EDUC5405G - Lesson 2 (S21)
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This document outlines the agenda and content for a session on using digital technologies in adult education. It discusses checking in with participants, reviewing several social learning theories, and how to effectively use technologies for learning. The session will include a breakout activity where participants discuss how a selected app or tool can support social learning and promote a Community of Inquiry model. Participants are also instructed to complete readings, share thoughts, and start planning a lesson for an upcoming assignment.
![DIGITAL TECHNOLOGIES IN ADULT EDUCATION
SOCIAL LEARNING THEORIES
Athabasca University. (2016). The Community of Inquiry.
[Web site]. Available from https://coi.athabascau.ca/
Moore, M. (1989). Editorial: Three types of interaction. The
American Journal of Distance Education, 3(2), 1-7. Available from
http://dx.doi.org/10.1080/08923648909526659
Moore, M. (1991). Editorial: Distance education theory. The
American Journal of Distance Education, 5(3), 1-6. Available from
http://dx.doi.org/10.1080/08923649109526758
Transactional Distance Theory](https://image.slidesharecdn.com/educ5405wk2s20-200407184534/85/EDUC5405G-Lesson-2-S21-3-320.jpg)
![DIGITAL TECHNOLOGIES IN ADULT EDUCATION
SOCIAL LEARNING THEORIES
Athabasca University. (2016). The Community of Inquiry.
[Web site]. Available from https://coi.athabascau.ca/
Moore, M. (1989). Editorial: Three types of interaction. The
American Journal of Distance Education, 3(2), 1-7. Available from
http://dx.doi.org/10.1080/08923648909526659
Moore, M. (1991). Editorial: Distance education theory. The
American Journal of Distance Education, 5(3), 1-6. Available from
http://dx.doi.org/10.1080/08923649109526758
Transactional Distance Theory](https://image.slidesharecdn.com/educ5405wk2s20-200407184534/85/EDUC5405G-Lesson-2-S21-21-320.jpg)
EDUC5405G - Lesson 2 (S21)
- 1. digitaltechnologies in adult education Group A (6-7:20 pm ET) Agenda: • Check-In • Social Learning Theories: • CoI • TDT • ZPD • Social-Constructivism & Activity Theory • Connectivism • Using Digital Technologies for Learning: Key Points • Breakout Activity
- 2. DIGITAL TECHNOLOGIES IN ADULT EDUCATION CHECK-IN • How was Lesson 1? • What did you really think of the ThingLink activity? • Where are you with the Lesson 2 readings? • Where do you need us to focus?
- 3. DIGITAL TECHNOLOGIES IN ADULT EDUCATION SOCIAL LEARNING THEORIES Athabasca University. (2016). The Community of Inquiry. [Web site]. Available from https://coi.athabascau.ca/ Moore, M. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1-7. Available from http://dx.doi.org/10.1080/08923648909526659 Moore, M. (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1-6. Available from http://dx.doi.org/10.1080/08923649109526758 Transactional Distance Theory
- 6. “Processes of meaning-making, integrating new information, and creating knowledge are not only enhanced and stimulated through reaction, discussion, and argument with others but also much knowledge confirmation, interpretation, contextualization, and validation happens only through interaction with others.” (Dron & Anderson, 2014, p. 39)
- 7. DIGITAL TECHNOLOGIES IN ADULT EDUCATION ZONE OF PROXIMAL DEVELOPMENT
- 9. DIGITAL TECHNOLOGIES IN ADULT EDUCATION SOCIAL CONSTRUCTIVISM AND ACTIVITY THEORY https://youtu.be/DJxFzL-2xPQ (5:05)
- 10. DIGITAL TECHNOLOGIES IN ADULT EDUCATION ACTIVITY THEORY
- 11. DIGITAL TECHNOLOGIES IN ADULT EDUCATION CONNECTIVISM https://youtu.be/gyA7uGkZlY8 (3:30)
- 12. DIGITAL TECHNOLOGIES IN ADULT EDUCATION USING TECHNOLOGIES FOR LEARNING Key Points: Chapter 1 • Adult learners want/need to know where they’re going. • They want/need to know how they’re going to get there. • They want/need to know why they’re going that way. • They need these answers, and appropriate supports, to avoid fear and anxiety over the unknown!
- 13. DIGITAL TECHNOLOGIES IN ADULT EDUCATION USING TECHNOLOGIES FOR LEARNING Key Points: Chapter 2 • Who, exactly, are your learners? • Your learners are not you! • Your learners have different purposes and motivations. • All learners need a big picture and a clear path. • Some newer learners may need more scaffolding. • Other learners may need you to get out of their way! • Learning experiences need to be two-way interactions.
- 14. DIGITAL TECHNOLOGIES IN ADULT EDUCATION USING TECHNOLOGIES FOR LEARNING Key Points: Chapter 3 • Understand the real reason for learning. • Define the problem before the solution. • Is the learning something the learner really needs? • Can you tell if they’ve achieved the objective? • Use appropriate strategies for the learning objective, then pick tools that complement the objective and strategies.
