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Technology Strategies for Teaching and Learning in Education and the Workplace

This presentation discusses instructional design and the effective use of technology in creating a comfortable learning environment. It explores various teaching styles and suggests integrating technology to cater to different learning styles. The importance of learner engagement and educator readiness is emphasized. This presentation also explores different technologies and their role in bridging the instructional gap.

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Technology Strategies for Teaching and Learning in Education and the Workplace

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  1. Technology Strategies for Teaching and Learning in Education and the Workplace Pamela Lowry, Ph.D. Associate Professor Dept. of Math and Computer Science Co-Director of Educational Technology Program International Conference on E-Learning in the Workplace June 8th-10th, 2011

  2. Agenda • Introduction • Technologies • Social presence • Teaching presence • Cognitive presence • Conclusion • References International Conference on E-Learning in the Workplace June 8th-10th, 2011

  3. Introduction • Instructional design - key factor when creating instruction • Utilizing technology should be effective for the learner • Build confidence in learner’s use of technology • Learner should have a comfortable learning environment • Content should be structured so learner feels it is meaningful to the context or environment • Interactions are integral part of the course International Conference on E-Learning in the Workplace June 8th-10th, 2011

  4. Introduction • Comfortable learning environment, confidence in learner’s use of technology, interactions, etc. can: • create a meaningful learning experience • build an effective approach when designing instruction • allow learners to interact, ponder, and consider what they are learning • improve learner’s ability/readiness to perform effectively International Conference on E-Learning in the Workplace June 8th-10th, 2011

  5. Introduction • Instructional design links learning objectives to specific learning activities • Important to keep in mind teaching styles and students’ learning styles • One teaching style will not work for all learners • Variety of teaching styles help learner feel comfortable with learning environment International Conference on E-Learning in the Workplace June 8th-10th, 2011

  6. Introduction • Technology can provide variety of learning opportunities • Integrating technology into learning objectives and learning activities can help teach students of various learning styles • Learning styles could include auditory, visual, and tactile learner International Conference on E-Learning in the Workplace June 8th-10th, 2011

  7. Introduction • Auditory learner usually independent learner • Teaching styles include lectures, discussion forums, verbal questions • Visual learner usually dependent learner • Teaching styles include group learning, demonstrations, activities involving creativity, visual images • Tactile learner - learns by doing • Teaching styles include experiential learning activities, simulations, games International Conference on E-Learning in the Workplace June 8th-10th, 2011

  8. Introduction • Examples of learning objectives: • Participate actively in online discussion forums • Use technology to enhance learning • Participate in group discussions both asynchronously and synchronously • Lead group presentations both asynchronously and synchronously • Assess peer presentations • Reflect on your own learning • Identify benefits and challenges to distance learning • Discuss future trends in distance learning International Conference on E-Learning in the Workplace June 8th-10th, 2011

  9. Introduction • Educators/trainers need to be: • motivating and positive in corresponding with learners • respond reasonably quickly to learners • communicate what is expected of your learners • include many activities to promote learner engagement • be compassionate for your learners • beopen to change and constantly evolving International Conference on E-Learning in the Workplace June 8th-10th, 2011

  10. Technologies • Educators/trainers need to embrace technology • Technology can: • help educators/trainers better connect with their learners • bridge instructional gap between instructors and learners • make significant changes in instructor-learner and learner-learner relationships International Conference on E-Learning in the Workplace June 8th-10th, 2011

  11. Technologies • Educators/trainers need to look at different technologies that will utilize most of the learning styles of their learners • Always good idea to keep positive attitude toward integration of technology regardless of learning modality International Conference on E-Learning in the Workplace June 8th-10th, 2011

  12. Technologies • Face-to-face instruction – instructors and learners in same location • Hybrid instruction – instructors and learners sometimes in same location/sometimes in different locations • Online instruction – instructors and learners in different locations International Conference on E-Learning in the Workplace June 8th-10th, 2011

  13. Technologies • Asynchronous learning environment –instructors and learners are engaged in “anytime-anyplace” learning • Instructors can post learning materials such as syllabus, instructor bio, readings, ppts, podcasts, assignments, discussion forums, etc. • Need to organize and design course so it is effective for learner International Conference on E-Learning in the Workplace June 8th-10th, 2011

