In this session we reviewed our current E-learning activities in order to test them on a larger screen. We looked through various online coding activities which will enable to you to critique them from the point of view of a student and that of an instructor.

We also looked at

http://www.scratch.mit.edu

https://www.code.org

We looked at question like

• What is Mobile learning?
• How does this differ from E-Learning or not?

Assessment Criteria:

Reflect critically on

• articles/book chapters you have read
• what you’ve learned from your lectures
• the development of your project
• your experiences of working with multimedia software and equipment
• other relevant experiences related to your project

Wikipedia defines Blended learning as:
“Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace.”

We discussed the  approaches to designing blended learning using the relevant literature and practical examples.

Blended Learning Models –

• Station Rotation
• Lab Rotation
• Individual Rotation
• Flipped Classroom
• A La Carte
• Enriched Virtual

https://youtu.be/63-ZF87RtoQ

My Aurasma Example: srijana’s-Aura-From-2017-05-03-03:57:37 (copy)

Thinking Skills through E-learning In this session we will look at types of thinking skills and whether they can be taught using E-learning activities. We will also be looking at filming techniques for interviews specifically using smartphones or tablets.

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

In this session we talked about our project

A model of learning activity design

• Activity
• Learners
• Learning environment
• Intended outcomes

Gilly Salmon’s 5 stage Model

STAGE STUDENT ACTIVITIES TUTOR ACTIVITIES

Stage 1 Access and motivation Setting up system and accessing Welcome and encouragement Guidance on where to find technical support

Stage 2 On-line socialization Sending and receiving messages Introductions Ice-breakers Ground rules Netiquette

Stage 3 Information exchange Carrying out activities Reporting and discussing findings Facilitate structured activities Assign roles and responsibilities Support use of learning materials Encourage discussions Summarize findings and/or outcomes

Stage 4 Knowledge construction Conferencing Course-related discussions Critical thinking applied to subject material Making connections between models and work-based learning experiences Facilitate open activities Facilitate the process Asking questions Encourage reflection. Tutor is very active at this stage.

Stage 5 Development. Use of conferencing in a strategic way Integration of CMC into other forms of learning Reflection on learning processes Students become critical of the medium Support Respond only when required Encourage reflection Tutor is less active and hands over to the students