This blog post accompanies my presentation, Setting Your Own Pace and Sequence: Self-Direction in Digital Learning for National Conference of the United States Distance Learning Association.
PowerPoint presentation: Setting Your Own Pace and Sequence
Description: Self-paced learning isn’t dead! Learn the surprising results of research showing how students are more successful when at least one assignment is done out of the intended sequence. Explore modes of flexible self-directed learning in informal and formal education. Learn and share strategies for student success.
- Lim, J. (2016). Predicting successful completion using student delay indicators in undergraduate self-paced online courses. Distance Education, 37(3) , 317-332. doi:10.1080/01587919.2016.1233050
- Lim, J. (2016). The relationship between successful completion and sequential movement in self-paced distance courses. International Review of Research in Open and Distributed Learning, 17(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2167
- Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230
- Delfino, M., Dettori, G., & Persico, D. (2010). An online course fostering self-regulation of trainee teachers. Psicothema, 22(2).
- Lin Hsiao, J. W. D. (1998). The impact of reflective facilitation on middle school students’ self-regulated learning and their academic achievement in a computer-supported collaborative learning environment. (Ph.D.), The University of Texas at Austin, United States — Texas. ProQuest Digital Dissertation database.
- Mager, R. F., & Clark, C. (1963). Explorations in student-controlled instruction. Psychological Reports, 13(1), 71-76.
- Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. http://doi.org/10.3389/fpsyg.2017.00422
- Perna, L. W., Ruby, A., Boruch, R. F., Wang, N., Scull, J., Ahmad, S., & Evans, C. (2014). Moving through MOOCs: Understanding the progression of users in massive open online courses. Educational Researcher, 43(9), 421-432. doi:10.3102/0013189×14562423
- Roe, K. V., Case, H. W., & Roe, A. (1962). Scrambled versus ordered sequence in autoinstructional programs. Journal of Educational Psychology, 53(2), 101-104. doi:10.1037/h0047185
- Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. Retrieved from doi:10.1007/s11165-005-3917-8
This blog post accompanies my presentation, Live Online Sessions: Designing for Interest and Interactivity for the Andrews University Teaching and Learning Conference.
PowerPoint presentation: Live Online Sessions
Shared in the order presented.
This blog post accompanies my session, Maximizing Reach, Learning, and Reflection with Online Professional Development, presented at the 2018 Nebraska Distance Learning Association Conference.
Models of Online Professional Learning
- Mentoring via videoconference
- 123 VC: Jazzing Up Your Curriculum with Videoconferencing workshop model
- Streaming or recorded video, plus supported interaction
- Multiple simultaneous webinars such as the Global Education Conference
- “Just in time” learning – self-paced modules
- Personal Learning Networks
- Massive Open Online Courses
Scaffolding for Success with Large Scale
- Cheat sheets: simple instructions with screen shots for each tool used
- Phone numbers: who to call? tiered level of support
- Facilitators for large groups
- Mechanism for smalls schools to interact
- PDF agenda, resources, instructions, handbook. Printed ahead of time.
This blog post accompanies my session, Flipping Your Classroom: Practical Strategies and Ideas, presented at the 2018 Nebraska Distance Learning Association Conference.
Open Courses and Resources
Recording and Hosting Videos
Assessments at the Door
Resources for Teaching, Active Learning, and Engagement
For Further Reading
This blog post accompanies my session, Jazz Up Student Engagement in Your Online Courses, presented at the 2018 Nebraska Distance Learning Association Conference.
Note that I have deliberately not included tons of sites and ideas because I wanted this to be simple and not too overwhelming. To pique interest.
Learn about Designing Significant Learning Experiences
Learning How to Learn
- Teach students to subscribe to the journal’s feeds i.e. ALT or Community of Inquiry
- Reflection on their own blog, like UMW does with A Domain of One’s One
- Showcasing and extending learning with job portfolios: i.e. via Mahara or other portfolio tools
- Blog or discuss ways in which one’s personal life affects and is affected by the subject via WordPress, VoiceThread, Weebly, Edublogs.