  14. Technologies • Synchronous learning environment – instructors and learners engage with each other at same time but not necessarily same location • Synchronous learning can: • Allow learners to interact with each other and instructor • Allow instructor to share desktop • Allow instructors and learners to present and archive materials International Conference on E-Learning in the Workplace June 8th-10th, 2011

  15. Technologies • Asynchronous and Synchronous learning environments can be utilized for all modalities • Depending on delivery of course, important for instructor to design effective materials for the learners • Important to focus on effective teaching methods and not just the technology • Keep it simple for the learner International Conference on E-Learning in the Workplace June 8th-10th, 2011

  16. Technologies • Future educators/trainers need to be mindful which technologies will be effective for learners • As educators/trainers master a new technology, new technology emerges • Technologies can enhance and improve performance but it needs to be effective for the learner International Conference on E-Learning in the Workplace June 8th-10th, 2011

  17. Technologies • Tablet PC can change way instructors and learners interact • Tablet PC can support active learning and add value to interaction in different learning modalities • Instructor can markup diagrams, sketch, annotate websites, provide feedback on assignments, etc. International Conference on E-Learning in the Workplace June 8th-10th, 2011

  18. Technologies • Some additional technologies include: • Podcasting • Streaming video • Blogging • Social networking • Digital books • Youtube videos • iPad International Conference on E-Learning in the Workplace June 8th-10th, 2011

  19. Technologies • Most difficult to design online courses: • Requires more time planning than face-to-face or hybrid delivery • Design effective strategies that include appropriate/effective use of technology • Consistency in course • Promote interaction and communication • Aligning goals to learning objectives • Integrating learning objectives in assignment International Conference on E-Learning in the Workplace June 8th-10th, 2011

  20. Social Presence • Garrison, Anderson, and Archer argue that social presence, teaching presence, and cognitive presence are three important elements in online teaching and learning • Social presence – ability to present oneself socially and effectively in a virtual environment • Educators/trainers need to present themselves as a real person International Conference on E-Learning in the Workplace June 8th-10th, 2011

  21. Social Presence • Important to be available 24/7 to learners via email/phone • Important to get back to them in timely manner • Beginning of course provide learner instructor’s bio, intro audio podcast that welcomes them to the class and explains general information International Conference on E-Learning in the Workplace June 8th-10th, 2011

  22. Social Presence • Besides instructor presenting oneself socially, important for learners to feel comfortable in learning environment • Discussion forum at the beginning of the course for learners to provide information about themselves such as their picture, basic background information, etc. • Discussion forum for learners to ask questions or make comments throughout course International Conference on E-Learning in the Workplace June 8th-10th, 2011

  23. Social Presence • Learners are usually willing to share with each other and this is beneficial to instructor • Social networking is another way for learners and instructor to stay connected • Audio recordings allow learners to hear speaking tone of instructor • Video recordings allow learners to see facial expressions of instructor International Conference on E-Learning in the Workplace June 8th-10th, 2011

  24. Social Presence • Degree to which educator/trainer perceived as a real person contributes to social presence • Learner should feel instructor • Shows respect to learners • Values everyone’s opinion • Encourages active participation • Treats everyone equal • Provides timely feedback International Conference on E-Learning in the Workplace June 8th-10th, 2011

  25. Social Presence • Important for educators/training to provide comfortable, safe learning environment • Learner should feel comfortable conversing online and interacting with each other • Effective component which fosters expression of emotions and feelings pointed out as fundamental aspect of social presence International Conference on E-Learning in the Workplace June 8th-10th, 2011

  26. Teaching Presence • Teaching presence refers to work of teaching before and during course • Educator/trainer responsibility to design, develop, facilitate, implement instructional materials relevant to course • Instructional materials could include syllabus, recorded lectures, podcasts, assignments, external links, audio files, etc. International Conference on E-Learning in the Workplace June 8th-10th, 2011

  27. Teaching Presence • Syllabus include goals, objectives, and what is expected of learner, etc. • Assignments that provide interactivity, give students’ ownership of their work which can enhance self confidence • Assignments that provides interactivity increases student’s interest, improves cognitive processes and develops group learning skills International Conference on E-Learning in the Workplace June 8th-10th, 2011

  28. Teaching Presence • Assignments should have clear instructions, due dates and expectations • Examples of some assignments: • Self assessment • Design class unit • Create rubric • Reflection journal • Create ePortfolio International Conference on E-Learning in the Workplace June 8th-10th, 2011

