Feedback and Communication
Cheryl
Katherine
Wash
E-Learning
AET/541
09/01/2014
E-Learning Topics
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Overview
Methods for editing
Rubric
Socratic questioning techniques
Reflection and review strategies
Positive reinforcement methods
Conclusion
References
Staying Current
• In teaching and education, communication between
the instructor and the student is a key part of student
success.
• It is imperative for the educator to stay up-to-date
with current educational trends, such as social
networking, to better understand and communicate
with their students.
• Although the choices are unlimited and growing in
number daily, there are specific technological
equipment that benefits both the facilitator and others
learner.
E-learning
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E-learning refers to the use of electronic media and information and communication
technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational
technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous
with multimedia learning, technology-enhanced learning (TEL), computer-based instruction
(CBI), computer-based training (CBT), computer-assisted instruction or computer-aided
instruction (CAI), internet-based training (IBT), web-based training (WBT), online
education, virtual education, virtual learning environments (VLE) (which are also called
learning platforms), m-learning, and digital educational collaboration. These alternative
names emphasize a particular aspect, component or delivery method.
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E-learning includes numerous types of media that deliver text, audio, images, animation,
and streaming video, and includes technology applications and processes such as audio
or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local
intranet/extranet and web-based learning. Information and communication systems,
whether free-standing or based on either local networks or the Internet in networked
learning, underly many e-learning processes.[1]
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E-learning can occur in or out of the classroom. It can be self-paced, asynchronous
learning or may be instructor-led, synchronous learning. E-learning is suited to distance
learning and flexible learning, but it can also be used in conjunction with face-to-face
teaching, in which case the term blended learning is commonly used.
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Reference: http://en.wikipedia.org/wiki/E-learning
E-Learning
E-learning refers to the use of technology in learning and education. There are several aspects
to describing the intellectual and technical development of e-learning, which can be
categorized into discrete areas.
1.e-learning as an educational approach or tool that supports traditional subjects;
2.e-learning as a technological medium that assists in the communication of knowledge, and its
development and exchange;
3.e-learning itself as an educational subject; such courses may be called "Computer Studies"
or "Information and Communication Technology (ICT)";
4.e-learning administrative tools such as education management information systems (EMIS).
5.e-learning is a Study Medium without Teacher and Physical Classroom.
6.e-learning is beneficial Economically because of no use of Paper & Pencil.
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Reference: http://en.wikipedia.org/wiki/E-learning
E-Learning Tools
Top 25 Free E-Learning
Authoring Tools written by Joe
DiDonato
Reference:
http://blogs.2elearning.com/2
012/07/top-25-free-elearning-authoringtools/#sthash.FtOtt6g1.dpuf
TOP Authoring Tools
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•*authorPOINT by authorGEN Technologies – Allows users to capture presentations and add prerecorded audio/video, all inside of Microsoft PowerPoint. authorPOINT Lite converts PowerPoint
presentations to Flash.
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•Book Builder by CAST – Allows users to create and publish free digital books. The site helps
teachers/instructors interested in making original textbooks and other classroom reading materials.
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•ClickClass by ClickClass – Hosted e-learning software that allows users to author, deliver and
manage online learning content. You pay for ClickClass™ once you have more than 2 active users
utilizing their software.
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•*CourseLab by CourseLab – CourseLab is an ADL SCORM 2004 e-learning authoring tool that
offers programming-free WYSIWYG environment for creating high-quality interactive e-learning
content which can be published on the Internet, in an LMS, on CD-ROMS and other devices. A fully
functional version is offered for free (Former Best of Elearning! Award Winner).
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•Dipity by Dipity – An online timeline creator. Users can create their own content and share with
other users. Users can also integrate social media into their timeline, utilizing real-time updates.
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Reference: - See more at: http://blogs.2elearning.com/2012/07/top-25-free-e-learning-authoringtools/#sthash.FtOtt6g1.dpuf
Top Tools for Learning
Top 100 Tools for Learning 2013 from Jane Hart
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Twitter Social network and micro-blogging
Google Drive/Docs Office suite & file storage service
YouTube Video-sharing site
Google Search Web search engine
PowerPoint Presentation software
Reference:
http://c4lpt.co.uk/top100tools/#sthash.KFYFtGyR.dpuf
SKYPE
Skype
Skype is an
abundant tool for
keeping in touch
with educators,
students or even
attending
meetings online.