- Be an ethical, responsible member of a team serving others; tools to support groups: GoogleDrive and similar tools to support collaborative learning.
- Observation of real-life human experiences related to the content; report back to the class.
- Analyze and critique an issue or case study, and organize and present it via Padlet.
- Apply the skills in context; document ability with video via YouTube, Videoscribe, FlipGrid, or Animoto.
- Create a recommendation for a corporation in a real-world problem/situation, build and present on GoogleSites or PowToon.
Fink Taxonomy and Tools v2 PDF Handout – Permission granted to reprint freely. Please share any adaptations.
What would you add? Feel free to comment and share.
This blog post accompanies my session, The Power of Collaboration, presented at the 2018 Nebraska Distance Learning Association Conference.
PPT (minus the video clips)
A few recommended blog posts regarding collaboration
COIL: Collaborative Online International Learning
COIL is the higher ed version of what the videoconference projects I was heavily involved in till 2011. Read more from my recent attendance at a COIL Conference where I made connections between the two:
K12 Collaboration Examples Shared
- Cifuentes, L., & Murphy, K. L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections. Educational Technology Research and Development, 48(1), 69-83.
- Martinez, M. D., & MacMillan, G. (1998). A Joint Distance Learning Course in American Government (No. ED428005).
- Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77.
- Sweeney, M. A. (2007). The use of videoconferencing techniques which support constructivism in K-12 education. Dissertation Abstracts International.
- Warschauer, M. (1997).Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), p. 470-481. Also at http://www.gse.uci.edu/person/markw/cmcl.html
- Yost, N. (2001). Lights, Camera, Action: Videoconferencing in Kindergarten. Paper presented at the Society for Information Technology and Teacher Education International Conference.
- For more videoconferencing related literature, see my research and dissertation.
This post accompanies my workshop, Building Your Online Learning Strategy, for the Adventist University of Africa, January 16, 2018.
PPT: AUA Online Strategy Presentation
A few references
Just a quick notice of a new article published:
Lim, J., Hall, B., Jeong, A., & Freed, S. (2017). Intersubjectivity and discussion characteristics in online courses. Quarterly Review of Distance Education. 18(1). 29-44.
This study explores the combination of course structure, prompt type, and characteristics of discussion posts and their relationships with intersubjectivity. A content analysis measured the intersubjectivity of peer responses by analyzing the interaction analysis model (IAM) phase of each post and comparing with the IAM phase of the previous post. Results found that the type of discussion activity generated significant differences in levels of intersubjectivity. Some characteristics of the posts created higher IAM scores, providing clues for the emergence of intersubjectivity. Instructors desiring higher levels of intersubjectivity in discussion forums should consider the course structure and prompt type.
And a little snippet from the conclusion:
This study found the dialogue format generated significant intersubjectivity and role play was effective in creating dissonance. Intersubjectivity was more likely to emerge in the second week of the discussion forum. Discussion prompts beginning with the Understanding level of Bloom’s taxonomy, previous posts with fewer words, and peer responses addressing multiple classmates each generated higher levels of intersubjectivity.
Find it in your library, and let us know what you think! Feedback and comments are welcome!
On Monday, Roxanne Glaser (aka @superdoodlegirl) and I co-presented for USDLA’s National Distance Learning Week webinar series.
The archived recordings are posted online.
An post-webinar online handout is available here. It includes resources that participants shared during the webinar.
Our slide deck is posted as well.
We focused on two major areas, after defining the challenges:
cognitive and human interactivity
i.e. how do you make your message super clear and concise? And, how to you engage minds and provide opportunities to interact with each other and with you?
Check it out! I think you’ll enjoy it!
I’m presenting at the ICDE World Conference on Online Learning 2017 in Toronto, Canada, with co-authors Amy Spath, Ken Conn, and Roxanne Glaser.
This presentation is part of a collection of presentations on Professional Development. In this short post, I’m including some additional references and resources.
The full presentation is on this Google Slidedeck
“Jazz workshop” Resources