  29. Teaching Presence • All materials organized in asynchronous learning environment • Can be organized into weekly modules with Theory and Practice component • Theory component includes reading, listening, planning, exploring, etc. • Practice component includes completing assignments, researching topics, quizzes,etc. International Conference on E-Learning in the Workplace June 8th-10th, 2011

  30. Teaching Presence • Synchronous technology can be incorporated for live and/or archived audio files • Tablet PC can be utilized during synchronous session and archived • Tablet PC ability to write directly on screen open up new possibilities to pedagogy of teaching International Conference on E-Learning in the Workplace June 8th-10th, 2011

  31. Cognitive Presence • Cognitive presence focuses on construction of meaning through a process of individual inquiry or community inquiry instead of merely covering course content • Educator/trainer needs to shift instructional strategies from giving or recording lectures to questions and open inquiry which helps learner construct their knowledge through reflective thinking and practice International Conference on E-Learning in the Workplace June 8th-10th, 2011

  32. Cognitive Presence • Creates learning environment that captures learner’s attention and promotes curiosity for learning • Educator/trainer emphasize student-to-student interaction through group and cooperative activities, learning environment will increase from teach to learning paradigm • Sometimes difficult for educator/trainer because they may want to be in control International Conference on E-Learning in the Workplace June 8th-10th, 2011

  33. Cognitive Presence • Instructor can encourage learners to understand concepts by providing feedback and encourage learners to reflect on their learning • Some learners reluctant of group work because prefer individual work • Group work can increase opportunities for communication for learners and can enhance collaborative skills International Conference on E-Learning in the Workplace June 8th-10th, 2011

  34. Cognitive Presence • Researchers say: • Students working in small group tend to learn more • Retain it longer than when same material presented in other instructional formats International Conference on E-Learning in the Workplace June 8th-10th, 2011

  35. Conclusion • When designing and developing effective instruction it is important to pay attention to: • Learning environments • Interactivity • Asynchronous/synchronous technology • Modalities such as face-to-face, hybrid, online • Social presence • Teaching presence • Cognitive presence International Conference on E-Learning in the Workplace June 8th-10th, 2011

  36. Conclusion • Important to constantly investigate how these strategies can be improved or better used • Important to investigate new strategies • Important to investigate new creative ideas • Important to remember, teaching and learning is constantly evolving International Conference on E-Learning in the Workplace June 8th-10th, 2011

  37. References • Allen, M. (2003). Michael Allen’s Guide to E-Learning: Building Interactive, Fun, and Effective Learning Programs for any Company. New York: John Wiley & Sons. • Bower, B.L. (2001). Distance Education: Facing the Faculty Challenge. Online Journal of Distance Learning Administration, Vol. 4, No. 5. International Conference on E-Learning in the Workplace June 8th-10th, 2011

  38. References • Carlson, S., (2004). The Next-Generation Classroom, The Chronicle of Higher Education, 50(25), A26. • Davis, B. G. (1993). Tools for Teaching. Jossey-Bass Publishers, San Francisco. • Kapp, K. (2006). Design: Advantages of Interactivity. Karl Kapp Blogg. Retrieved from: http://karlkapp.blogspot.com/2006/10/design-advantages-of-interactivity.html International Conference on E-Learning in the Workplace June 8th-10th, 2011

  39. References • Morgan, C. K., and Kinross, C., (2002). Facilitating Online Interactivity Among Remotely Located Land Management Students, Electronic Journal of Instructional Science and Technology. • Oblinger, D.G. and Hawkins, B.L. (2006). The Myth About Online Course Development. Educause Review, Vol. 41, No. 1, pp.14-15. International Conference on E-Learning in the Workplace June 8th-10th, 2011

  40. References • Rourke, L., Anderson, T.; Garrison, R. & Archer, W. (2001). Assessing Social Presence in Asynchronous Text-Based Computer Conferencing. Journal of Distance Education 16(2) 1-14. • Wang, H. (2010). 10 Ways to Make e-Learning More Exciting,. Online Classroom, p7-8. • Waterhouse, S. (2005). The Power of eLearning. Pearson Education, Inc. International Conference on E-Learning in the Workplace June 8th-10th, 2011

  41. More Information Dr. Pam Lowry (plowry@ltu.edu) Associate Professor Dept. of Math and Computer Science Co-Director, Master of Educational Technology Program Lawrence Technological University 248.204.3653 International Conference on E-Learning in the Workplace June 8th-10th, 2011

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