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

During this session we looked at  ‘2doityourself’ and SMART Notebook programmes.

‘2doityourself’ individuals are able to create interactive Flash resources, activities, games, puzzles and quizzes. It helps teachers and primary school children can create cross-curricular, personalised resources and use them on whiteboards, websites and even on Learning Platforms. It also provides different types of opportunities for meaningful learning as children plan, design, create, publish and play.

SMART Notebook  is another example for interactive e-learning activity as children can work individually or in team. You can create different game based on the topic you choose and use images and add facts to make the activity more stimulating .

In this session we looked at :

• the assessment criteria for your e-learning activity
• Review Gagne’s conditional of learning – Using text and pictures together in instructional setting

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

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.

In this session we explored some ideas for creating e-learning activities. We also discussed how to structure our blogs to display the e-learning activities.

We looked at twelve principles that shape the design and organization of multimedia presentations to reconsider how you will get students to engage with the material without the traditional face-to-face interaction. In the book Multimedia Learning (Cambridge Press, 2001), Richard E. Mayer .

The Twelve Principles of Multimedia Learning

1.  Coherence Principle – People learn better when extraneous words, pictures and sounds are excluded rather than included.
2.  Signaling Principle – People learn better when cues that highlight the organization of the essential material are added.
3.  Redundancy Principle – People learn better from graphics and narration than from graphics, narration and on-screen text.
4. Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
5.  Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively.
6.  Segmenting Principle – People learn better from a multimedia lesson is presented in user-paced segments rather than as a continuous unit.
7. Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.
8.  Modality Principle – People learn better from graphics and narrations than from animation and on-screen text.
9. Multimedia Principle – People learn better from words and pictures than from words alone.
10.  Personalization Principle – People learn better from multimedia lessons when words are in conversational style rather than formal style.
11.  Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.
12.  Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen

Principles that I have decided that I will be using in my presentation:

• Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
• Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively
• Multimedia Principle – People learn better from words and pictures than from words alone.

I have used both pictures and word in my presentation as it is far better to have picture and words rather then words alone. Pictures and words are presented near rather than far from each other in the presentation. I have also used the pictures and word together rather than making the pictures come in with timer to make it less distracting.

University of Hartford 12 Principles of Multimedia Learning. Available at:

http://www.hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdf