The Future of Learning

Lisa Neallisaneal.comlisa@acm.org

2

Is the future of learning about…

Exhibitionism?Voyeurism?Convenience?Multitasking?

3

Web 2.0

Creating, not just consuming

“Leveraging the collective intelligence of the group”

Instant manipulations of dataMash-ups

4

Learning 2.0+

Leveraging the capabilities of Web 1.0 and Web 2.0 to enhance educationNot new technologies but the creative use of novel and traditional technologiesWith goal of exciting and engaging learners

5

Overview

3 examples of online courses3 more examples of online courses1 final example – online health communityConclusions

6

My hobby: “Taking” online courses

More of a heuristic evaluationWhat is done wellWhat is done poorlyWhat is innovative or creativeWhat to avoid

3 highlights of my collection

7

Example 1: Taking a course for “fun”

8

Example 2: Observing a learner

My friend offered to have me observe him take a mandatory ethics course

Think aloud protocolLogged in with his employee numberCourse included multiple choice questions, mouseovers, video of the CEO, audio/text…What was the most interesting observation?

9

“The ethics of tracking”

Behavior was almost entirely guided by the assumption that he was being tracked

How long he spent on each slideWhether he followed optional linksHow he answered multiple choice questions

Without even knowing about LMSs

10

Example 3: Being an online learner

Mandatory course on workplace harassmentDespite good intentions…

Took course on a Saturday afternoonLast possible day

11

What did I learn?

Less than I might have learned from a well-written handout because

Saturday afternoonDidn’t resonateClean instead of messy examplesMultiple choice questions required little thoughtNo opportunity to interact with peers or mentors

Pivotal experience

12

Improving the learner experience

Constructive – improving not redesigningSmall changes could have dramatically improved these courses

Organizational changes, to improve receptivity

Time off“Carrot” instead of “stick”Course evaluation

Design changes

13

3 examples: Hepatitis, Ethics, and Sexual Harassment courses

Online courses should provide:1. Opportunities for reflection2. Opportunities for demonstration of understanding3. Peer discussion about “real” problems4. Guidance from an expert or mentor3 more examples – and more principles

14

Example 4: Virtual worldsOrchestrated social encountersEncouraging active learning

15

Example 5: Teamwork skills training for clinicians

Textual explanationsVideo scenarios

AuthenticityQuestions

Compare with expert responseFeedback from peer leaders

Reflection exercisesDiscussion with peers

16

Example 6: “You Are the Historian: Investigating the First Thanksgiving”

Plimoth Plantation and the “First Thanksgiving”Needs analysisCompetitive analysisScenario buildingFormative evaluation

17

Plimoth Plantation

Recreated 1627 village in Plymouth, MA

18

Online Learning Center (OLC)

Received Federal appropriation and private funding to build an online learning center

Centered on the “Myth of the First Thanksgiving”Meet 3rd and 5th grade social studies standardsChildren & teachersUnderstandingCultural awarenessFirst OLC

19

Project TeamMuseum staffAssisted by outsiders

Project managerDesigner(s)DeveloperTeachersHarvard Graduate School of Education

Teaching for Understanding (TfU) frameworkFormative Evaluation course

Photography, Audio, Video, Editor, …

20

Design Goals

Capture essence of Plimoth PlantationNot just Thanksgiving but two culturesPerformances of “understanding”Needs assessment: fit lab slots & lessons“Interactive” for childrenCompetitive analysis: find balance between education and fun

Led to: making learning fun

21

You Are the Historian: Investigating the First Thanksgiving

Challenge children to become historians

What is an historian?History as a mystery

“What really happened?”Interpretation of sourcesMystery in the design

22

Children as guides and interpreters

1621 children offer information about their livesModern children guideModern children and home page morph into 1621 children and

i ti

23

Questions

Loading pageOnly one of these is a fact…Can you tell which one?

24

“The game”

What are the myths that exist and why?Activity: drag and drop captions SoundsReward at end and text updateIssues about gaming

25

“Visit the expert”Expertise of Plimoth staffAudio and text

26

Primary sources

Text and audio“Magic lens” for translationExplanation of phrases

27

Wampanoag

Audio, photographs, and videoMap/words in backgroundSeasons and circular thoughtRole of nature“Giving thanks”Reward at end

28

Early Colonists

LayersMouseovers and hidden areasQ&A to provide more depth about aspects of daily life

29

Point of view

Timeline of events and perspectives intertwinedAudio, text, and graphics

Sand dunes

30

Culminating Activity

CreateDemonstrate knowledge and understanding3rd and 5th

grade optionsPrintShare in gallery (eventually)

31

Testing

Formative evaluation by Harvard GSE class using ~100 teachers and children+ visual richness and audio– more activities, more audio, stronger role for

childrenHeuristic evaluation by expertsUsability testing, also measuring learningTeachers: appeal, would you adoptChildren: appeal, use for fun, understanding

32

Before and after: Myths

33

Before and after: Wampa-noag

34

Status

Available at www.plimoth.org/olcAward winning!Future directions include adding online communities

Children can share online exhibitsTeachers can add to the Teacher’s Guide or comment on their use of the site or the Teacher’s Guide

35

ThemesVisual and auditory richness

Replicating museum, even oceanLayers of information to exploreRelevance of activitiesRewards and surprises

Audio, video, animations“Interpreters” with clothing and dialectsDraw in children with children, mystery, historian challenge

36

Back to example 3

Self-paced course on Workplace HarassmentUsed audio, graphics, and text with multiple-choice questions

37

ThemesVisual richness yes not badLayers of information yes linearExploration yes noneRewards/surprises yes noneGuides/experts yes noneMystery yes noneFun yes drearyLearning yes questionable

38

Making learning engagingWhat works for children works for adults!