Educator can use
Skype to assess
progress of
students by faceto-face meetings.
asking questions
of the group, or
an individual,
using a variety of
audiovisual aids,
highlighting (“if
you don’t learn
anything else
today, remember
that….”) and
organizing the
material (“There
are three things
to be learned
today…first….sec
ond…”), use of
audience
responses (either
by raising their
hands or by an
electronic
response
system), notes,
and handouts.
Skype in the
classroom is a free
platform for
connecting
educators,
students, and
experts to learners
everywhere.
Television host
Oprah Winfrey and
owner of the OWN
network uses Skype
weekly to connect
millions of viewers
and students
around the world
during her live selfhelp classes.
Skype can assist
instructors to connect
with other classrooms
around the world.
Skype has the
capabilities to create
lesson plans.
GOOGLE DOCS
Google Doc
Google Doc is a
free accessible
tool that requires
no installation,
comparable to
Office Suites.
Perfect for an
instructors use of
spreadsheets,
and word
processing.
Google Doc can
documents, with
multiple people,
and even allow
others to edit
documents if
necessary.
Google Docs allow for
great collaboration
and communication
on projects between
students instructors
and students, and
even instructor to
instructor.
YouTube
YouTube
YouTube can be
used as an
assessment tube
because the
student can
publish their
projects on
YouTube and
receive feedback
from instructors
and peers.
Instructors and
can provide
instruction and
students can
providing
demonstrative
videos, and
tutorials on
specific topics.
YouTube is easily
assessable and can
be used during
class periods at any
time of the day.
YouTube allows you
to create channels
and have privacy
settings so you can
collaborate and
share your videos
with a specific
group or open
forum.
YouTube can provide
step by step
instruction with visual
demonstration for
students. This can
benefit different
learning styles.
Blackboards
Blackboard
Blackboard is
available for K-12
and higher
education, and
professional
organizations.
Blackboard is a
helpful tool for
instructors.
Blackboards offer
testing and
various forms of
evaluation and
feedback.
Blackboard
enhances teaching
and learning
experiences
between instructor
and student by
offer such tools as
video and audio
conferencing.
The Blackboard
functionally
developed to provide
learning
environments with
technology to assist
the instructor and
create student
success.
Other Free eLearning Resources:
These are some additional eLearning tools and
resources that are worth checking out.
• Dropbox – Sync files and share them.
• Doodle - Makes scheduling simple and
straightforward.
• Asana – Share tasks and documents online.
• LastPass - Helps to manage passwords.
References: See more at: http://blog.talentlms.com/top50-elearning-resources-for-elearningprofessionals/#sthash.io70H4M1.dpuf
Editing
Editing may be done using one of
three methods:
• Hard copy (pages sent by mail)
• Electronic editing (files sent by email)
• Indirect editing (such as Web sites
or published books)
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Reference:http://www.christianeditor.com/authors/author-faq/14-what-are-the-methods-of-editing.html
Methods of Editing
• Quizmaker is one of many editing tools
available:
• http://community.articulate.com/tutorial
s/products/editing-web-objects-inarticulate-quizmaker.aspx
Rubric
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A scoring rubric is an attempt to communicate expectations of
quality around a task. In many cases, scoring rubrics are used to
delineate consistent criteria for grading. Because the criteria are
public, a scoring rubric allows teachers and students alike to
evaluate criteria, which can be complex and subjective. A scoring
rubric can also provide a basis for self-evaluation, reflection, and
peer review. It is aimed at accurate and fair assessment,
fostering understanding, and indicating a way to proceed with
subsequent learning/teaching. This integration of performance
and feedback is called ongoing assessment or formative
assessment
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Reference: http://en.wikipedia.org/wiki/Rubric_(academic)
Rubric
• Sample Rubric
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Reference: https://www.google.com/#q=generic+rubric&safe=off
Socratic Questioning
The Importance of Questioning in
the Learning Process
• Since the ancient days of
philosopher Socrates, asking
questions has been a critical part of
the teaching and learning process.
