sustaining student participation Åke bjørke
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Sustaining student participation Åke Bjørke. E-course designer /convenor UNU/GVU Asst professor Agder University College. Recap. 1. generation: Correspondence-course. 2. generation: Electronic correspondence-school. Communication student-machine. - PowerPoint PPT PresentationTRANSCRIPT
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Sustaining student participationÅke Bjørke
E-course designer /convenor UNU/GVU
Asst professorAgder University College
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Recap
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1. generation: Correspondence-course
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2. generation: Electronic correspondence-school.
Communication student-machine
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3. generation: Interactive, PBDL, CSCL, ”dual-mode” , many – many communication
Community of practice in a good learning environment
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The GVU student and tutor part of global network of practitioners
The GVU partner network
The virtual classroom
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A virtual classroom
• Online
• Global
• With collaborating peers
• Tutor(s)
• Learning resources
• Dynamic and flexible learning for change
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Does it work?
Theories are fine
• But does it work?
• How about quality?
• The good dialogue – is it really there?
• Won’t they drop out after some time?
Experience from:
Kenyatta university
KNUST- Ghana
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Student of current online tutor-course:
”I am getting nostalgic already. How do we maintain contact after the course?”
”When will phase 2 of the course start?””When will this course, phase 1, run again? I
have many in my office that have shown interest.”
Olubodun Olufemi, Accra, Nigeria, 4 May 2006
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Strategies for efficient and enjoyable learning motivating for
LLL
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Different types of knowledge
Aristotle:
• Episteme (To know. Empirical, intellectual, declarative)
• Techne (To do. Technical skills)
• Fronesis(Wisdom: understand situation at hand and decide appropriate action + ability to implement)
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The textbook
May still be there – but what comes in addition in order to make a good study?
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High quality learning situation;”Productive interaction”:
• 1. Active engagement
• 2. Frequent teamwork
• 3. Regular interaction and feedback
• 4. Contextualisation of activities: Basis in realistic and motivating tasks
• 5. Application of information to solve a problem
• 6. Dynamic and adapted for change
• 7. Learning as social activity
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Collective problem solving
• Precondition to solve most problems within science and within complex knowledge production.
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Closed and open working methods
• Closed: study existing (”static”)knowledge• The student must learn existing knowledge
andfit this knowlegde into personal knowledge and experience.
• Open: develop new knowledge (”dynamic”)• Challenge:
Find balance between closed and open studies
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Create Meta-learning environment :
• Helps beginning scholars “learn how to learn” with the new media.
• Provides students with information on the structure of the course and pacing information
• Focus on how to use new media to achieve learning objectives
• Provide active support for new learning processes
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Points for discussion– Choice of content:
authority vs. autonomy. Predetermined content only may be seen as authoritarianism and imposition of frameworks inappropriate for local and individual cultures.
– Individual choice encourages independence, learner activity, gives room for own understanding and needs.
– How use the students’ own experience at least to some extent!
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Points for discussion– Do activities suit students?
Access and flexibility. Independent and flexible studies sine qua non for online learning. However, total independence not feasible in longer studies.
– Pacing. Freedom & autonomy vs. interaction, collaboration and completion of course in reasonable time.
– How to build a good learning environment? How do we create something in cyberspacethat can replace the function of a campus and physical peers in real time?
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The learner’s needs, choices, interaction with, and learning; at the center for flexible, LLL, to obtain knowledge, skills and attitudes needed
Learner-centred education
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The GVU courseFour main elements:• A course description with 27 points giving a standard
framework• A Study Guide with aims, measurable objectives,
learning outcomes, tasks, activities, workload estimate and pacing, reflections, evaluations, grading system
• Learning Resources, e.g.: books, articles, self-instructional courses, video-taped lectures, websites, online library, learning objects such as graphics, animations, videos
• Access to LMS with student support: tutors, peers, access to professors.Student support system level may vary according to needs and financial resources.
A system for maintaining interest:
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Using various ”learning tools” for a good learning environment, from individual learning to....
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... collaboration in CoPs need detailed planning and design
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Visions for future e-learning
• Accepted as a natural part of education, across borders
• May open for ’Blended solutions: combination of e-learning and f-2-f education– Development of e-pedagogy
• National and international networks– for exchange and virtual mobility of students
and staff, expertise and material– Sufficient understanding and economy for
necessary support and guidance
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In focus:
Globalised, open,
flexible,
lifelong learning
in international networks