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  • 1. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi
    • 1. Teaching and tutoring approaches in e-learning environments
  • - environments
  • - activity
  • - instruction models and orientations
  • - online guidance/facilitation
  • - elearner and elearning
  • 2. Human relations and community questions in online education
  • (The soul of virtual reality)
  • experienced virtuality (7 features)
  • virtual personality and identity
  • - virtual sociability, emotionality and rationality
  • -interaction and collaboration
  • - community

2. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi E-learning environments - email - www - software (working programs) - LMS, CMS -web2.0/ social media 1. 3. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi E-learning activity - passive - active - materials, sites - possibility for individual reactions and shared interaction -animations - dynamic materials - asynchronous - synchronous - mainly text based communication - chats etc. virtual conferencing, virtual classrooms - games and simulations -edutainment - online communities, worlds-facebook ,second life ,habbohotel 1. 4. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Instruction models and orientations - Structural models Materials Tasks Feedback The linear structural model Materials Tasks Feedback The expansive structural modell 1. 5. - Semistructural model Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Materials Tasks Feedback Participant resources Discussions Collective output 1. 6. - Open interactive model Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Materials Participants'knowledge and experiences Individuals' interpretations and meanings Dialogical process Emergent individual and collective outputs Usually focused on some determined themes 1. 7. - Emergent model Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Participants'knowledge, skills, attitudes and experiences Individuals' interpretations and meanings Dialogical process The common interest Emergent developing in cognitive, emotional and social knowledge and skills Individualeffects Collective effects The social, cultural and functional learning environment Materials Might be focused, but the outcome is unpredicted 1. 8.

  • - material centred instruction
  • - expert centred instruction
  • - task centred instruction
  • - interaction centred instruction
  • - peer work centred instruction
  • problem centred instruction
  • expert based ,work basedandlife based learning / instruction
  • - environment construction as teaching;curatorial teaching

Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Instructionalorientations 1. 9. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Online guidance/facilitation - successful online learning and guidance/facilitation - instructions/advises and g./f. - technology g./f. - admistrative g./f. - social f. 1. 10. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi pedagogical g./f. - activity g./f. - interaction g./f. - reflection g./f. Activity g/f Interactive g/f Reflective g/f Sensitivity to encounter Seduction OpennessEmpathy Presence Sensitivity to perceive Interest Cognitive curiosity Content authority Enthusiasm Situation sensitivity Rythm; periodical progress; sense of intervals Initiative Facilitation of an unique online learning event 1. 11. Facilitator roles Tutor roles (social process) - participation tutor - interaction tutor - peer tutor Mentor roles (content process) - gestalt mentor - idea mentor - content mentor Responcibility trainer/educator - both tutor and mentor - responcible for the hole online course etc. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi 1. 12. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Hijacking the facilitation (competence difficulties and challenges) hyperactivity - good student - question mill - standing in the middle - instruction factory isolation - to do nothing - exact and conceptualsummaries - letter writing - separate notices/attentions 1. 13. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Essence of facilitation a) detailed and clear intructions (always when needed) b) support of meeting each others and motivation c) virtualpresenceof a facilitator - time binded presence (feeling that my contributions are noticed at once, directly by facilitator - when neded) - personal(emotional) presence - social presence - cognitive/expert presence 1. 14. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Elearner and elearning Virtual student (elearner ) Features( Palloff-Pratt,Virtual Student) - access to a computer and an internet, and skills to use them - open-minded about sharing personal details about their lives, work,and other educational experiences - is not hinderedby the absence auditory and visual cues in thecommunication process - is self-motivated and self-disciplined - is willing to commit a significant amount of time to his/her studies weekly - can work collaboratively - is a critical thinker - has the ability to reflect - is flexible ( high level learning can hapen everywhare and anytime) 1. 15. Elearning styles (Palloff-Pratt, Virtual Student) - Visual-verbal: Prefers to read information - Visual-nonverbal or visual-spatial: Prefer working with grafics or diagrams to represent information - Auditory-verbal or verbal-linguistic: Prefers to hear material being presented - Tactile-kinesthetic or bodily-kinestehetic: prefers physical, hands-on activity - Logical-mathematical: Prefers reasoning,logic and number - Interpersonal-relational: Prefers working with others - Intrapersonal-relational: Prefers reflection and working with others Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi 1. 16. Elearner types (virtual student types/characters) - assimilator - group member - I-myself - associater - brainy - beaver (away) - organiser Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi 1. 17. Elearning Learning frame and elearning, Elearning as an experience,Interaction in elearning Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Learning frame Personal learning frame Educational learning frame Tobe learnd Experiental virtual learning ; eleaner Interaction/ significance relation Other people Freedom-insecurity Unanticipative-incomplete Participation-no-leadership 1. 18. Behaviorism ,Cognitivism ,Constructivism ,Connectivismandelearning Emergent processes and elearning -Abundance and diversity of participation - A social character of participation through individual working to multilateralism - Openness and trust as premises - Self organising management and controlof emergent system - Net personalities of network actors - Authenticity and complexity of freedom and selection - Present sensitivity ofteachers - Initiative, seduction and sense of intervals Kevin Kelly: Out of Control Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Elearning 1. 19. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Experienced virtuality Hecticity: hectic - slow Distance: distant - close (intimate) Revalation: revealing - scary (to express oneself) Partial character: fragmentary - outlined by oneself/self shaped Unanticipation: surprising and getting ideas -frustrating Arrestiveness: addictive orawaking repsession - controlled interest Stratification: bedded, multi-level/burden- bedded, multi-level/effective 2. 20. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Virtual personality and identityPersonality:- no (physical)body - no (physical) faces(especially in asychronous text based communication) -> you have to imagine other net people (to form your own mentalimages of them) - no immediate emotional control - fragmentary and intuitive and associativeonlinethinking - no personal conformity(unity) - processual personality - what does it mean that you dont have a body -> you are not fixed in the environment where your body exists -> it gives you a stonger possibilityfor flow experience -> it may make you to behave in associative manner -> you go (in net) where your soul brings you -> in a sense you have many Is (egos); you (can) choose different orientations, roles, even the onesyou never use in face-to-facecommunication 2. 21. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Identity - mental imagery is the base ofidentity (not physical body) - multi-egos - in net you are always public and your every act is documented -> public and documentary identity: demands strength andcourage to be public 2. 22. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Virtual sociability, emotionality and rationality Sosiability: - alone-together sosiability (compared with f2f together-together sosiability) - mediated (by mental images) sosiability - individual sosiability Emotianality: - fever/fury-frustration; interest-disinterest; sense of power-inefficiency; - hectic-> calm; distant ->sense of contact; revealing -> courage to express; fragmentary ->sensitivity; surprising ->trust; arresting (addictive) ->enthusiasm; bedded/multi-level -> balance, effective - self control of emotionsRationality: -fragmentary, intuitive, assosiative thinking 2. 23. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Interaction and collaboration Interaction: - interaction as an external event:activity with computers; no miens, gestures, poses - interaction as an activity: all normal activity - working, studing,discussion etc.(asynchronously onlyby text ) - is based on virtual personality, identity, sosiability etc. - dialogue is essential part of successful virtual interaction - asking, answering, thinking, assessing, valuing together -dialogueinpractice -creationofdialogue horizon - online discussion:Rheingold Collaboration: - goal oriented prosess (compared with open interaction) - contract concerning interaction - meeting, negoation - output - leader and other activity and social roles - stuctured interaction 2. 24. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Community Virtual communality Hecticity: short anddiscontinuous ->reactive and passiveconnection Distance: mediation, distinguishable -> observation, lurking Revelation: revealing, documentary ->preasure to perform or express correctly Partial character: fragmentary content/behavior -> sense of caos, confusion Unanticipation: surprising, unexpected content/behavior -> astonishment, wondering Arrestiveness: seduction, inthusiasm ->absorbation, addiction Stratification: overlapping, multi-level -> too abundant content/behavior ===> tendence to thin and break down the communality 2. 25. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Strenthening of virtual communality/ tasks of moderatior/facilitator - curative security; to work forthe feeling of security (counterforce for hecticity) - creation and maintenance of connections and intercourse (counterforce for distance) - peer like activity and performance (counterforce for revelation) - analysing, outlining, making summaries (counterforce for partial character) - find, perceive, tellabout developing ideas and encourage to express them (counterforce for unanticipation) - evaluate and deepen the content on hands (counterforce for arrestiveness) - bringing both morale, poise, certainty and control,order, discipline - leadership (counterforce for strafication) 2. 26. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Phases of virtual communality Reactive connection Connection living in isolatedcontactsCommunityexperience withmany becoming realisedinindividual mental images (through computer) Connection in meetings (when met with someone) Multilateral connection born in meeting soul mates Imagery community vanish into virtual space, which is experienced as shared and real with other virtual comrades (computer disappears from awareness) 2. 27. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Dialogue in practice(Aarnio, Enquist, in finnish) Basis of dialogue - active participation - commitment in discussions - reciprocal attitudes and reactions - open and honest expressions - respectful attitudes - no I centred intercourse (speaking/writing, listening/reading) Dialogue dynamics - to express and accept incomplete thinking and mindsets - to build shared understanding by/on the basis of different views - to expand the thought paths by inquiring questions - to open the personal meanings of other participants by questions- to make the tacit mindsets explicit Dialogue progress - laying participants thinking open to consider and question - the progress in discussion is based on perceptions, not on guesses andillusory images - staying long enough with discussion theme before moving ahead - searching for new paths for the conversation 2. 28. Teaching and tutoring approaches in e-learning environments; Human realations and community questions in online education University of Primorska, Slovenia. 3.-7.12.2007 Pekka Ihanainen; pekka.ihanainen(@)haaga-helia.fi Creation ofdialogue horizon monologi monologi monologi monologi monologi monologi; monologinen dialogi monologi; monologinen dialogi monologi; monologinen dialogi monologi; monologinen dialogi dialogi, pariutuminen dialogi, ketjuuntuminen dialogiryppt polylogi foorumit foorumit foorumit polut foorumeilla polut foorumeilla polut foorumeilla tiedonmuodostus sosiaalinen koheesio elmyksellinen kokemus lyllinen havainto Intellectual perceptions Knowledge creation Social cohesion Everyday experience Discussion forums Threads on forumsDiscussion forums Discussion forums Threads on forumsThreads on forumsMonologue Monologue Monologue Monologue Monologue: monologic dialogue Monologue: monologic dialogue Monologue: monologic dialogue Monologue: monologic dialogue Monologue Dialogue, coupling Dialogue, chaining Dialogue clumps Polylogy 2. 29. PLEhttp ://www.elearningeuropa.info/files/media/media11561.pdf http://elearningtech.blogspot.com/2007/05/personal-learning-environment-ple.html KnowPulphttp://www.knowpulp.com/english/ Open educational resourceshttp://www.oercommons.org/ Pedagameshttp://www.peda.net/veraja/jao/tekninen/projektit/pedagames www.pedagames.com Wikicampushttp://www.wikicampus.fi/index.php/Etusivu What is a blog?http://www.commoncraft.com/blogs