Social Learning In Instructional Design: Practical Tips To Design Effective Collaborative eLearning Activities. The significant penetration of social media in our daily lives as well as the raise of corporate presence in them, without any doubt, make them ideal learning tools, a fact that instructional designers for eLearning cannot overlook.
In this article, I’ll present the different types of collaborative eLearning activities you may include in your instructional design for eLearning, and I’ll share some tips for designing collaborative eLearning activities that in practice I've found effective. Project-based Learning. Collaborative eLearning activities have been proven ideal for project-based learning. Depending on the instructional approach you follow, online project assignments may follow an inductive or a deductive approach. This is directly related to the way and the order according to which information is presented to learners. 4 Practical Tips To Design Effective Collaborative eLearning Activities Want to learn more about Collaborative eLearning Activities?
References. Thinking about theory and practice in online learning. Metacognition for Effective Online Learning - TalentLMS Blog. Metacognition is not as techy as it sounds. In fact, it has everything to do with the non-technical elements in eLearning. Metacognition is the knowledge about one’s own learning. It is the self-criticism that comes with conflict and argument.
It is the evaluation and filtering out of old and new knowledge, measuring it with relevancy and accuracy and then internalizing it. It is also all about understanding how to learn effectively, in a limited amount of time, using strategies that are corrected over time. Metacognitive capabilities are either inborn, or are developed by incorporating certain features in the instructional design process. Simple! 1. 2. 3. Widen the range of skills in the course The real world setting offers unpredictable problems that require a range of skills to solve. Learners will need to employ their metacognitive capabilities in the real world to solve such multi-faceted problems. Teach Metacognition by Example Guide the learners through the problem solving steps. A Dialogical Approach to Learning Technology Su... 35 Psychology-Based Learning Strategies For Deeper Learning. 35 Psychology-Based Critical Thinking Strategies by Sara Briggs, opencolleges.edu.au Have you ever considered letting your students listen to hardcore punk while they take their mid-term exam?
Decided to do away with Power Point presentations during your lectures? Urged your students to memorize more in order to remember more? If the answer is no, you may want to rethink your notions of psychology and its place in the learning environment. Here are 35 critical thinking strategies, straight from the mind of Sigmund Freud. 35 Psychology-Based Critical Thinking Strategies 1. Definition: It is easiest to recall information when you are in a state similar to the one in which you initially learned the material. Application: Urge your students to sit in the same room they studied in when they complete their take-home quiz. 2. Definition: The tendency to overemphasize internal explanations for the behavior of others, while failing to take into account the power of the situation. 3. 4. 5. 6. 7. 8.
How To Build An Active And Collaborative eLearning Space? In my recent post I had been discussing ways of building flow in the eLearning course. There is some kind of contradiction when we think about this issue: As flow is a personal state of mind, it seems that it should be sought among learning activities that are being done on one’s own. On the other hand, peer-to-peer activities bring engagement and excitement, which seem necessary to reach the state of flow. Let us have a look at how we can create more engaging and collaborative ways of building competencies in the eLearning space. Variety Of Learning Methods There are hundreds of methods we could use to build one’s competence. Every single learning method has its strong specifics; namely, it is more likely to be used: In the alone or collaborative learning context.In the passive or active learning context. 4 Spaces Of Learning So - there are 4 spaces of using individual learning methods. As instructional designers, we often associate a particular learning method with one of these spaces.
DIY Learning. I’m writing a book on learning for oneself, without training. It’s for knowledge workers and bosses who have been told “You’re responsible for your own learning.” I imagine they feel like the dog who got on the bus. “What do I do now?” Aha! Is a book for people and small groups of colleagues who are taking their professional development into their own hands. No instructors, no classrooms. The first deliverable will be an inexpensive book, probably both an ebook (cheap and easy to distribute) and a paperback (works better for checklists and highlighting). Currently, the book focuses on these patterns: Are you interested in helping me change the world? “Men wanted for hazardous journey. The payoff will come from being in on the ground floor of something big: PULL learning on a scale rarely imagined, helping people leverage learning to work smarter. Critical Thinking Model 1. To Analyze Thinking We Must Identify and Question its Elemental Structures Standard: Clarityunderstandable, the meaning can be grasped Could you elaborate further?
Could you give me an example? Could you illustrate what you mean? Standard: Accuracyfree from errors or distortions, true How could we check on that? How could we find out if that is true? Standard: Precisionexact to the necessary level of detail Could you be more specific? Standard: Relevancerelating to the matter at hand How does that relate to the problem? Standard: Depthcontaining complexities and multiple interrelationships What factors make this a difficult problem?
Standard: Breadthencompassing multiple viewpoints Do we need to look at this from another perspective? Standard: Logicthe parts make sense together, no contradictions Does all this make sense together? Standard: Significancefocusing on the important, not trivial Is this the most important problem to consider? Do I have any vested interest in this issue? Gather... Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model.
The Situated Cognition Theory, outlined by Brown, Collins, and Duguid in 1989, is centered around the idea that knowing is “inseparable” from actually doing and highlights the importance of learning within context. In the same year, Brown, Collins, and Newman also developed the Cognitive Apprenticeship Model, in which they identified several teaching methods for learning within context.
In this article, I’ll briefly explain the basic principles of both the Situated Cognition Theory and the Cognitive Apprenticeship Model and I’ll give you some tips concerning the practical application of each in eLearning course design. The Situated Cognition Theory is based upon principles related to the fields of anthropology, sociology and cognitive sciences.
