E learning

2009 Options
by Mandy Downing
 Introduction
• Nowadays, we ignore technology at our
peril. Students use technology in all their
social activities and we need to embrace
such gadgets in student learning
• Podcasts, DVDs and other technology
create a modern and interactive
environment in which today’s students
thrive
• What is e-learning?
 Definition
• E-learning: "Covers a wide set of
applications and processes such as Web-
based learning, computer-based learning,
virtual classrooms, and digital
collaboration. It includes the delivery of
content via Internet, intranet/extranet
(LAN/WAN), audio- and videotape,
satellite broadcast, interactive TV, and CD-
ROM." (Kaplan-Leiserson, 2000)
 What does e-learning include?
• Computers • Pod Casts
• Software • Videos
• Technical equipment • DVDs
– Lego, Solar cars • Class Capture
• Web • Forums / Discussion
• Pens/Tablets Groups
• Graphics Calculators • WDDS / Movement
• Computers in Exams sensors
• Whiteboards • Any form of learning
• iPod / iPod Touch which has an
electronic basis
Hardware / Software
 Promoting Learner Involvement

• “A constructivist perspective views learners as actively

engaged in making meaning, and teaching with that
approach looks for what students can analyze,
investigate, collaborate, share, build and generate based
on what they already know, rather than what facts, skills,
and processes they can parrot. Some of the tenets of
constructivism in pedagogical terms include:”
Students come to class with an established world-view, formed by
years of prior experience and learning.
Even as it evolves, a student’s world-view filters all experiences and
affects their interpretations of observations.
For students to change their world-view requires work.
Students learn from each other as well as the teacher.
Students learn better by doing.
Allowing and creating opportunities for all to have a voice promotes
the construction of new ideas.
 School resources
• Schools are now generally well equipped
with computers and networks
• Given the school has resources available
for students, there is a wide range of
activities students can be involved in.
• These can be managed via a virtual
learning environment
 Virtual Learning Environment

