February 6

Week 14 – Blended Learning

Post-Monday’s 06/02/17 class.

(Hubbard, 2013:93) ‘“The combination of different training media (technologies, activities and types of events) to create an optimum training program for a specific audience.
The term blended means the traditional instructor-led training is being supplemented with other electronic formats.’

Blended Learning Models –  http://www.blendedlearning.org/models/

  • Station Rotation
  • Lab Rotation
  • Individual Rotation
  • Flipped Classroom
  • A La Carte
  • Enriched Virtual – (difficult if do not have access to technology).

 

Q– how does blended learning relate to my e-resource?—how will it be used it my e-resource?

re. Session 4 – Padlet.

Blended learning will be incorporated through the model Flipped Classroom, incorporating home learning with influential tendencies into classroom learning.

Using the tool, Padlet, to share individual pupil’s favorite way of counting, as a collaborative activity.  Parents would take a picture of this preferred method and upload it to Padlet. This would then be printed and put up on display.  This display could then be used for just display purposes, to show class work; or for all children to remember different ways of counting as a reference, if they get stuck on their counting in class or at home, as they can still access the Padlet remotely from home.

Activity progression can include: copying other counting methods as other children have shared on the Padlet, inspiring other ideas to think creatively (outside of the box) to think of other ways of counting, incorporating these counting ideas into other classroom or home activities.

 

Q–  would having an educator/parent participation, impact on child’s learning from the e-resource?

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January 30

Week 13 – Thinking Skills in Relation to my E-Resource

During Mondays class 30/1/17

 

Thinking Skills in Relation to my E-Resource

Thinking Skills – Instructor Perspective

 Concept Formation
  •  what use the counting for in the real world?
 Principle Formation
  •  activities in relation to the objective?
 Comprehending
  •  understanding
 Problem Solving
 Decision Making
 Research
 Composing
  •  creating
 Oral Discource
  •  verbal communication between instructor and pupil?
  • Session 1- will involve verbal communication between the teacher and the class, as the counting story progresses with questions throughout
  • Session 2 –
  • Session 3-
  • Session 4-

 

Thinking Skills – Pupil Perspective

Link to the mindmap – https://www.mindmeister.com/837649484?new=1#

 

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Word To HTML (2017) The Easiest and Cleanest Way To Convert Your Text To Clean HTML. Available at: http://wordtohtml.net/ (Accessed: 23/01/17).

Mindmeister (2017) MindMeister. Available at: https://www.mindmeister.com/ (Accessed: 30/01/17).

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January 30

Week 13 – Thinking Skills Through E-Learning

PRE- Mondays class 30/01/17

How will these Thinking Skills be taken into account with my E-Resource?

1. What are the types of thinking skills involved in learning (not specific to e-learning)?

Creative Thinking, Critical Thinking and Metacognition

2. How do the thinking skills differ or not for e-learning?

These thinking skills do not differ for e-learning. They are very much similar but using different resources with a different objective. Although learning is electronic, individuals still follow the process of thinking creatively, then being critical with sources or through trial and error; while metacognition is in the background of the mind, processing and assessing as you go along.

3. After reading “Developing high-level cognitive skills in e-learning” How will you be applying this information to your project?

E-Learning ‘helps to develop autonomous and organized study skills’ (Otero et al, 2015). This being the case, through inductive learning in session 1- counting story and progression through guided learning in session 2- Scratch game; autonomy will be encouraged and supported towards the independent Kahoot task in session 3- Quiz, where learning will be tested. Then in session 4- further independence will be expected with a little guided assistance with uploading pictures to Padlet, to create a class counting collaboration.
Cognitive skills will be developed through each of these 4 sessions activities, which offers as much flexibility as the individual child would like, for example they can involve siblings and friends during these home activities. Reflective skills will be developed and progressed while performing activities that also use creative thinking, critical thinking and metacognition. Reflection skills will be required in all activities, to develop and scaffold on their prior learning from the counting story in session 1; however reflection will be required for each activity as learning will be scaffolded through each activity onto the next. problem solving skills will be developed mostly in sessions 1,2 & 4, due to the nature of the activities. As these activities will be scaffolding learning from the previous activity, sessions 1,2 & 4 require an increase of independent thinking, as there will be provided suggestions, for example in session 4, but a different thinking perspective will be required to come up with their preferred way of counting or a different way of counting. In sessions 2 & 3, these activities will be providing a different context to prior learning, for example the structure of the counting story will look different to the Scratch game in session 2 and the Kahoot quiz in session 3. Therefore, problem solving will be developed to associate prior learning from one context into another context.

 

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Word To HTML (2017) The Easiest and Cleanest Way To Convert Your Text To Clean HTML. Available at: http://wordtohtml.net/ (Accessed: 27/03/17).
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January 23

Week 12 – Design Models

Mondays class 23/01/17

How do the following three design models relate to my E-Resource?

