Workshop Outcome: Discover at least one new strategy and or enhance a current strategy than can be used to crrate deep learning experiences online. I was thinking about your idea of developing objectives for the workshop. Here are some of mine: Create a community of inquiry Play with some tools Become curious about deep learning and how to achieve deep learning in an online environment. Apply new tools and knowldege to other contexts
Provide each participant with a handout where we would include the following: Workshop description, outcome and objectives A place for partcipants to capture a problem that hope to solve and or what they hope to get out of the workshop. Provide a space for participants to capture ideas.
Note the importance of the environment students are working in. Either provide or have students brainstorm what this environment should be like. 1) Have participants 'set the rules' 2) Posters on the wall - What concepts do we want to reinforce? List each concept on a different poster. Do we want Marc to add things to each poster as they come up during the discussion? Blooms Scaffolding discussion groups Find an image online and explain why it describes you... 3) Set Bookmarks on the computers - or at least the homepage on each computer.
Mind calm? Really??? How is this going to work for the online? Or are we not trying to model? Lets not call it a mind calm - let's have people put themselves into the mind and place of the online student and teacher. - virtual placement. Does this fit in the online experience?
I'd like to build on this idea. What do you think about asking participants to write down an instructional challenge that they would like to solve.. We could use some of these in a problem-based activity later in the workshop. We may still want to develop other potential problems to solve. BD
There are research studies that have shown that the outcomes of student learning are associated with the approach they use. There is also evidence that approaches are related to how much satisfaction stduents experience learning. Deep approaches are related to higher quality outcomes and better grades as well as greater student enjoyment. Ramsden (1992)
Could we give the participants some deep learning concepts and ask them to create a mind map? Using Minemeister
Create Branches with Multimedia and additional links to new learning opportunities TM
Require high level thinking but can be difficult to assess. Given this, how best should they be used? Early learning tool? TM, In the article by Chang & Chang they used concept maps as an activity along with peer learning. They found that this activity improved performance in concept application.. BD
Where the responses appear on the same page proves to be more engaging. The information is immediate and accessible.
Anonymous brainstorms within which contributions appear scattered on the page
Hot seats, allow answers to be inserted directly below the question.
Windows Live Meeting
Will students challenge this given the biggest benefit to online is being able to work on "my time?" TM, Good question. I think they will need synchronous space if they are going to work collaboratively or when they want to connect with their instructor or for other support. BD
Use this as a study group???
Weigel calls these knowledge rooms and gave several examples. i wonder if we could create a knowledge room using a wiki. BD
Empower students to create their own web content, Blogs
participants will access a blog for ind. brainstorming we will then RSS to Wordle to display results The goal of this activity is for participants to uncover previous knowldege related to deep learning.
Marc, can we place the articles we are referring to in Bb, e-reserves, in the Blog? BD
Pull interviews from Nicolet College students and staff related to defining deep learning.
The goal of this activity is to connect previous knowldege and new information.
These are great questions and are a good advanced organizer for the tools we are suggesting. Certainly service learning and connections to other classes are ways to create deep learning experiences going outside of the course. Fink ("Creating Significant Learning Experieneces")describes the learning cycle as 1. Getting information and ideas, 2. Experiencing: doinf and observing and 3. reflecting on what one is learning and how. He thinks online learning focuses mostly on getting information to stduents and very little on creating experiences. I like his distinction between direct experiences like service learning, situational observation and authentic projects and indirect kinds of experiences like case studies, role play, stories. I in this workshop, we are focusing on ways to creat significant indirect ;earning experieneces online.
Devise their own theories and test and apply them.
Find ways to engage the learners peaking their interest and making them want to learn the material
Contextualize, Personal Life, Professional Life
Can we create a list of steps/guidelines they can follow to create deep learning in an online class? Step 1: Initial understanding Common Tools: Pre-tests, summaries, blogs, interviews, concept maps Step 2: Collaboration - connection with other students Common Tools: Discussion Boards, Social Networking Sites, Blogs, Interviews, Brainstorm Sessions, Debates Step 3: Personal or Professional Connection based off collaborative understanding Common Tools: Reflection Papers, Blogs with contextualization, Research/Interview in your profession to make connection Step 4: Analyze and Evaluate based on previous learning in course Common Tools: Research Papers, Pop Cultura Analysis, Real World Example Analysis, Case Study Evaluation Step 5: Create something that demonstrates understanding and requires integration and connection of the material Common Tools: Project Based Learning.
Share ways that you are already assisting students in developing deep approaches to learning. Share ideas for how you might use concept mapping. Share challenges that you are having related to deep learning in the online enevironment. The goal with this activity is for participants to integrate new material with personal experiences, knowledge and interest.