• Moodle is one such – Glossaries

environment – Labels
• It allows: – Lessons
– Online / Offline – Quizzes
Assignments – Resources
– Chat – Workshops
– Choice / Surveys
– Database
– Forums
VLE Environment
 Setting up a course
• Typical tools used in a course are:
• Forum
• Student Glossary
• Assignment upload
• Chat Room
• Messaging
• Calendar – Upcoming course events
schedule
 Resourced or linked to
• Online Textbook – Related websites
• Timelines • Student Notes
• Quiz • Video links
• Links to resources • Revision
such as • Embedded
– Online books Wikipedia search
– Podcasts engine
– Interactive maps • Research
Example Log
Database Creator
 Google Forms
• Google Forms are a function of Google
Docs. They are very simple to create –
simplicity of use being one of Google’s
principles. Information from submitted
forms feeds into a Google Spreadsheet
and results can also be viewed in a nice
graphical summary view.
 Uses of Google Forms
• Setting Group Preferences
• Intro to the Course Questionnaire
• Word Association tasks
• End of Topic Surveys
• Gathering Contact List Details
• Online Application Forms
• Class Vote or Team Vote
• Group Member and Topic Preferences
• Forms can be with themes, emailed as a link or added to
web pages by embedding or linking, adding new
columns in the spreadsheet without affecting later entries
into the form, time/date-stamped entries, summary
graphs
Setting up a Google form
Database response
 Blended Learning
• Mark Callagher says
• “Blended Learning as the introduction of
the best of online learning tools and
strategies into a face-to-face learning
environment with an emphasis on
engagement through increased
participation and interaction.”
• The online environment allows anytime,
anywhere, learning
 Interactivity
• In educational theory interactivity has been
defined more broadly as communication,
participation and feedback (Muirhead,
1999) or as an interplay and exchange in
which individuals and groups influence
each other (Roblyer & Ekhaml, 2000).
 Good Interaction
• Student learning experiences are far more significant
when they are active, interactive and reflective (Payne,
2007). Some believe that student interactions are an
essential condition for learning and that those
interactions contribute to deeper learning and more
meaning as new information is presented (Ally, 2004,
Mayes, 2006). The increase in student learning through
interactions can be measured by increased engagement,
assessment performance and student satisfaction (Zirkin
& Umler, 1995; Mishra & Juway, 2006).
• An attempt at social presence in purely distance
education, particularly through the use of asynchronous
forums, has evolved into a perceived necessity for
enhancing blended learning (Anderson, 2005).
• The need for high levels of interactivity is now seen as
an essential element of the effective integration of ICT’s
into a face to face learning environment. These ICT’s
can also create new learning possibilities by expanding
student interactions to include more diverse and global
communities (MCEETYA, 2005).
• The argument that interactivity is enhanced in a blended learning
environment I will leave to Weaver, Spratt and Nair (2008) who,
having researched the implications for quality when using a learning
management system, claimed that
• … the appropriation of technology for teaching suggests great
opportunities for the promotion of innovative and interactive quality
e-learning environments …
• and that
• … such pedagogies aim to encourage learners to become
autonomous lifelong learners, capable of problem solving and
critical thinking, and to move them from being passive recipients of
information and knowledge to being active, enthusiastic learners
and knowledge creators.
 What do students think?
• A survey completed by Mark Callagher shows:
• Students were asked in a questionnaire (n=24) to rate the usefulness of
online resources and activities in helping them to understand the content.
The readings (89% positive rating) and the quizzes (87% positive rating)
rated highest by a big margin. Students in the focus group emphasised how
useful they thought the online textbook was saying that the interface and
layout made it easy to read:
• ... it was easy because of the tabs down the side. And you can click on
those. In a textbook you have to go back to index and look and then look up
the page whereas with these, you could just click on the tab you wanted.
• They also rated the quiz as a really good way to revise and as a tool which
helped with comprehension and retention of information:
• With the quizzes … it was like good because if you read the textbook, you
just like read it and you forget about it … but if you do the quiz you have to
go back and think about it and it sort of stays in your brain that way.
 Teacher response
• I think that definitely the forums meant that
a wider range of kids took part and I think
as a result of being stuff that they had to
write down and see their name next to it
was quite thoughtful, whereas in class
there might be fewer kids that were
engaged in sort of taking part in those sort
of discussions.
 Range / Delivery
• The Learning Management System enables greater
range of content delivery modes to meet the needs of
different learning styles.
• Some students preferred to just read content and do the
quizzes.
• Some students really enjoyed the podcasts that were
made available.
• Others liked learning from the YouTube documentary
videos.
• Others preferred a lot of discussion whereas some
preferred little.
 Parental view
• The online learning seemed very effective in capturing
attention and enthusiasm. He spent a great many hours
watching podcasts and reading online we often had
trouble pulling him away from it! The historical footage
undoubtedly made the subject more real for him as well
as being more interesting than reading a lot of text on its
own. From what I observed, there was a lot of flexibility
in that he could choose from a considerable range of
options and spend as long on different aspects as he
wished so he could follow up what seemed most
interesting to him in greater detail, and he was often
drawn from one thing into another.
 Aims for E-Learning
1. All students and teachers will have access to
information technology in their classrooms, schools,
communities, and homes.
2. All teachers will use technology effectively to help
students achieve high academic standards.
3. All students will have technology and information
literacy skills.
4. Research and evaluation will improve the next
generation of technology applications for teaching and
learning.
5. Digital content and networked applications will
transform teaching and learning.
 Popular Methods

MP3 / MP4 players can be used listen to or watch videos or pod

casts prepared by teachers, or downloaded from the internet
 Interactive Whiteboard

Interactive whiteboards use software and annotative tools to

seamlessly highlight, draw, capture and export at the touch of a finger
iPod Touch in School?
 Thanks
• Thanks go to the following
people/companies for their contribution to
this presentation
• Google forms
• Moodle
• Ischool initiative
• Mark Callagher – Wellington High School