How do you decide which Sakai tools to use?

Transcription

1 How do you decide which Sakai tools to use? Based on how people learn. The National Research Council s How People Learn is freely available at Effective learning environments are learner centered knowledge centered assessment centered community centered Sakai contains tools that support and align these four components for learning.

2 The Science of Learning According to How People Learn, three guiding principles have emerged from the science of learning: 1) People learn by connecting new information to concepts already learned 2) To learn, people need to understand facts and ideas in the context of a conceptual framework 3) People are motivated to learn when they set their own goals reflect on their progress feel in control of their learning The best design for your courses in Sakai will: 1) take into account what your students know and correct any faulty preconceptions; 2) enable students to study multiple and authentic examples of the concepts; 3) Reveal the learner s reflections and enable you as instructor to guide revisions.

3 Sakai Tool Selection Create a socially constructivist e learning environment: Home. Collapsible menus foster differentiated instruction. Assignments. Engage and scaffold students in the zone. Schedule. Visualize how the course unfolds. Forums. Interact in a socially constructed discussion. Wiki. Build communal knowledge. Blogger. Submit reflective logs. Podcasts. Get videos just in time. Chat Room. Talk synchronously with classmates online. Search. Find things in the course including chats with tags. Roster. Identify your classmates. Site Info. Create groups and give tools intuitive names. Resources. Peruse file folders and follow Web links. Tests. Survey students about their initial reactions to Sakai. Gradebook. Provide second chances to enable students to succeed. Help. Get answers to your questions about Sakai.

4 Accommodate differences (Gardner s Multiple Intelligences) Intrapersonal the ability to construct an accurate perception of oneself and to use such knowledge in planning and directing one s life Interpersonal the capacity to understand and interact effectively with others. Verbal Linguistic the ability to think in words and to use language to express and appreciate complex meanings Logical mathematical makes it possible to calculate, quantify, consider propositions and hypotheses, and carry out complex mathematical operations Visual spatial enables one to perceive external and internal imagery, to create, transform, or modify images, to navigate oneself and objects through space, and to produce or decode graphic information Musical evident in individuals who possess a sensitivity to pitch, melody, rhythm and tone Naturalistic observing patterns in nature, identifying and classifying objects, and understanding natural and human made systems Bodily kinesthetic enables one to manipulate objects and fine tune physical skills

5 Intelligence Type Intrapersonal (me smart) Interpersonal (we/people smart) Verbal / linguistic (word smart) Logical / mathematical (number smart) Visual/spatial (art smart) Musical (music smart) Naturalist (nature smart) Body / kinesthetic (body smart) How people demonstrate intelligence Self-awareness and a connection with one s own feelings and thought processes Awareness and sensitivity to the moods and motivations of others Well-developed language skills and a sensitivity to the sound, meaning, and rhythm of words Ability to think abstractly in concepts and to discern numerical patterns Thinking in pictures or images or the ability to visualize abstractly Appreciation for or the ability to produce rhythm, pitch, and tone quality Appreciation and ability for recognizing, sorting objects in nature Ability to use and control one s movements or a sensitivity to handling and manipulating objects

6 Looking at Sakai and MI The intrapersonal learner best works alone. They enjoy asynchronous learning and time to ponder. The interpersonal learner enjoys group dynamics and live interactions. The linguistic learner thrives in the online environment due to the reading and writing involved. Be careful, this learner will typically explore all corners of your course. The logical mathematical learner enjoys statistics, facts, ranking, analytical tasks, and connecting new input with prior knowledge. The visual spatial learner will prefer visual input, such as illustrations, vide clips, charts, examples, and more. This type of learner will be the one most likely to request photos of fellow classmates and instructor. The musical learner will appreciate video and audio input, and wherever possible might even use rhyme or rhythm in their contributions. The bodily kinesthetic learner will enjoy physical manipulations, possibly doing things off line and reporting on them later. The naturalist learner will thrive in organizing and categorizing tasks, and those tasks that involve going beyond the confines of the virtual classroom into the natural world.

7 Accommodate differences An example Collapsible menus students can locate material appropriate for their current level of achievement as well as learning style How? Microsoft Word and Adobe Acrobat

8 Accommodate differences Organize your course content using Word s heading styles: H1 for chapter headings, H2 for section headings, H3 for subheads. Use Microsoft Save as PDF to convert your Word document into a PDF file. Bookmarks are created automatically from your headings.

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19 Engage students early The first screen of your coursesite must make sense. Make it as intuitive as you can. Sakai uses a frameset layout is relatively fixed menu of tools in the left sidebar How do you design your content so it makes sense in the context of the Sakai sidebar?

20 Engage students early Establish an empathetic bond (Holmberg, 2003) among students and professor. For example Create an assignment: send me your address Respond individually: thanks, looking forward, etc. Holmberg, B. (2003). A Theory of Distance Education Based on Empathy. In M.G. Moore and W.G. Anderson (Eds.), Handbook of Distance Education (pp ). Mahwah, NJ: Lawrence Erlbaum.

21 Construct Goals Developing competence motivates the learner (How People Learn, p. 60). For example Create an assignment: describe your goals for this course Prepare to help them in the course to achieve this

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28 Seven Principles of Best Practice Chickering and Gamson, Encourages contact between students and faculty Develops reciprocity and cooperation Users active learning techniques Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning Project sites beyond the classroom

29 Multimedia in Sakai Sakai is format agnostic If you can serve it on the web, it will play in Sakai Audio, video, podcasts, QuickTime, Flash, RealPlayer. Link tool connects to external (interactive?) tools

30 Principle Multimedia Learning Principles Effect on Learning 1. Multimedia Deeper learning from words and pictures than words alone 2. Contiguity Deeper learning from presenting words and pictures simultaneously rather than successively 3. Coherence Deeper learning when extraneous words, sounds, or pictures are excluded rather than included 4. Modality Deeper learning when words are presented as narration rather than as on screen text 5. Redundancy Deeper learning when words are presented as narration rather than as both narration and on screen text 6. Personalization Deeper learning when words are presented in conversational style rather than formal style 7. Segmentation Deeper learning when complex lessons are presented in smaller parts 8. Pretraining Deeper learning when key terms are explained in advance Clark, R.C., & Mayer, R.E. (2008). e Learning and the Science of Instruction (2 nd ed.). San Francisco, CA: Pfeiffer. As summarized by Fred Hofstetter, U Delaware.

