1. Reaching Beyond the Physical
Classroom: Using Online
Educational Technology to Offer
and Enhance Formation for Adults
Charlotte McCorquodale, PhD
Ministry Training Source
S

2. Find a Partner
and Share
S Who, Where, What?
S Why did you sign up for this workshop?
S What is something you hope we
discuss today?
S What type of online course would you
want to create? Who is your audience?

3. Where are
we headed
today?

Purposes of online learning;
and reviewing best practices
for online learning, including a
change of mindset for both
teachers and students as they
adopt online and blended
learning
 Overview of how to develop
online learning that reaches all
learning styles.
 Examples of online courses.

4. Mobile Devices
As of May 2013:
S 91% of American adults have a cell phone
S 56% of American adults have a smartphone
S 28% of cell owners own an Android; 25% own an iPhone; 4% own a
Blackberry
S 34% of American adults own a tablet computer
As of January 2013:
S 26% of American adults own an e-reader

5. The % of cell phone owners
who use their cell phone to…
S Take a picture: 82
S Send or receive text messages: 80
S Access the internet: 56
S Send or receive email: 50
S Record Video: 44
S Download Apps: 43
S Look for health or medical information online: 31
S Check bank account balance or do any online banking:
29

6. Online Learning
vs.
Classroom Learning
S

7. How
would
you
define
????

8. Learning is the process of
making meaning.
-Robert Kegan

9. HAS LEARNING CHANGED?

10. Has learning changed?
• Is it more social or
individualized?
• Is it more formal or
informal?
• Is it easier or harder?

11. Have you ever taken
an online course?
S What grade would you
give the learning
experience?
S What parts were good
or effective?
S What needed
improvement?

12. IS LEARNING THE SAME WHEN IT
TAKES PLACE ONLINE?

13. Online learning is very
different from learning
that happens in a
face-to-face setting.
TRUE OR FALSE
S

14. Online learning is
easier than face-to-face
classroom learning.
TRUE OR FALSE
S

15. Online learning is more
difficult for the student.
TRUE OR FALSE
S

16. Online learning is more
difficult for the teacher.
TRUE OR FALSE
S

17. Types of
Online
Learning
 Supplemental or
Resource Course
 E-Learning Course
 Online Only
Course
 Blended Course

18. Online Only
Course Elements
 A Course Overview/Syllabus/Calendar
 Types Learning Activities: Surveys,
Research, Point & Click Content, Interviews,
Tests, Blogs, Wiki’s, etc.
 Web-based Presentations &Webinars
 Readings: Required & Supplemental
 Practical Course Assessments
 WWW Links Library
 Online Discussions

19. LET’S PLAY JEOPARDY
KEY TO EFFECTIVE ONLINE LEARNING

21. LET’S PLAY JEOPARDY
KEY TO EFFECTIVE ONLINE LEARNING
What is intentionality?

22. INTENTIONALITY
KEY TO EFFECTIVE ONLINE LEARNING
• Instructional design
• Communication
• Structured Learning Activities
• Individual and Community Learning
• Orientation and Technical Support

23. What makes an effective
online learning program?
S Intentional integration of
instructional design
S Engagement of learners through
practical relevant discussions and
learning activities
S Appropriate use of technology
resources

24. Developing
Content for
Online
Learning

25. Principles of Managing
Online Learning
from Transition from the Classroom to the Web
S Developing and managing online courses are time-intensive
activities.
S Students and faculty must have clear communication
guidelines.
S Engagement of the learner to promote active learning and
community is essential in online instruction.
S Online learners benefit from clear assignment guidelines and
deadlines.
S Online learners benefit from both individual and group
activities.
S Immediate, relevant, and continuous feedback promote

26. Tips for Creating Effective
Online Education
S Orientation & Technical Support
S Structuring Course in to Modules or Learning Blocks
S Frequency of Communication & Feedback from Faculty
S Use of Readings
S Use of Learning Journal or Student Blogs
S Vary Types of Learning Activities including Use of
Asynchronous and Synchronous Learning Presentations
S Discussion Board Techniques
S Use of Small Group & Collaborative Learning

27. Keys to Successful Online
Learning
S Be intentional about learning!
S Be persistent in overcoming
learning challenges!
S Be committed to the learning
community!

28. Technology-Centered
vs.
Learner-Centered

29. Motivation is
the key to all
learning!

30. Yay, we have the best
online learning community!!!!

31. Online Learning Tools
S Coursesites by Blackboard: www.coursesites.com
S Moodle: www.moodle.com
S Google+ Hangouts:
S Webinar Tools:

32. What to look for
in a webinar product/provider?







Interaction tools such as polls and status tools
(raise hand, applaud, laugh, step-a-away)
Text chat available to participants and
speakers
Option to Record
Audio Options including integrated telephone
and VoIP
Breakout rooms
File sharing and screen sharing functions
Multiple screen layouts

33. Go-to-
Webinar
Adobe
Connect
Pro
Elluminate
Wiz IQ
Google
Hangout
Google Air
Skype
There are 1000s
of virtual
gathering tools
on line. Here
are a few
popular ones.

34. Let’s Hangout…
http://www.youtube.com/watch?v=4oouI7KSeao
http://www.youtube.com/watch?v=XkpjZ7oA_Qg

35. Tip #1
Have a Host or
Moderator
 Orients
participants to webinar
site
 Monitors text chat or
backchannel
 Feed questions to presenters
 Provides tech support for
participants and presenter(s)
 Possible dialogue partner

36. Tip #2
Use Polls

When to use a poll?




Different poll types:





Use polls before you provide
learning point
Introduce participants to each
other
Test knowledge, skill, or
experience on topic
Multiple choice
Multiple answer
Chat question (avoid broad
general questions)
Yes/No or Agree/Disagree
Always have in slide and in
polling function
How often
should polls
be used?