Variety, layers, rewards, and challengesDesign online learning

So that students are learning, not gamingBring creativity and innovation to course design

Instructional design for e-learning is in its infancyTechniques to incorporate: storytelling, peer learning through online communities, role

39

3 examples: Virtual World, Teamwork Skills, History courses

Online courses should provide:1. Opportunities for reflection2. Opportunities for demonstration of understanding3. Peer discussion about “real” problems in different “roles”4. Guidance from an expert or mentor5. Storytelling to share experiences6. Support for formal and informal learning7. Visual imagery and multimedia as appropriate8. Culturally sensitive design9. Layers of information to encourage exploration10. Formative evaluation: appeal, usability, and learning

40

Online health communities

Educate and support patients and familiesChallenge because population less constrained and more needy

Technology and Internet access and literacyLiteracy and languageHealth literacyEmotional stateCultureAbility/disability

41

Health literacyCommon problems for patient or caregiver

Scared, isolated, or embarrassedDon’t know what to askDon’t understand disease or options

Online health community can offerPeers instead of or in addition to expertsSupport on emotional level through peer storiesReplay or seek clarificationLess time constrained than consultation

42

Learning from the successes of social networking sites

Motivation Many online health communities heavily used because of needProvide better support given health literacy needs

Challenge Capitalize on social networking successes

43

Social networking sitesPurpose

Connect people with shared interests or needsWhat (some) social networking sites do well

Indicate expertise and participation levelsProvide presence awarenessRate value of informationHighlight information and send alertsData miningUpdate and integrate Web 2.0 technologies

44

Membership indicators

Indicators of expertise and participation

Level of participationDuration of involvementRelevant expertise

Participation rewards and incentives

Peer ratings

Growing one’s own community

“Invite a friend”Size can be indicator of status

45

Provide presence awareness

Who else has read thisPopularity indicationSense of connectedness

Who is there and what are they doing

Combats isolationFacilitates synchronous communication

46

Rate value of information

Peer ratingsAccuracyHelpfulness

Peer reviewComments and feedbackValue in perspectives, reflection, questions, and insights

47

Highlight information

Recent contributionsInteresting contributions

Editor or peerAlerts to new informationSubscribe to threads

womenheart.clinicahealth.com

48

Data mining

What was contributedHow to increase accessibility

What do contributions indicate

InterestsQuestionsNeedsExample from roadback.org: antibiotic therapy for rheumatic diseases

49

Update and integrate new technologies

Static vs. updatedTechnology to provide better functionalityWeb 2.0 promotes user control

Example of mash-up to display members on a map to bridge virtual and physical worlds

50

CareHub.org: Educate, support, and connect Latino Alzheimer’s caregivers

4.5 million Americans have Alzheimer’s, projected to grow to between 11.3 and 16 million by 2050Almost 75% of care is at home but uninformed, unsupported, and isolated caregivers face an elevated risk of physical and psychological illnessLatinos are more likely to provide home careBurden is exacerbated by a shortage of culturally-sensitive services and Spanish-language information about dementiaPhase I

Bilingual (Spanish and English) high and low literacy (text and audio) educational website2 evaluations conducted

51

CareHub.org Phase IIExpand upon Phase I with convenient, accessible, and culturally sensitive online education, peer and expert support, and opportunities for social networking

52

CareHub.org Innovations

Culturally competent design developed through the participation of providers, consumers and their families, and community stakeholders Flow between site componentsIndicators of caregiving expertise and contributionsPresence awareness and geographical awarenessBrokering strategies to reach primary caregivers and members of caregiving clustersMultiple formatsFotonovelas

53

Bilingual discussion forums

54

CareHub.org Goals

Better understanding ofThe role of culture, language, and demographics in online health community useHow the disease impacts designHow online health communities can enhance health literacy

55

Online learning goals

Better understanding ofThe role of culture, language, and demographics in online coursesHow the topic impacts designHow online courses can enhance learning and engagement

56

Online courses should provide:1. Opportunities for reflection2. Opportunities for demonstration of understanding3. Peer discussion about “real” problems4. Guidance from an expert or mentor5. Storytelling to share experiences6. Support for formal and informal learning7. Visual imagery and multimedia as appropriate8. Culturally sensitive design9. Layers of information to encourage exploration10. Formative evaluation: appeal, usability, and learning

Creatively using novel and traditional technologies to excite and engage learners