There is no best practice if it is not developed around the learners! Based on that first phrase the best practice is the practice that is designed around different types of learners. In E-learning by design best practice is possible. “E-learning is learner-centered in multiple ways” (Keengwe, J., Onchwari, G., and Agamba, J. 2013). In my point of view the best practice incorporates an environment with the best theories of teaching and learning plus the science of e-learning by instructions together. This statement is pertinent for the following reasons:
First, if the instructor and students have a great platform to access the material that allows the learners to have flexibilities to interact with the learning material and a great environment where the learners feel that they are a part of something important they really will contribute to the community by learning, interacting with others, and leaving a legacy. All of these things together are part of the best practices when it comes to teaching online. Second, the instructor needs to understand a huge amount of teaching and learning theories to be able to match the learner to different learning styles with the theory that will most help them learn. For example, when talking about constructivism theory. Piaget believed that individuals must construct their learner knowledge, individually and collectively. So, for this kind of learner, teachers will provide “ a broad landscape for learners to exhibit their knowledge that complements the learner’s cultural background and allows them to function rather than be discouraged”(Keengwe, J., Onchwari, G., and Agamba, J. 2013). Jean Piaget's theory believed in the technique of active learning. According to Jenny Hall “active learning breaks down barriers to communication and creates collegial classroom atmospheres that develop social interaction and communities of practice, simply, environments that allow learning to take place”. (Hall 2017) Third, to better use best practices in online teaching, teachers should always enhance their practice by developing ways to teach the students by believing in the development of their students' values and also in their own values. Teachers that want to be on track of best practices always remember the importance to learn with other educators and be open to new practices, new tech tools, new technologies. These teachers are always involved with students and help them see the essence inside, and constantly reflect on the practice style. Talking about learning with other educators Jenny Hall 2017 explained “ Peer observation or peer review of teaching widely used in some academic settings as a useful professional development activity that can enhance professional learning of both the observed and the observer, and improve teaching and support student learning” ( Hall 2017). Finally, the best practice always should have three steps of the practice active work sequence explained by Horton 2012, which are: Assign task by the teacher, performed by the student, and Feedback to the learner. (p.131). References Hall, Jenny (2017). Developing Teaching Best Practice—Pedagogy, Preferences, and Professional Development, International Information & Library Review, 49:1, 59-64, DOI: 10.1080/10572317.2017.1270692 Horton, W (2012). E-Learning by Design. 2nd ed. San Francisco. CA: Pfeiffer. Keengwe, J., Onchwari, G., & Agamba, J. (2013). Promoting effective e-learning practices through the constructivist pedagogy. Education and Information Technologies, 19(4), 887-898. doi:10.1007/s10639-013-9260-1
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Blog Text about Leveraging Worked ExamplesIntroduction
This review is about chapter 12 of e-Learning and the Science of Instruction by Clark and Mayer. In the study of pedagogy, arguments are made for what the best techniques are to use, but often they are only supported by opinions. Clark and Mayer found appropriate research that matched and supported the topic of worked examples as a more effective teaching style for high cognitive load subjects. For simpler subjects, practice problems were shown to be better. Summary Worked examples were shown to be a much better method of teaching then practice problems, for complex high load problems. Fading was explored as a method of gradually getting the learners to get more involved with the topic. For example, an educator would have 4 worked examples prepared and in the example one they would show how to do it all, on the second example two learners would complete the last step, on the example three the educator would do the first steps and leave the rest for the learners to complete in groups of two. Lastly, example four one worked problem was given for students to do on their own. Students studying this way learned faster than with lots of practice problems. Far learning is where learners learn guideline that are adaptable to different situations, in order to teach learners this more challenging skill, varied work examples were used with the same principles to help learners understand guiding principles. Analysis The supporting studies and graphs were easy to understand except for the medical sales ones. It was easy to see the improvement and impacts of using worked examples and then adding on fading, groups of two, and varied worked examples to achieve far learning. Personal reaction From teaching experience using fading with worked examples I know it works for most students. However, there was not an indication for what ages this strategy should be used. Conclusion Generally, I agree with the findings in this chapter and recommend it for other teachers to study for improved teaching approaches. Reference Clark, R. C., & Mayer, R. E. (2016). E-Learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (4th ed.). Hoboken, NJ: Wiley. doi: 