31 Multimedia Research Results Cognitive Principle Effect Size 1. Multimedia of 9 2. Contiguity of 8 3. Coherence of Modality of Redundancy of Personalization of Segmentation of 3 8. Pretraining of 7 Studies Showing This Effect Clark, R.C., & Mayer, R.E. (2008). e Learning and the Science of Instruction (2 nd ed.). San Francisco, CA: Pfeiffer.

32 Just In Time Content Screencasts and podcasts For example (these are about Sakai, not disciplinary content) Adding a gradebook item (Georgia Tech) Create an list (Indiana University) Sakai from the student perspective (Longsight)

33 Collaborate Sakai is a CLE collaboration and learning environment Without collaboration, the social value of networking is lost and online courses become simply extensions of existing course formats. Tinker, R. (2005). Learning Through Online Collaboration. In G. P. Kearsley (Ed.), Online learning: Personal reflections of the transformation of education (pp ). Englewood Cliffs, NJ: Educational Technology Publications.

34 Collaborate People are not honored for what is in their minds but for the contributions they make to the organization s or the community s knowledge. Scardamalia, M., & Bereiter, C. (2006). In Sawyer, R.K. The Cambridge Handbook of the Learning Sciences (pp ).

35 Relevant Sakai Tools Wiki create knowledge on shared pages Blogger assign shared postings and grade privately Messages and Mailtool targeted communications Forums learner led discussions Chat virtual office hours, events Project sites can be private, collaboration and communication Course site groups targeted work, communications

36 Sakai KBE Tools Sakai contains several tools that can be used to form communities and build shared knowledge: 1. Forums provide multi threaded asynchronous discussion space; 2. Blogs enable students to journal their activities, reflect on their progress, and, if enabled, let other students comment on their work. 3. Chat rooms let students meet synchronously, although the Sakai chats are perpetually ongoing, so you can participate in them asynchronously as well. 4. The Wiki lets participants create knowledge on pages that are communally shared, with an edit trail keeping track of who changed what when.

37 Multiple Assessment Strategies Students must have a clear picture of how they will be evaluated Sakai supports multiple forms of assessment Tests & Quizzes Tasks, Tests and Surveys (Mneme) Grading assignments Grading forum participation Blogger eportfolios SiteStats to estimate effort level Formative and summative

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39 Gradebook Strategy Encourage students to resubmit (and resubmit, and resubmit) Markup their answers with feedback Use timed release to encourage students to manage their time Rely on Sakai s communication and feedback tools to ensure students success

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43 Once again How do you decide which Sakai tools to use? There are several instructional design models from primary literature in education

44 Gagne s Instructional Model 1. Gaining Attention (Reception) 2. Informing Learners of the Objectives (Expectations) 3. Stimulating Recall of Prior Learning (Retrieval) 4. Presenting the Stimulus (Selective Perception) 5. Providing Learning Guidance (Semantic Encoding) 6. Eliciting Performance (Responding) 7. Providing Feedback (Reinforcement) 8. Assessing Performance (Retrieval) 9. Enhancing Retention and Transfer (Generalization) Gagne, R., Wager, W., Golas, K., & Keller, J. (2005) Principles of Instructional Design. Belmont, CA: Wadsworth/Thomson Learning.

45 ARCS Model Keller s motivation model describes four principles important in motivating virtual learners: Attention: establishing and maintaining curiosity and learner arousal; Relevance: linking the learner situation to the needs and motives of the learner; Confidence: learners attribute positive learning experiences to their individual behavior; Satisfaction: learners develop the desire to pursue similar goals. See

46 Articulation Principle learners don t actually learn something until they start to articulate it. Sawyer, R.K. (2006) The New Science of Learning. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (pp. 1 16). New York: Cambridge University Press.

47 Creativity in Learning In June 2008, creativity replaced operations as the top criterion for ISTE (K 12)

48 Sakai tips In the Wiki, you must create a link in order to make a new page. In the Blogger, you must click new in the menu bar to write a new entry in the Blog. In the Forum, you must click the heading of the message to which you want to respond. Make these Sakai tools more intuitive

49 Jumpstarting the Wiki

50 Jumpstarting the Blogger

51 Jumpstarting the Forum

52 Sakai Tips On the home page of your course, replace worksite information with the name of your course. If you secure your Sakai instance (https), put all resources into Sakai or you will get browser warnings about mixing secure and non secure items. Encourage everyone to use Sakai s navigation buttons, not the browser back button. Use the Tests & Quizzes to create a survey for students to take over the first weekend to let you know how they are doing with Sakai. Let students create threads/replies but not new topics in Forums. Track statistics in Forums to gauge participation levels.

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55 Sakai Tips Make sure students realize that chats are not private; they are archived and searchable. Use notification regularly to increase engagement. Add SiteStats to your courses and watch usage patterns. Use column sorting to make grading easier Rename/reorder the tools in your course but consider how this may make the interface confusing Set the schedule tool s default view to monthly it displays events without click throughs

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58 Recommended Books

59 This document has been adapted from a conference presentation by Dr. Fred Hofstetter, University of Delaware, and combined with the contributions of others in the Sakai community