quality: a brief summary • The learning scenario must be transparent • The learning environment must be authentic and allow active learning • Open learning situations can integrate characteristics of the learner • Learning objects must be interactive and give feedback • Communication must be facilitated (based on R.Schulmeister) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  13. > e-Moderation: the task • Getting people to work together who... • ... don‘tsee each other • ... often don‘t know each other (yet) • ... sometimes join in only after an 8 hour working day • ... may not feel comfortable in the group language • ... may not feel comfortable with writing • ... may not be very computer literate • ... 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  14. > e-Moderation : the goal • The goal is to: • stimulate active and interactive online learning • make everybody feel comfortable with: • the group • the task • the learning environment • „build a process of invitation and engagement“ (Eliot Masie) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  15. > e-Moderation : an example Title: Introductory course for managers of communities of practice Date: Jan. 10 - Feb 4, 2005 Duration: 4 weeks (workload 5-6 hours/week; f2f kick-off meeting) Location: http://www.mynetworks.org 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  16. Access: • registration • access to the course „room“ • getting familiar • Socializing: • a first chat experience • read the profiles of the others • form a first working group kindle a spark • Motivation: • a fun and interesting task (writing a story together) • feel the relevance > Week 1: Acess, motivation, socializing (inspired by Jilly Salmon) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  17. > Week 1: Role of the moderator • Access: • make sure that everyone has access • make sure everyone has used the basic tools • Socializing: • create a warm, welcoming atmosphere • welcome everybody in person • encourage exchange and allow enough time! • Motivation: • support the group task in a pro-active way (= act before people are frustrated) • support sub-group moderators (inspired by Jilly Salmon) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  18. Exchange of information: • using course material • using the www for research • cooperative tasks • using the asynchronous forum • Construction of knowledge: • a fun and interesting task (solving an online riddle together) • reflecting and using own experience • becoming like online authors kindle a spark > Week 2: Exchange, construction of knowledge (inspired by Jilly Salmon) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  19. > Week 2: Role of the moderator • Exchange of information: • help to identify and select the relevant information • provide a good structure, e.g. in discussion groups • make sure that all questions are answered • Construction of knowledge: • never disqualify, attack, debate or deny experiences of participants. Stay tactful! • help „weaving“ together discussions and develop conclusions of good quality • support sub-group moderators (inspired by Jilly Salmon) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  20. > Week 3+4: Transfer to real world • A well defined project: • deciding on the project • using a method on it (e.g. brainstorm) • develop and structure exchange • produce a result in a given time • Reflection and evaluation: • what have I learned? • was it worth while? • what will I take home? (inspired by Jilly Salmon) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  21. > Week 3+4: Role of the moderator • A well defined project: • help to identify and select the relevant information • support sub-group moderators • point to helpful tools, e.g. for brainstorming, mindmapping • Reflection and evaluation: • provide the evaluation format • facilitate the close-up chat • be critical, yet supportive (inspired by Jilly Salmon) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  22. > e-tivities = online learning activities • The example has used different types of „e-tivities“: • „e-tivities“ are tasks for active and interactive online learning, such as: • the collaborative writing task (week 1) • the online riddle (week 2) • the group project (week 3+4) • e-tivities are motivating and target oriented • mostly written interactions • designed and tutored by e-moderators • asynchronous • simple and inexpensive (Source: Jilly Salmon) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  23. > Characteristics of „e-tivities“ • a stimulating and challenging short text („spark“) • online activities • interactive elements • summary, feedback and criticism by e-moderators • instructions for all participants Jilly Salmon: The key to active online learning, Kogan Page,London, 2002 The key: Quality of interaction 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  24. > Responses from a SUNY survey „Interaction with the teacher is the most significant contributor to perceived learning“ „Opportunities for high levels of participation are an important course design feature for encouraging learning“ „Interaction with classmates is a significant contributor to perceived learning in online courses as well“ (SUNY Learning Network survey w. 1500 students, cit. R.Schulmeister, SCIL congress 2003) 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  25. > Some last remarks • Learning activities can also benefit a lot from... • well designed learning material • photos and suitable graphic metaphores • audio and video material • interactive models... • ... that use original data • humurous, inspiring online quizzes The Ozein Demo 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  26. 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

  27. eModeration eCollaboration eCourseware eMeetings eMedia eGroups eSkills eLiteracy eLove? > e-learning ...? 2nd Expert Meeting on Education & Training, Sion, Feb. 17-18, 2005

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