978-1-1191-5866-0 Evolution of mobile and online education has revolutionized Assessment. What are those revolutions? The revolutions that make online learning more possible are better memory chips, the internet and more advanced programming that makes the organization of classes online available to computers and mobile phones nearly seamlessly and automated in real-time. What are the Challenges? The challenges are that getting facetime is more difficult as the number of students will be increasing, also that assessing progress online has some current limitations. For example, some subjects like math are easy to tell if the student is learning as they take assessments scores are immediately available. Some skills may be harder to demonstrate online assessments. What is current online and mobile assessment methods being used and what is there effectiveness? Khanacademy.org uses math mastery tracking to keep track of your math network of skills. Liberty University uses group assignments to measure how students work in groups and if they can use sufficient technology, and planning skills. They also use video blogs, written assignments, and student to student interaction to measure learning. These methods are most effective because students who sign up online, usually are interested and will learn more, finding information on topics they like for their exams and assignments. Summarize what you learned. While studying online learning I’ve learned that education is changing, it is becoming more accessible to everyone, people can access a variety of contents from their location. As technology grows even the weaknesses like not being in person with educators are being diminished by live interaction and other features that will continue to be added over time. That having been said teaching and learning are still the same as they were before, now improved with new tools. Based on your personal theory of learning, how should online learners be assessed? The theory that I agree with most, is cultural-historical theory, learning by interaction with others, using each other’s ideas and feedback collaboratively to grow, learn, and create together. Assessment of learning can focus on many different parts of learning; I will highlight the type of assessment that I think should be used for online learners. Garrison (2017) “With online and blended learning, the focus must be on assessing thinking and learning collaboratively. Unfortunately, the tradition of education is that assessment is focused on individual content assimilation”. (p. 130) It's best to focus on thinking and collaboration, not repeating. Google can restate information so that’s been automated, our focus should be on more valuable skill. The types of assessments that should be used should follow good principles. From Sheffield University there is a pdf of the principles of assessment, I especially agree with number three and six through nine. Principle three is about accessible and transparent exams so that students and stakeholders can see and access them at appropriate times. Principle Six is about keeping the amount of work assessed to a manageable size. Principle seven focuses on three types of assessment. Formative, Summative, and diagnostic. Principle eight feedback in a timely manner so students can learn. Principle nine is about the staff making sure that assessment deliverers are prepared to deliver assessment. How is this congruent with what is understood, in the literature, about mobile and online education assessment? Garrison (2017) states “assessment must be linked to, and be congruent with, course objectives and activities if it is to be useful in achieving intended outcomes”. (p.132). Also, it is crucial the assessment activities should be integrated with learning activities to achieve a good result in the learning process. Some may still like assessment for repeating information over thinking and collaboration, accessing the traditional mode of thinking about education and assessment for newer systems like mobile and online learning, however, it seems important that collaboration and thinking be emphasized more even though they may be more difficult to set up. References Garrison, D. R., & Anderson, T. (2017). E-learning in the 21st century: A framework for research and practice. Third edition. London: Routledge Falmer. (Framework of evaluating e-learning)
Khanacademy (2019). For every student, every classroom. Real results. Retrieved from http:// https://www.khanacademy.org Principles of Assessment. (2019, September). The University of Sheffield. Retrieved from https://www.sheffield.ac.uk/polopoly_fs/1.209653!/file/Principles_of_Assessment.pdf References
Gordana Jovanović, (2015).Faculty of Philosophy, Department of Psychology, University of Belgrade, Čika Ljubina 18–20, Belgrade 11000, Serbia. Retrieved August 30 2019 from : https://journals-sagepub-com.ezproxy.liberty.edu/doi/full/10.1177/0952695115577227?utm_source=summon&utm_medium=discovery-provider Inspector, M., Merrill M., Elen J., & Bishop M. (2014). Handbook of research on educational communications and technology. (4th ed.) New York, NY. Springer. |
Francione NeffHello!! I am an Educator Professional with several years of Teaching experience, I am pursuing a master degree in education Technology and online instructions. I am constantly looking for opportunities to learn about new Technology tools to use in my classroom. Some interesting platforms that I am learning and like a lot are khanacademy.org, code.org and learnaroundtheworld.com I am also an Entrepreneur with my husband Ammon. We are growing several small ventures including Made in Brazil Utah, Paintball Adventures, Neff Group Car Wash, and Intermountain Gold Refiners. Archives
October 2019
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