References: http://en.wikipedia.org/wiki/Rubric_(academic)
Questions
Questions are invaluable teaching tools that serve many functions in the teaching
and learning processes. Teachers use questions for many reasons, such as to:
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Assess knowledge and learning
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Prompt students to clarify, expand, and support their claims
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Direct students to engage in discussion or debate
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Encourage students to question their own thought process or reasoning
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Apply class concepts to real-world scenarios
References: http://www.teachthought.com/learning/wiziq-posts/
Bloom’s Taxonomy
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Bloom’s Taxonomy is the most commonly used framework for understanding the hierarchy of intellectual skills that
students demonstrate. For effective questioning in the classroom, teachers should ask questions relating to each
category. Following is Bloom’s Taxonomy listed from the least to the highest order of thinking skills, and including
example verb prompts that might be used to display each skill:
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•Knowledge = basic recollection of information or data, with questions often beginning with words such as define, list,
or repeat
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•Comprehension = displaying a deeper understanding of a concept’s meaning, with questions often beginning with
words such as describe, explain, or identify
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•Application = using a learned concept in solving a problem or situation, with questions beginning with words such as
demonstrate, predict, or solve
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•Analysis = explaining the component parts of a concept, breaking it down to distinguish between facts and
assumptions, with questions beginning with words such as infer, compare/contrast, or relate
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•Synthesis = combining the parts of a concept to form an original, creative idea or solve a problem in a new, useful
way, with questions beginning with words such as create, devise, or plan
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•Evaluation = independently judging the value, usefulness, or strength of learned ideas or concepts, with questions
beginning with words such as assess, interpret, or choose
References: http://www.teachthought.com/learning/wiziq-posts/
Bloom’s Taxonomy
References:
http://www.teachthought.com/learning
/wiziq-posts/
Adults Motivation
• According to Malcolm Knowles,
“Maslow (1970) sees the goal of
learning to be self-actualization: “the
full use of talents, capacities,
potentialities, etc.” (p. 150). (1972,
pp. 44-45)” Knowles, Holton,
Swanson, 2011, p. 14).
Adults
Adults depend upon themselves for material support and life management. Although they must still meet many
psychological needs through others, they are largely self-directed.
Adults perceive themselves to be doers; using previous learning to achieve success as workers, parents, and so forth.
Adults learn best when they perceive the outcomes of the learning process as valuable, contributing to their own
development, work success, and so forth.
Adults often have very different ideas about what is important to learn.
Adults are very different from each other. Adult learning groups are likely to be composed of persons of many different
ages, backgrounds, education levels, and so forth.
Reflection and Review Strategies
Self-Directed Learning
• Can be easily implemented in daily activities.
• Students are motivated by internal/ external
motivation.
• Self-Directed Learning is a reflective and
action-oriented process.
• Learning can be linked with other students.
Reference:
http://epltt.coe.uga.edu/index.php?title=Adult_Learning#Training_strategies
Positive Reinforcement
One of the easiest ways to remember positive reinforcement is to think of it as
something being added. By thinking of it in these terms, you may find it easier to
identify real-world examples of positive reinforcement.
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Examples of Positive Reinforcement
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Consider the following examples:
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After you execute a turn during a skiing lesson, your instructor shouts out,
"Great job!"
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At work, you exceed this month's sales quota so your boss gives you a bonus.
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For your psychology class, you watch a video about the human brain and write
a paper about what you learned. Your instructor gives you 20 extra credit
points for your work.
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References: http://psychology.about.com/od/operantconditioning/f/positivereinforcement.htm
Conclusion
• The limitless amount of technological equipment
offers new and exciting methods of instruction,
keeping students engaged. Detailed examples
provided for Skype,
• YouTube, Blackboard and Skype are just three tools
out of hundreds that technological advance offers for
instructors.
• The key to choosing the best tool for the intended
audience is to explore all the Internet offers, network
with other facilitators, and encourage feedback from
students.
References
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Bloom’s Taxonomy retrieved from internet site http://www.teachthought.com/learning/wiziq-posts/
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E-learning retrieved from internet site http://en.wikipedia.org/wiki/E-
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Editing retrieved from internet site http://www.christianeditor.com/authors/author-faq/14-whatare-the-methods-of-editing.html
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Positive Reinforcement retrieved from
http://psychology.about.com/od/operantconditioning/f/positive-reinforcement.htm
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Rubric retrieved from internet site https://www.google.com/#q=generic+rubric&safe=off
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Teaching Thought retrieved from http://www.teachthought.com/learning/wiziq-posts/
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Top 100 E-Learning Tools by Jane Hart retrieved from http://c4lpt.co.uk/top100tools/
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Top 25 Free E-learning Authoring Tools retrieved from
http://blogs.2elearning.com/2012/07/top-25-free-e-learning-authoring-tools/
learning