37. Tip #3
Use your different PODS and
screen views
 Polls
 Document
Q
sharing
&A
 Text chat pod &
multiple text chat pods
 Notes pod
 Video clips
 Application sharing

38. Use Text Chat
Pod for
Engagement
 For
Tip #4
ADD YOUR THOUGHTS HERE
participants asking questions
 Invite participants to share their
experiences related to the learning
topic and contribute to learning of
others by sharing examples or resources
 Using problem-solving questions
 Use chat to ask participants to apply
learning at the end of webinar

39. Tip #4
(Tip 4 Continued): Using Text
Chat for Engagement

Different group sizes require different
strategies



Don’t always allow chatting especially in large
groups because it can be distracting,
encourage private chats if needed
Try using the multiple chat pods by dividing
participants into groups such as born from
January to June and then July to December or
to get learners to pick a question that relates to
their experience or knowledge
Do not read chat verbatim; highlight
comments by skimming and looking for
responses that help make teaching point

40. Tip #5
The Zen of Web Delivery

What makes a good virtual classroom
presentation?





Include more images and less words
Encourage to simulate a F2F
presentation such as to stand when
presenting to, have other people in the
room with them so that they can get
non-verbal feedback (especially if they
are new to using the medium for
training)
Do not to read a script and use a
headset so hands are free
Remember pause and breathe,
especially if things do not go as
planned
If you are not the presenter then train
the presenter on both the technology
and tips for success

41. Tip #5
(Tip 5 Continued) Keep Learners
Engaged through Scenarios,
Videos, and Storytelling in a
Virtual environment




Personalize the
presentation with stories at
beginning and end or use
a story to create a thread
through the presentation
Use Scenarios
Embed Videos
Pictures and images

42. Tip #6
Preparing participants for
success
 Ask
participants to register even
it it is free (get a commitment)
 Send reminders at least 2-3 days
before and the day of the
webinar
 Make sure you as well as your
users get on to the webinar site
at least 30 minutes prior to the
webinar so that a system check
can occur.

43. Tip #7
Use Multiple
Voices
 Have
multiple presenters or guests to present
a case study example on topic
 Create dialogue with host/moderator
 Invite participants to speak or ask questions
or make comments (but don’t ask for
volunteers)
 For large webinars create a participant
panel in advance

44. 4-MAT LEARNING
THEORY
A Cycle of Learning that Addresses ALL
Learning Styles
S

45. Understanding
Learning Theories
• There are many theories on
learning, we will look at the 4-MAT
System developed by Dr. Bernice
McCarthy from her book, About
Learning
• Two major elements or movements
in how people learn (David Kolb
and Kurt Lewin):
o Perceiving: How we both experience
and take in the experience
o Processing: How we react, confront,
and become the creators we are
meant to be.

47. Perceiving
This line represents how we take
in the things we learn.

48. Sensing/feeling
We perceive in
two ways.
We sense/feel
our experiences
and then we
think our
experiences.
Thinking

49. Scholars have describe these two
aspects of perceiving in many ways.
Sensory (Piaget)
Perception (Jung)
Subject (Kegan)
Heart (Caap)
Concrete and Direct Experience (Kolb an Hunt)
Apprehension (Dewey)
Sensing/Feeling (McCarthy)
Representative (Piaget)
Object (Kegan)
Judgment (Jung)
Head (Caap)
Abstract Conceptualization (Kolb an Hunt)
Comprehension (Dewey)
Thinking (McCarthy)

50. This line represents what we
do with what we take in.
Processing

51. We process in two ways: Reflecting and Acting
Processing
Acting
Reflecting
We process what we learn, we deal with it in
some way that helps us to use it and to
integrate it so that it becomes
a permanent part of our lives.

52. Scholars have describe these two aspects of
processing in many ways.
Extension (Kolb)
Intention (Kolb)
Extraversion (Jung)
Introversion (Jung)
Outsight (Jones)
Insight (Jones)
Action Mode
(Diekman)
Receptive Model
(Diekman)
Doing (McCarthy)
Reflecting (McCarthy)

53. Dr. Bernice McCarthy’s 4MAT Learning Cycle
Sensing/feeling
Why?
If ?
Reflecting
Acting
How?
What?
Thinking

54. A Cycle of Instruction

55. Right and Left Mode Processing
We know, too, that learning entails interaction between the right and left brain.
Left – Operates best through
structure, sequence. Prefers
language, is
sequential,
examines the
elements, has
number sense.
Works to analyse
or break
down information.
Right – Operates out of
being, comprehends
images, seeks patterns,
creates metaphors,
is simultaneous.
Strives to synthesize,
consolidate
information.
http://www.intelliscript.net/test_area/questionnair
e/questionnaire.cgi

56. The interplay between right and left is
crucial to higher learning and thinking.

58. What is your 4MAT learning style?
http://www.aboutlearning.com/assessments/learning-type-measure
Type Four: Dynamic Learning
Doing and feeling. Seeking hidden
possibilities, exploring, learning by
trial and error, self-discovery.
Creating original adaptations.
Key question: If?
Type One: Imaginative Learning
Feeling and watching, seeking
personal associations, meaning,
involvement.
Making connections.
Key question: Why?
Type Three Common Sense
Learning
Thinking and doing. Experimenting,
building, creating usability.
Tinkering. Applying ideas.
Key question: How?
Type Two: Analytic Learning
Listening to and thinking about
information; seeking facts,
thinking through ideas; learning
what the experts think.
Formulating ideas.
Key question: What?

59. What’s your
learning style?

60. Charlotte
McCorquodale
www.slideshare.net
charlotte@ministrytrainingsource.org
S