PPTs for Online Teaching Training(1).pptx

Designing, Implementing And Supporting
Digital Learning
Tindi Seje Nuru, PhD
University of Technology Papua New Guinea
tindi.nuru@pnguot.ac.pg

Learning Outcomes
On successful completion of this colloquy, you shouldbe
able to:
 determine key considerations when designing,
implementing or facilitating digital learningand
teaching; and
 identify the affordances of technologies, andhow
they can be used in blended and Digital learning.

Optimizing Digital Teaching experience
 Use a Personal Learning Network for sounding out
your ideas andgetting feedback and support
 Useyour critical friendsand informal networks
 Communities of Practice; peers in the dpt/campus,
reviewers, students

Context of & for Digital Learning
 Have a school-wide shared usage of the term ‘Digital Learning’
 Have well designed courses, Interactive and Engaging content and
flexible deadlines that allows students pace their learning
 Models of Digital Learning
 On campus, face to faceenvironments
 Fullyonlineenvironments
 Blended learning
.

From Ad-hoc to Design-based Digital Learning
 Keeping the characteristics of yourstudents in mind
 Engaging them in activities that help them achieve the
desired learning outcomes
 Giving students sufficient resources and guidance to
engage in the activities
 Aligning the assessment with the activities and
learning outcomes.

Frameworks for Incorporation of Technology in
learning Design
 Technological Pedagogical Content Knowledge (TPACK)
 Technology Integrated Matrix (TIM)
 Substitution, Augmentation, Modification and
Redefinition (SAMR)

Relating technologies to learning experiences
Learning experience
 Attending, apprehending
 Investigating, exploring,
curating
 Discussing, debating
 Articulating, expressing
Method/technologies examples
 Text, TV, podcast, iTunes, YouTube,
Vimeo
 Library (catalogue), internet search,
social bookmarking
 Discussion board, online
conferencing, social networking
Experimenting, practising  Laboratory, field trip, simulation,
virtual worlds, ‘game’
 Blog, wiki, Google Doc,animation,
model

Engaging Learners? Ask yourself….
 What is the technology environment familiar to your
students?
 Is student learning being enhanced by the use of digital
tools?
 Are you using asynchronous collaborative tools (e.g. discussion
boards, wikis, blogs) to enable a more inclusive environment?
 Are you attempting to future-proof the learning experience?

Interest them on YOUR learning Journey…
 Choose the most appropriate design and collaborative
tools sothat students are not passive in the learning
experience;
 Scaffold interactions between learners online,
 Integrate the digital and physical environments,
 Integrate digital tools, e.g. the Learning Management
Systemand other online applications
 Use technology in assessment design to enable more
authentic assessment.

Site design navigation and user experience
 The learning flow or learning journey forstudents.
 Consider how students access your activities and
materials. ….Quick links
 The use of graphics and clear menu structure
 Use of multimedia

Open Educational Resources (OERs) - reusing
existing materials
 Quite often you won’t have the time or resources to
create multimedia or learning objects fromscratch.
 A good solution is to reuse existing materials thatare
freely available.
 Make sure though that you refer to the copyright
section soas not to be in breach of the copyright rules

Evaluation
 Inyour unitdesign, consider the importance
of obtaining student feedback.
 You may want to use a survey, quiz or feedback
tool within your LMS
 Don’twait until students have completed your
whole unit,….

Facilitate!!
 Aspects to building presence:
 using sharing/Feedback as a communication strategy
 giving clear guidelines to students about the expectations for
participation;
 sustaining participation (via questioning, focussing and
modelling)
 shaping the direction of learning and progressing meaning-
makingand understanding.

Reflecting on your online teaching
 Double check your assumptions on digital teaching so you can improve
both the learning experience for students and your experience of
teaching
 Most teachers assume that familiarity with online environments, and
knowing how to use a computer is enough to prepare students for online
learning
 Another assumption is that 'if you put it online .... they will read it'. Good
news is that you can see who has accessed what and when by looking at
the learning analytics
 Instructors’ attitude towards technology use andtheir levels of digital
literacy play an important role in shaping overall learning experience.

References
Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher
Education Edition. Austin, TX: The New Media Consortium. Retrieved from http://www.nmc.org/publication/nmc-horizon-report-2017-higher-
education-edition/
Baran, E., Correia, A-P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and
competencies of online teachers. Distance Education, 32(3), 421-439. doi:10.1080/01587919.2011.610293
Benson, R., & Brack, C. (2010). Online learning and assessment in higher education: A planning guide. Cambridge, UK: Chandos Publishing.
Bonk, C. J., & Khoo, E. (2014). Adding some TEC-variety: 100+ activities for motivating and retaining learners online. Bloomington, IN: Open
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Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American
Journal of Distance Education, 19(3), 133-148.
Indiana University. (2013, April 19). General tips for choosing technology in a classroom [Blog post]. Retrieved
from https://icoblog.wordpress.com/2013/04/19/general-tips-for-choosing-technology-in-a-classroom/
Kuhlmann, T. (2018). Visual & graphic design [Blog post]. Retrieved from https://blogs.articulate.com/rapid-elearning/visual-graphic-design/
Leonard, E. (n.d.). Great expectations: Students and video in higher education: A SAGE white paper. Retrieved
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Lin, S. (2014). 3 easy methods to create eLearning videos. Retrieved from https://elearningindustry.com/3-easy-methods-create-elearning-videos
Mayer, R. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171-173. doi:10.1016/j.learninstruc.2013.04.003
OECD. (2016). Skills for a digital world: 2016 Ministerial meeting of the digital economy: Background report. OECD Digital Economy Papers (No.
250). OECD Publishing. http://dx.doi.org/10.1787/5jlwz83z3wnw-en (Links to an external site.)
Oliver, R., & Herrington, J. (2001). Teaching and learning online: A beginner's guide to e-learning and e-teaching in higher education. Mount
Lawley, Australia: Centre for Research in Information Technology and Communications, Edith Cowan University.
Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning
environments. The International Review of Research in Open and Distributed Learning, 17(4). doi:10.19173/irrodl.v17i4.2330
Rienties, B., Giesbers, B., Lygo-Baker, S., Ma, H. W. S., & Rees, R. (2016). Why some teachers easily learn to use a new virtual learning
environment: A technology acceptance perspective. Interactive Learning Environments, 24(3). doi:10.1080/10494820.2014.881394
Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the digital university: A review of the history and current state of distance, blended,
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Smith, B., & Brame, C. (n.d.). Blended and online learning. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blended-and-online-
learning/
Standard, R. (2015). Is technology transforming education? Retrieved from http://ltsig.iatefl.org/is-technology-transforming-education/

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