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Motivating students :star: in online learning environment (Duration…
Motivating students :star: in online learning environment
Introductions
The staff
Role in the module
Bio with head shot/talking head
Online 'Office' hours
Contact Details
The students
Bio including background
Encourage them to create a talking head bio
Get them involved in a discussion space in the module from the outset
Encourage them to create their own online communication space
Link Title
The technology
#
Outline technologies that will be used and when
Screencast to introduce each technology
Discussion tool that can be use to make contact about and discuss technology issues
#
The module
Screencast introducing module and its context in the real world
Document based on this that they can refer to in the future
Provide a quickstart guide - ideally personalised for module
http://www.slideshare.net/SidneyEve/quick-start-guide-for-online-students
Clear Expectations
Clear Assessment Strategies and Dates
Learning Ooutcomes
Interaction with discussion board
Duration
STUDENTS
E-PORTFOLIO (TUTOR)
THE TUTOR'S MODELS
"Using ePortfolios instead of an
LMS: a model to promote lifelong
learning and professional
development "
https://c.ymcdn.com/sites/aaeebl.site-ym.com/resource/resmgr/aepr_/AePR_Nov_2016.pdf
E-PORTFOLIO (STUDENT)
THE LEARNER'S JOURNEY
"Seeing how far you've progressed..."
Link Title
AFFECTIVE DOMAIN
LIFE-LONG LEARNING
ATTITUDES
#
VALUES
BEHAVIOURS
#
LONG-TERM GOALS
(Sustainable Applications: After Coursework)
APPROACH
=
"Legitimate peripheral participation
” provides a way to speak about the relations between newcomers and old-timers, and about activities, identities, artefacts, and communities of knowledge and practice" (Lave and Wenger 1991)
Link Title
AUTONOMY
#
MASTERY
PURPOSE
#
SHORT-TERMS GOALS
(Regular Reviews: During Coursework)
APPROACH
=
T-PCK Technical Pedagogical Content Knowledge.
Shulman argued that a distinctive form of teachers’ professional knowledge that he called pedagogical content knowledge exists, and that this form of knowledge builds upon, but is
different from, teachers’ subject matter knowledge or knowledge of general principles of pedagogy. (L. Shulman 1986)
Add IMAGE Badge
http://sii.soe.umich.edu/newsite_temp/documents/pck%20final%20report%20revised%20BR100901.pdf
INTRINSIC MOTIVATORS more important in the LONG TERM than Extrinsic Motivators
REWARDS - EVIDENCE BASED RESEARCH VS CURRENT BUSINESS MODEL ASSUMPTIONS
Career Analyst Dan Pink examines the puzzle of motivation, starting with a fact that social scientists know but most managers don't: Traditional rewards aren't always as effective as we think.
Link Title
COMMUNICATIONS STRATEGY
Instructor Presence "The Loneliness of the Long Distance Learner'
Link Title
E-NEWSLETTER + FORUMS + BLOGS
Devise in consideration of learners' Political, Economic, Social, Technical skills and situation.
SEE**
NOT FOR PROFIT SECTOR**
Comms pros and cons & risks and potential
Link Title
LIVING & LEARNING | LEGACY
- ALUMNI TESTIMONIALS - SELF SUSTAINING - AUTONOMOUS NETWORKS STARTED IN THE PROGRAMME AND CONTINUED INDEPENDENTLY
#
#
#
COGNITIVE DOMAIN
STAFF
Duration 9 Mins VIDEO Gilly Salmon 5 Ways
Link Title
Duration 7 Mins VIDEO Gilly Salmon Scaffolding
Link Title
Early Days
Set an exercise that allows for the online technology to be tested
Answer students' technical queries promptly
Check in with students frequently at the beginning of the module
Maintain visible online presence (let students know that you are there)
Give feedback to the group and individually
Direct discussion if it loses focus
The Library Resource
http://www.dit.ie/library
Set 'getting to know you' task that students must report back on
Engagement and Motivation
https://youtu.be/Je4s484ZhbE
Motivating students online
http://dx.doi.org/10.2308/iace.2000.15.2.181
Design subject specific collaborative tasks
Embed creative strategies within the lecture slides
Don't bore the students!
Provide opportunities for students to discover for themselves and report back in the discussion forum
Encourage the notion of the online community
Everybody has something to offer and something to learn
Ask students to organise a social event so that they feel part of the greater university community
