Horizon Report 2016 Forum: Online Learning

Horizon Report 2016:
Online Learning Forum
Jennie Bales, Karen
Bonanno & June Wall
© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
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Housekeeping
• Disclaimer
– The views and opinions are those of the presenter and are
provided as general information which will require further
research to identify the application of the specific
requirements to the participant.
• Restrictions
– Eduwebinar Pty Ltd does NOT give permission for any
capture, recording or reproduction of this webinar in any
format unless you have prior permission.

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Panelists
Karen Bonanno
National Director
Eduwebinar
Jennie Bales
Adjunct Lecturer
CSU
June Wall
eLearning Specialist
June Wall Consultancy

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Jennie Bales
Adjunct lecturer with CSU
Background
– Online learning support teacher
for Year 9 & 10 students
– Completed CSER MOOC digital
technology online course as a
participant.
– Regular webinar participant and
presenter
– Doctoral research investigated
primary school students working
in a collaborative text-based
online environment.

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Karen Bonanno
National Director,
Eduwebinar
Background
– Online professional
learning developer
– Undertaken online courses
as part of my professional
learning
– Online conference
organiser & facilitator

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June Wall
• Education Consultant
• Background
– Design, build & facilitate online
courses
– Consultant for RTO in
instructional design
– Writing for Masters online
course
– Subject Coordinator for
Masters course
– Deliver seminars
– Undertaken online courses

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Horizon Report Digital Toolkit
• Engage community in
thoughtful & informed
discussions about
what’s ahead
Our focus for this session
Online Learning
http://www.cosn.org/focus-areas/leadership-vision/horizon-report

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Discussion Question - Karen
What steps can we take
to improve current online
learning programs?

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Essential Skills
• Self-Direction / Self Discipline
• Learning Preferences
• Technology
• Study Environment

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Self Direction / Discipline
• Time management
– Establish a manageable study schedule
– Commitment
• Problem solving
– Persistence & ask for help
• Self motivation
– “keep an eye on the prize”

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Learning Preferences
• V, A, K, R/W
– Be an active learner
• Digital communication
– Asynchronous / synchronous
• Collaboration
– Instructor & classmates
• Netiquette

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Technology
• Basic computer skills
• Apps & tools
• Advanced searching
– Web & online databases
• Hardware, e.g. web cams, microphones
• Software, e.g. generic, presentation, recording

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Study Environment
• Dedicated space
• Avoid distractions
• Consider ergonomics

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30 questions
• Self Direction
• Learning Preferences
• Study Habits
• Technology Skills
• Computer Equipment
Capabilities
http://www.unc.edu/tlim/ser/

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Discussion Question - Jennie
Some studies show that site-based
mentors and program facilitators can
help students achieve better outcomes
in online learning environments.
Should we consider this kind of
approach?

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Online Presence

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Tools that support facilitation
®Blackboard customised to CSU Interact as a one shop stop for online
learning needs. Considerable breadth of online assistance available (both
CSU and Blackboard)
• Announcements
• Discussion forums
• Online meetings for synchronous communication
• Chat
• Wiki
• Customisation – e.g. add resources, system links such as library, student
support,
• Bring in other tools such as Diigo, Delicious, Survey Monkey, Doodle polls
• Analytics to identify students falling behind – supports outreach and
proactive support

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Facilitator / Guide / Mentor
• Weekly announcements to support students to keep on
track, schedule their commitments, maintain focus and
interest
• Weekly forum task(s) – provide opportunity for
engagement between facilitator and within the cohort.
• Start with an introduction forum, facilitator responds
to every introduction – 1st step to break down barriers
of isolation
• Be available through other means - email, phone,
Skype – promptness and responsiveness is critical

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Online Learning Design:
Communicate & Collaborate
Challenges:
• Isolation
• Confidence and capabilities in an online environment
• Mindset of the learners
Support mechanisms
• Instructional videos
• Scaffolding within learning modules
• Relevance of required tasks to support understanding and assessment
• Interactive components – student input a significant factor to build
engagement and consolidate learning experiences
• Synchronous connections
– Online meetings | Chat | Virtual reality