 

Gilly Salmon’s 5 Stage Theory

 Stage 1  Access & Motivation

  •  Welcoming and supportive introduction to the counting Activity.
 Stage 2  Online Socialisation

  • Parents/ teacher will familiarize themselves with the instructions given in Session Activity plan 2.
  • Parents/ teacher will familiarize themselves with the learning objective to the activity task and the required e-learning software.
 Stage 3  Information Exchange

  • Sharing the learning activity with parent/ siblings/ friends.
  • Using  ZPD to encourage and motivate others in this shared activity.
 Stage 4  Knowledge Construction
 Stage 5  Development

  • Activity Session 3 – parents to upload pictures to Padlet.
  • Activity Session 4 – pupils to complete the quiz on Kahoot.

 

ADDIE Model

 

 

 

AGILE Model

 

 

 

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Word To HTML (2017) The Easiest and Cleanest Way To Convert Your Text To Clean HTML. Available at: http://wordtohtml.net/ (Accessed: 23/01/17).

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January 16

Week 11 – Gagne’s Conditional of Learning. 16/01/17

16/01/17  Monday class session.

Instructional Design – Gagne’s Conditional of Learning

https://docs.google.com/forms/d/e/1FAIpQLSfWIDNBhOHNmDrGjglgtrS8xGnaOVhxrCEwCZ7OfhUvQXaVKQ/viewform?c=0&w=1

Short-range instructional design ‘ usually accomplished by a teacher in the development of a course outline’ (Gagne, 1974:153).

Extemporaneous design – particular province of teacher activity.  ‘Occurs when the teacher decides upon each new communication as a result of what has immediately gone before within the give and take of a classroom, seminar, or tutoring session’ (Gagne, 1974:153).

 

 

 

Questions to consider in regards to Gagne’s 9 learning events: (one question per event)

  1. How will you get and keep the learner’s attentions?
  2. How will you inform your learners of the lesson/activity objective(s).
  3. How will you remind learners of the applicable knowledge that they learned in the past or their previous experiences
  4. How will you teach the information or what type of learning activity or environment will your create to foster learning
  5. how will you provide guidance  to the learners (scaffolding/support)
  6. what type of homework, practice or learning activities will you provide to help them learn
  7. What will you do to let learners know how they are doing? how will you correct, affirm or encourage them?
  8. How you know that the learners have ‘learned’ the material or can do the desired tasks.
  9. What will you do the enhance the retention & transfer of the new skills, knowledge, and or attitudes

 

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January 9

Presentation Feedback from 08/01/17…Further Reflections

Feedback provided by Miles Berry on 08/01/17 requested that I;

Write a blog post to discuss how I used Cognitive Load Theory when designing my E-Resource activities.

Further to my original blog post on Cognitive Load Theory here

Cognitive Load Theory (CLT)can be quite consuming to human attention.  Dependent on the depth of the learning topic, our human brains can find our processing speed and provided attention can vary.

Due to the difficulties that I originally had when reading about CLT, I found that the depth of the journal article was extremely difficult and hard for me to process, therefore, my attention and focus was increasingly reduced the more I re-read and tried to understand this CLT topic.

My e-resource activites sessions 1-4, have been created taking on board the multimedia principles and DfE (2014a, 2014b) curriculum theory.  All 4 e-resource activities provide aspects incorporating: visual, auditory, interaction, social and emotional skills, future involvement, possible future requirement for reuse.  All 4 activities can be adjusted for flexibility, individual requirement, learning needs, and learning ability.  For those activities where developing independence is strongly encouraged, there will always be a teacher, parent, peer, sibling, and even the Padlet blackboard from session 2 can provide help.

 

Therefore, taking CLT into account in relation to the e-resources, all activities offer an outcome that is specific, measurable, attainable, realistic and timely; which can be dependent on the class and individuals.  All 4 activities do not provide too much information that will make it too unattainable and unrealistic, therefore, only small amounts of information is provided at one time, so as to not overload the class pupils.   Therefore, the outcomes from these activities are consistently measurable and longer lasting, in relation to long-term memory and ability to securely develop and scaffold future knowledge, as the experiences and memories are more positive.

 

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Paas, F., Renkl, A., & Sweller, J. (2003) Cognitive Load Theory and Instructional Design: Recent Developments.  Available at: https://moodle.roehampton.ac.uk/pluginfile.php/370378/mod_resource/content/1/Cognitive_load_theory_and_instructional.pdf  (Accessed: 17/10/16).

The University of Sydney (2008) Lecturing for learning: Cognitive Load. Available at: https://www.youtube.com/watch?v=9ZcjWzXTHng (Accessed: 27/03/17).

Wolf, A. (2012) Introduction to Cognitive Load Theory. Available at: https://www.youtube.com/watch?v=9ZcjWzXTHng (Accessed: 27/03/17).

