Harald Haugen Bodil Ask - PowerPoint PPT Presentation

1 / 21
About This Presentation
Title:

Harald Haugen Bodil Ask

Description:

San Diego, Ca, USA, February 12, 2000. Introducing ODL in Teacher Education ... Services on Internet (News, discussion groups, e-mail, search, FTP etc. ... – PowerPoint PPT presentation

Number of Views:48
Avg rating:3.0/5.0
Slides: 22
Provided by: harald50
Category:
Tags: ask | bodil | diego | harald | haugen | news | san

less

Transcript and Presenter's Notes

Title: Harald Haugen Bodil Ask


1
S I T E 2000 San Diego, Ca, USA, February 12,
2000
Introducing ODL in Teacher Education - an on-line
course on how to create on-line learning
environments
  • Harald Haugen Bodil Ask
  • Stord/Haugesund College Agder University
    College
  • harald.haugen_at_hsh.no bodil.ask_at_hia.no
  • NORWAY

2
Why ?- introduce ODL in Teacher Education
  • ODL is a field of growing interest
  • Lifelong learning available on the net
  • Growing demands for training and new knowledge
  • ICT inhances the possibilities for ODL
  • New technology invites for new possibilities
  • E-learning invades the learning market
  • Teacher training institutions and teachers are
    central resources in the learning society
  • should have sufficient knowledge of ODL

3
Therefore
  • Students / teachers must -
  • know ODL as part of their own methodology
  • acquire new knowledge and skills through ODL
  • Teacher trainers in their profession must -
  • include ODL as an alternative offer to students
  • provide guidance and set good examples
  • Teacher training institutions must -
  • accept, integrate and use ODL as a natural
    activity
  • lead the way towards new learning methods

4
When ?
  • For initial pre-service teacher training
  • demonstrations methodology
  • When offering in-service training
  • learning by doing, on off campus
  • In further training and qualification
  • available as on-line courses / study programmes
  • During staff development programmes
  • initiated by schools or school authorities
  • related to revision of curricula or school reforms

5
Where?
  • In teacher training institutions
  • among academic staff members, learning teams
  • in classrooms, libraries etc.
  • For in-service /on-the-job training
  • in schools for staff development school based
    learning
  • At home, as life-long learning for teachers
  • available for individual needs and conditions
  • in authentic learning situations

6
How ?
  • ODL as a method demonstrated by teacher trainers
    - Expert Learners
  • ODL as alternative presentation of subjects and
    topics
  • ODL as part of total learning environments
  • ODL as content in student courses
  • part of subject methods pedagogy
  • practical application of ICT in education
    /learning
  • ODL as method for provision of off-campus
    training - available when and where needed

7
Incentives for creating a new coursePiOL
(Pedagogy in Open Learning)
  • Accumulated experiences on ODL through RD
    projects
  • External demands for sharing of know-how
  • other institutions want to go for ODL
  • Need for recruitment of personnel
  • enable developers and assistants
  • raise the competence of staff members
  • Common interest and joint efforts between
    institutions to structure and present methods

8
Joint venture
Collaborative course development
IV
I
9
Target groups for PiOL
  • Developers and providers of ODL
  • Teachers and academic staff
  • Students
  • Personnel in charge of training program-mes for
    corporations and organisations
  • Staff at institutions units for adult education
    / lifelong learning

10
Goals
  • Provide a basis for development of netbased
    learning environments
  • Training of personnel to develop their own ODL
    material
  • Initiate new ways of teaching and learning
  • Provide a basis for just-in-time learning
  • LEARNING ODL by DOING ODL

11
Content
  • A variety of topics is needed to cover
  • pedagogical basis theory
  • design methods
  • organising running
  • - of ICT based ODL activities

12
Part of PiOL course plan
13
Central topics
  • Learning theories (Cognitive, PBL, constructivism
    etc.)
  • Tools (Internet, WWW, Multimedia etc.)
  • Hyperstructures (Hypermedia, challenges related
    to hypermedia)
  • Services on Internet (News, discussion groups,
    e-mail, search, FTP etc.)
  • Implementation (Tools, organisation, structure,
    maintenance, up-dating)
  • System Thinking (System dynamics, complex
    problems, simulations)
  • Design of learning materials (CAL, CBT,Market
    place model,user involvement)
  • Ways of study(Integrating ICT, PBL, student
    guided learning)
  • Collaboration (CSCL, Peer Tutoring)
  • Learning organisations (situated learning, on the
    job training)

14
CSCW - in practice
  • In the course plan
  • each author represents a team of co-authors
  • authors are located in different institutions
  • Topics are produced and delivered from several
    institutions
  • Support and follow-up are the responsi-bility of
    each team

15
Homepage for PiOL
Administratrion Course information Student
information Services
16
Structure of learning environment
  • A PiOL web site is the backbone
  • Learning material on-line
  • texts, models, videos
  • links to external resources
  • Services
  • on-line oracles
  • on-line first aid FAQ, tutorials etc.
  • on-line library text search functions
  • Common arena for exchange of ideas
  • conferencing, e-mail, chat etc.
  • students portfolio

17
Methods of work
  • Learning material (topics) presented weekly (on
    the web)
  • Assignments, exercises and tasks for student work
  • individual student web-sites for collaborative
    use
  • evolving student portfolio, a basis for
    assessment
  • Exchange and collaboration
  • conferences, interaction with tutors/teachers
    (e-mail etc.)

18
Experiences
  • Increasing interest for the course
  • 78 students enrolled last term (Fall 1999)
  • Majority of students are university / college
    staff members
  • not particularly interested in credits or exams
  • lack of time for student active learning
  • Course integrated as part of degree programmes
    (different levels --gt PhD)
  • Students assessed by portfolio exams

19
Pushing the principle of collaboration
  • A group of 4 institutions has taken on
    responsibility for the course
  • Authors represent 4 - 6 institutions
  • An RD foundation (at one institution) takes care
    of enrolment, economy etc.
  • Another institution has academic responsibility
  • A third institution organises the on-line services

20
Conclusion
  • PiOL seems to be an important step towards a
    paradigm shift in higher education
  • from teaching to (e-)learning ?
  • To implement ODL in teacher education, PiOL may
    be a necessary introduction
  • for staff members to get a first-hand experience
    of ODL
  • to create a basis for practising and
    demonstrating ODL
  • It is hard for academic staff to practice what
    they preach (student active learning)
  • - there is a long way to go - - -

21
Thank you
  • - for being interested in
  • ODL
Write a Comment
User Comments (0)
About PowerShow.com