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Online
Presence

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Discussion Question
How do you evaluate the success of
our current online learning programs?
“Evaluating teaching tasks by applying
traditional measures is unlikely to take account
of the way that students learn in a
connected world or apply the use of digital
technologies to develop knowledge,
therefore it is an invalid measure (Loveless,
2002). An evaluation tool for the digital
age would combine ideas of knowledge,
teaching and learning in a connected world
with the use of digital technologies.” (Starkey,
2011)
Apprenticeship
model?
Flipped
learning?
5 stage model?Students in online conditions
performed modestly better, on
average, than those learning the
same material through traditional
face-to-face instruction

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What are we evaluating?
• Learner success?
• Learner engagement?
• Success of the online tool(s)?
• Organisational outcomes?

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Can we evaluate online learning if
digital fluency is not in evidence?
• No agreed definition
of digital fluency
Millennials place nearly last in
digital literacy (OECD)
Only 17% of US adults
are digitally prepared
Mobile
&
wireless

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Purpose
• Organisation
– Economic rationalisation
– Personalising learning
– Greater reach
• Learners
– Organisation expects it /
mandates it
– Career progression needs it
– Job changing and need to
keep up to date
– Lifelong learner
• Type of learning
– Concepts
– Competency
– Detailed knowledge
• Learning architect?
– Levels of facilitation?
– Levels of personalisation?
– Mentoring?

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What does an
online learner look like?
• Deep learner
• Participatory learner
• Sharing learner

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Delivery methods
• Learning management systems
• Complete integration of learning, assessment,
marking, collaboration and new knowledge
products
• Blended learning – what aspects have been
determined to be F2F and online?

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Pedagogical approach
• Connecting and collaborating -> creativity ->
critical thinking
• Scaffolds
• Rubrics
• Personalisation

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Modes of assessment
• Do they allow for a digital way of learning?
• Or are they the same as the F2F environment?

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Impact on learning
• Short term – do students meet outcomes
required? Drop out rate? Do the resources or
objects used support and engage learners?
• Long term – too soon to tell

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Research concluded that
predominant use of digital
technologies for learning were in
understanding conceptual
knowledge and NOT creating
new knowledge
We need to ensure
we apply learning
theories appropriate
to a digital age

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How do you evaluate the success of
our current online learning programs?
• Positives
– Demands professional
dialogue amongst
educators
– Is meeting the needs of a
small proportion of
students
– Provides learning
opportunities to a broader
proportion of the
population
• Negatives
– Can polarise learners
– Is not suited to mandated
learning*
We need to :
• Match learner needs more
closely to the specific
environments
• Stop thinking transfer and
start thinking transform

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Further reading
Digital Literacy. An NMC Horizon Project Strategic Brief. (2016) Volume 3.3, October 2016
http://www.pewinternet.org/2016/03/22/lifelong-learning-and-technology/
OECD, The Survey of Adult Skills (PIAAC) http://www.oecd.org/skills/piaac/surveyofadultskills.htm
Nigh, J., Pytash, K., Ferdig, R., Merchant, W. (2015) Investigating the Potential of MOOCs in K-12 Teaching and Learning
Environments in Journal of Online Learning Research (2015) 1(1), 85-106
Gilly Salmon, (20?) Five stage model http://www.gillysalmon.com/five-stage-model.html
Louise Starkey (2011) Evaluating learning in the 21st century: a digital age learning matrix, Technology, Pedagogy and
Education, 20:1, 19-39
US Department of Education. (2010) Evaluation of Evidence-Based Practices in Online Learning
https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

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http://www.capterra.com/learning-management-system-
software/#infographic

In Closing
Jennie Bales
https://jenniebales.wordpress.com/
Karen Bonanno
http://eduwebinar.com.au
http://kb.com.au
June Wall
http://junewall.com.au/
Future events
http://eduwebinar.com.au/webinars

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Boosting your professional competence
43
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Horizon Report 2016 Forum: Online Learning

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