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December 5

How do people learn from e-courses? Cognitive Load Theory. (Clark & Meyer, 2011).

Clark & Meyer (2011) How do people learn from e-courses?

E-learning can ‘create experiences that will foster desired change in learner’s behaviors consistent with the goals of the’ objective; these changes can occur in what the learner already knows, through scaffolding of information, for example ‘facts, concepts, procedures, strategies, and beliefs’ (Clark & Meyer, 2011:33).

‘Effective instruction is not only to present information but also to encourage the learner to engage in appropriate cognitive processing during learning; knowledge construction is based on three principles, Dual channels – Separate channel for processing visual and auditory’ information, Limited capacity – ability to ‘actively process only a few pieces of information in each channel at one time,’ Active processing – occurs ‘ during engagement of appropriate cognitive processing during learning’ (Clark & Meyer, 2011:35).

Instructions are at it’s most effective, when the three knowledge construction principles are taken into account; the dual channels, limited capacity and active processing, influence individuals Cognitive Load Theory.  As the working memory can only process 2 or 3 things at once, for information to progress into the long term memory and knowledge to develop into a deeper understanding, it is vital for instructions to be balanced and sometimes simplified to become clearer.  Once information is able to progress into deeper understanding, the working memory deepens prior knowledge, which in turn can influence the information that is currently in the working memory.

‘Cognitive Learning Theory explains how mental processes transform information received by the eyes and ears into knowledge and skills in human memory’ (Clark & Meyer, 2011:39).

 

The instructions in my e-resource will have considered the cognitive Load Theory process and the 4 session activities will provide clear, simplistic and engaging instructions and objective.

 

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Clark, R.C., Mayer, R.E. (2011) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. (3rd ed.) San Francisco, Calif: Pfeiffer.

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December 5

E-Learning: emerging uses, empirical results and future directions (Welsh et al, 2003).

Welsh et al (2003) E-Learning: emerging uses, empirical results and future directions.

 

Horton (2000, cited in Welsh et al, 2003:245) states that ‘we can obtain and deliver knowledge anytime anywhere.’

E-learning can be considered as either asynchronous or synchronous; most e-learning resources today are asynchronous.  Reading more into this, my e-resource would be asynchronous; due to the fact they will be pre-planned.  The e-resource that I will be creating, will be accessible at home as well as in the classroom.  The learning objective to sessions 2, 3 & 4, are that they can be accessed anywhere and can be done independently, with siblings and/or with friends.

 

Journal available at: doi: 10.1046/j.1360-3736.2003.00184.x

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Welsh, E.T., Wanberg, C.R., Brown, K.G. & Simmering, M.J. (2003) E-learning: Emerging uses, empirical results and future directions. International Journal of Training & Development. 7(4) pp.245-258. doi: 10.1046/j.1360-3736.2003.00184.x

 

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December 5

E-learning methodologies: A guide for designing and developing e-learning courses (2011)

Monday 5/12/16. Before class.

Food and Agriculture Organization of the United Nations (2011) E-learning methodologies A guide for designing and developing e-learning courses.

The Links between my E-Learning Resource and the Food and Agriculture Organization of the United Nations (2011):

 Page 11
  • ‘E-learning reaches a wider target audience by engaging learners who have
    difficulty attending conventional classroom training.’
  • ‘Facing difficulties with real-time communication (e.g. foreign language learners or very shy learners).’
  • ‘E-learning can offer effective instructional methods, such as practising with associated feedback, combining collaboration
    activities with self-paced study, personalizing learning paths based on learners’ needs and using simulation and games.  Further, all learners receive the same quality of instruction.’
  • ‘Most e-learning courses are developed to build cognitive skills; the cognitive domain is the most suitable for e-learning. Within the cognitive domain, thinking skills may require more interactive e-learning activities because those skills are learned better by doing.’
 Page 12
  • Self-paced learners  – encourage autonomy
  • Facilitated and instructor-led – ‘provide different levels of support from tutors and instructors and collaboration among learners.’
 Page 13
  • Collaborative (Opportunity in 2 session activities).
  • Interactive (Opportunity in 4 session activities).
 Page 16
  •  Learner centred content (relevant to practice and curriculum).,

 

Document available at:

https://moodle.roehampton.ac.uk/pluginfile.php/402282/mod_resource/content/1/Designing%20e-learning%20activities.pdf

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Food and Agriculture Organization of the United Nations (2011) E-learning methodologies A guide for designing and developing e-learning courses. Available at: https://moodle.roehampton.ac.uk/pluginfile.php/402282/mod_resource/content/1/Designing%20e-learning%20activities.pdf (Accessed: 07/11/16).

Word To HTML (2016) The Easiest and Cleanest Way To Convert Your Text To Clean HTML. Available at: http://wordtohtml.net/ (Accessed: 05/12/16).

Category: Presentation, Reading Reflection, Reading Resources, Research, Theory | LEAVE A COMMENT