- 15. DIGITAL TECHNOLOGIES IN ADULT EDUCATION BREAKOUT ACTIVITY Group A Padlet Link: https://padlet.com/robpower74/m3e6iho6fk6w Instructions: Individually (5 minutes): • Review Pappas (2012) & UNSW (2016) Group (10 minutes): • Select one app or tool • Discuss how it can be used to support social learning with adult learners. How can it promote a Community of Inquiry? • Summarize your thoughts by posting to the Padlet board. Whole Class: • Choose one group member to summarize your group’s thoughts in Adobe Connect
- 17. DIGITAL TECHNOLOGIES IN ADULT EDUCATION TO DO • Finish Lesson 2 readings. • Share your thoughts on the Lesson 2 readings using Padlet / Forum / Blog. • Start thinking about your lesson plan assignment: o What will your topic be? o What will be your learning objective(s)? o Who will your learners be? o What digital tool would you like to look at for Assignment 3 and 4? • Don’t forget to setup your Blog, and share the link using the wiki in Canvas!
- 18. Break Time! …back to start the session with Group B at 7:40 pm ET…
- 19. digitaltechnologies in adult education Group B (7:40-9 pm ET) Agenda: • Check-In • Social Learning Theories: • CoI • TDT • ZPD • Social-Constructivism & Activity Theory • Connectivism • Using Digital Technologies for Learning: Key Points • Breakout Activity
- 20. DIGITAL TECHNOLOGIES IN ADULT EDUCATION CHECK-IN • How was Lesson 1? • What did you really think of the ThingLink activity? • Where are you with the Lesson 2 readings? • Where do you need us to focus?
- 21. DIGITAL TECHNOLOGIES IN ADULT EDUCATION SOCIAL LEARNING THEORIES Athabasca University. (2016). The Community of Inquiry. [Web site]. Available from https://coi.athabascau.ca/ Moore, M. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1-7. Available from http://dx.doi.org/10.1080/08923648909526659 Moore, M. (1991). Editorial: Distance education theory. The American Journal of Distance Education, 5(3), 1-6. Available from http://dx.doi.org/10.1080/08923649109526758 Transactional Distance Theory
- 24. “Processes of meaning-making, integrating new information, and creating knowledge are not only enhanced and stimulated through reaction, discussion, and argument with others but also much knowledge confirmation, interpretation, contextualization, and validation happens only through interaction with others.” (Dron & Anderson, 2014, p. 39)
- 25. DIGITAL TECHNOLOGIES IN ADULT EDUCATION ZONE OF PROXIMAL DEVELOPMENT
- 27. DIGITAL TECHNOLOGIES IN ADULT EDUCATION SOCIAL CONSTRUCTIVISM AND ACTIVITY THEORY https://youtu.be/DJxFzL-2xPQ (5:05)
- 28. DIGITAL TECHNOLOGIES IN ADULT EDUCATION ACTIVITY THEORY
- 29. DIGITAL TECHNOLOGIES IN ADULT EDUCATION CONNECTIVISM https://youtu.be/gyA7uGkZlY8 (3:30)
- 30. DIGITAL TECHNOLOGIES IN ADULT EDUCATION USING TECHNOLOGIES FOR LEARNING Key Points: Chapter 1 • Adult learners want/need to know where they’re going. • They want/need to know how they’re going to get there. • They want/need to know why they’re going that way. • They need these answers, and appropriate supports, to avoid fear and anxiety over the unknown!
- 31. DIGITAL TECHNOLOGIES IN ADULT EDUCATION USING TECHNOLOGIES FOR LEARNING Key Points: Chapter 2 • Who, exactly, are your learners? • Your learners are not you! • Your learners have different purposes and motivations. • All learners need a big picture and a clear path. • Some newer learners may need more scaffolding. • Other learners may need you to get out of their way! • Learning experiences need to be two-way interactions.
- 32. DIGITAL TECHNOLOGIES IN ADULT EDUCATION USING TECHNOLOGIES FOR LEARNING Key Points: Chapter 3 • Understand the real reason for learning. • Define the problem before the solution. • Is the learning something the learner really needs? • Can you tell if they’ve achieved the objective? • Use appropriate strategies for the learning objective, then pick tools that complement the objective and strategies.
- 33. DIGITAL TECHNOLOGIES IN ADULT EDUCATION BREAKOUT ACTIVITY Group B Padlet Link: https://padlet.com/robpower74/6il2y4tpmelh Instructions: Individually (5 minutes): • Review Pappas (2012) & UNSW (2016) Group (10 minutes): • Select one app or tool • Discuss how it can be used to support social learning with adult learners. How can it promote a Community of Inquiry? • Summarize your thoughts by posting to the Padlet board. Whole Class: • Choose one group member to summarize your group’s thoughts in Adobe Connect
- 35. DIGITAL TECHNOLOGIES IN ADULT EDUCATION TO DO • Finish Lesson 2 readings. • Share your thoughts on the Lesson 2 readings using Padlet / Forum / Blog. • Start thinking about your lesson plan assignment: o What will your topic be? o What will be your learning objective(s)? o Who will your learners be? o What digital tool would you like to look at for Assignment 3 and 4? • Don’t forget to setup your Blog, and share the link using the wiki in Canvas!