Its main argument is that all knowledge that a learner acquires is somehow situated within activities that are socially, physically or culturally-based. The Cognitive Apprenticeship Model and Key Teaching Strategies For Applying It in eLearning. 50 Alternatives To Lecturing. 50 Alternatives To Lecturing by TeachThought Staff Ed note: This post is promoted by SEU’S online masters in education programs. SEU simply asked us to write about how learning is changing and the updated kinds of things teachers need to know, and to let you know about their program. So here we are. As teachers, when we lecture, we have the best of intentions. We have a concept we want the class to understand, so we stand and explain it to them. We give them background. So explaining things isn’t “bad,” so how about beginning with some clarification.
Everyone loves a story, and unless you’re awful, your students probably like you and want to hear from you. Or in a “flipped classroom” setting where the “lecture” is designed to be consumed at the student’s own pace (using viewing strategies, for example). Or when students have mastered a core set of understandings, and are ready–in unison–to hear something from an honest-to-goodness expert who only has an hour to unload what he/she knows.
Activities for Integrating Learning | Educaci&o... Connectivism: Learning as a Community - Designed:2:Learn. In a modern world where knowledge objects are ubiquitous and openly accessible, the roles of educators and learners must evolve to meet the growing needs of the resulting high-paced, digital society. Connectivism is an emergent, net-enabled learning theory that suggests the most important result of a learning situation is the ability of the learner to make connections between distinct ideas using social capital and the affordances of digital networks. The process of learning, then, involves students creating personalized knowledge and identifying relationships between their own knowledge and the knowledge of others within a greater network. Steve Montague, fellow D:2:L blogger, likens Connectivism to a spider web; a continuously growing web that creates a strong physical (and in our case, mental) foundation.
The more connections in the web, the stronger it becomes. Here are four simple ways to infuse Connectivism into your learning environment: Not all classrooms evolve the same way. 6 Categories of Deeper Learning Skills for Education Leaders. Karen Cator Deeper learning is an umbrella term for the skills, understandings, and mindsets students must possess to succeed in today’s careers and civic life.
They must tackle challenging interpersonal issues of cross-cultural understanding and conflict resolution, and the urgent global issues of our time, such as availability of clean water and nutritious and affordable food, poverty, and climate change. Increasingly, schools are taking a lead role in supporting students as they develop the critical deeper learning skills to address these challenges. Classroom teachers with expertise in deeper learning skills can more successfully orchestrate these experiences for their students.
To support teachers in developing their expertise, Digital Promise is building a system of micro-credentials based on deeper learning skills to identify and recognize teacher competencies. Micro-credentials are much more focused and granular than diplomas, degrees or certificates. Master core content. Experiential Learning Visually Explained for Teachers. Popular Learning Evaluation Models Infographic. Other Infographics Popular Learning Evaluation Models Infographic Popular Learning Evaluation Models Infographic Learning is an investment and like any investment, it’s crucial to measure the outcomes. But because learning is often so intangible and individual, that measurement is often pretty tough. Kirkpatrick’s Model of Training Evaluation Level Four−Results: To what degree targeted outcomes occur, as a result of learning event(s) and subsequent reinforcement.Level Three−Behaviour: To what degree participants apply what they learned during training when they are back on the job and attitudes based on their participation in the learning eventLevel Two−Learning: To what degree participants acquire the intended knowledge, skills.Level One−Reaction: To what degree participantsreact favourablyto the learning event.
Phillips’ Evaluation Model Based on Kirkpatrick’s model. Brinkerhoff’s Success Case Method Brinkerhoff’s model focuses on narratives and stories, supported by evidence: Tools for Project-Based Learning | Recursos Onl... Learning activities and working practices | Open Networked learning. ONL151 learning activities will involve inquiry into your own practice, scenarios and engagement in related discussion, shared reflection and learning through making.
You are in the driving seat of your learning and will need to define your intended learning outcomes and plan for learning for each theme by yourself, with your learning partner or within a PBL group depending on the mode of participation. Your plan for learning might include: What resources/literature can I use to find answers? How am I going to present and share my findings? Whether and when am I going to meet up to review progress and complete any group work? For each topic there will be an authentic scenario provided or if you use own examples from your practice to inquire into. As part of your learning, it is recommended to keep a journal in a portfolio and reflect on your learning experience as you go through the course. PBL groups PBL group facilitator FISh – a model for individual, pair and PBL group inquiry.
FISh - a model for individual, pair and PBL gro... Learning Theories: Bandura's Social Learning Theory. Learning Theories: Bandura’s Social Learning Theory by Steve Wheeler, Associate Professor, Plymouth Institute of Education This is the third in my blog series on major learning theories. My plan is to work through the alphabet of psychologists and provide a brief overview of their theories, and how each can be applied in education.
Last time, we examined the work of Chris Argyris on double-loop learning. Today, we explore the work of Albert Bandura on social learning theory. The theory It was Albert Bandura’s intention to explain how children learn in social environments by observing and then imitating the behaviour of others. From his research Bandura formulated four principles of social learning. 1. How it can be applied to education Social modelling is a very powerful method of education. Novel and unique contexts often capture students’ attention, and can stand out in the memory. Reference Bandura, A. (1977) Social Learning Theory.