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Myths and Strategies

Myths and Strategies. Dealing with common “mythconceptions” Resources. E-Learning is Harder/Easier than F2F. ….Okaaayy…. Common Complaints. Passive Too much information Lacks academic rigor Opportunities for cheating Diploma mills. Selective Solutions.

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Myths and Strategies

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  1. Myths and Strategies Dealing with common “mythconceptions” Resources

  2. E-Learning is Harder/Easier than F2F

  3. ….Okaaayy….

  4. Common Complaints • Passive • Too much information • Lacks academic rigor • Opportunities for cheating • Diploma mills

  5. Selective Solutions • Strategies: basic design principles + • Create opportunities for social interaction • Reduce text and use carefully chosen multimedia • Use invigilated or randomly generated exams • Change assignments every semester

  6. E-Learning is Inferior to F2F

  7. Not if you do it right

  8. E-Learning is Not Inferior • The No Significant Difference Phenomenon • Content matters • Moore’s (1989) Three forms of interaction • E-learning and f2f are different • Instructional design must accommodate this

  9. Apples? Oranges? • Because f2f and e-learning are not the same: • Consider the learner profiles • Who is choosing online and why? • Design to take advantage of each medium

  10. Doing It Right • Basic Design Principles: • No fancy backgrounds • Use high contrast text colour • Multiple pathways (disabilities/learning styles) • Avoid extraneous: sounds, animations, graphics, words • F pattern reading, eg. • Chunk content into small blocks • Use bullets

  11. E-Learning is Isolating for Students

  12. If it’s done badly

  13. Social Interaction on the Web • Some ways to encourage social interaction (depending on content): • Individual introductions • Post biographies and pictures of participants • Create an informal unrecorded discussion forum for casual conversation • Calendar notification of course events, assignments and examinations • Make discussion participation count for marks • Require original postings and responses

  14. Great War Example • “Explain the most important features of Canada's participation in the Great War to our hypothetical class of Grade Five students.”

  15. A Marking Rubric for Discussions • Individual thinking • • Offering ideas or resources and inviting a critique of them • • Asking challenging questions • • Articulating, explaining, and supporting positions on issues • • Exploring and supporting issues by adding explanations and examples • • Reflecting on and re-evaluating personal opinions • Interactive thinking • • Critiquing, challenging, discussing and expanding ideas of others • • Negotiating interpretations, definitions and meanings • • Summarizing previous contributions • • Proposing actions based on ideas that have been developed • Group dynamics • • Acknowledging each others’ efforts and contributions • • Discussing group processes, such as how to make decisions, deal with conflict, • and balance participation • • Advocating increased effort and perseverance among peers

  16. E-Learning is a Cheap Way to Increase Enrollment

  17. As if

  18. E-Learning is not Cheap • Real costs must be calculated including: • Hardware and software • Technical and design support • Development time • Course lifetime • Likely enrollment • Increased faculty time with individual students

  19. E-Learning Increases Faculty Workloads

  20. Yes, for the Lone Ranger

  21. Workload • Individual Workload does increase for the first 3 or 4 years • contact with students increases • Physical presence: • Admin and colleagues assume you are not doing anything • A team approach reduces workload

  22. Faculty Fears: Job Loss and Control of Intellectual Property

  23. …but it’s my stuff

  24. Job Loss • David Noble’s points: • Commercialization of education • Marginalization through digitization • Loss of control of work and work hours • More work not less • Lit suggests 1 faculty/20 students • Obsolescence on publication • Real change: working in a team

  25. The Ownership Issue: • Biggest concerns: • Lack of attribution by subsequent users • Fear of subsequent commercialization • Fear of inappropriate third party modification, damaging content and reputations • Best solution so far: • Creative Commons

  26. Closing Thoughts • Resources for this session: • http://researcher.royalroads.ca/moodle/ • Key word: myths • Shameless plug for ETUG: • May 23-25 at TRU Kamloops • Program: www.bccampus.ca • Click on Educational Technology Users Group for program info.

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