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Learning with 'e's: Recycling Kolb: experiential learning model is increasingly irrelevant in an age where social media, and social learning a

Learning with 'e's: Recycling Kolb:  experiential learning model is increasingly irrelevant in an age where social media, and social learning a | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

mage by Fotopedia

http://www.fotopedia.com/items/flickr-5693012875

Experiential Learning Model Graphic source

http://stl327.wikispaces.com/LearningThryGroupE

...

The experiential model Kolb proposed reveals a particular flow of activity that is represented in the image below. It flows clockwise and is both iterative and cyclical. It is representative of the kind of activities one sees in the old style e-learning package designs still used in many companies to impart basic health and safety or customer care training. One of the criticisms of Kolb's model is that it is fairly prescriptive, and from it derives the four learning styles he identified; diverging, assimilating, converging and accommodating. A number of derivative learning styles models 'borrowed' from this model (for example Honey and Mumford's Learning Styles model).

...

It continues to feature strongly in many corporate training/learning and development (L and D) design and delivery strategies because it focuses largely on competence and performance, traits most businesses value and require their employees to acquire and develop. And yet, although L and D departments are also embracing social learning, many still continue to refer to Kolb's model as an important model of learning. This is questionable. One view is that the experiential learning model is increasingly irrelevant in an age where social media, and social learning are increasingly prevalent. It is worth revisiting Kolb's model to explore its criticisms and weaknesses.

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E-Moderation: aktives Online-lernen mit E-tivities
Lern- und Moderationsmethoden & didaktische Modellen für Online Lern- und Arbeitsprozesse
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5 wöchiger E-Moderating online-Kurs nach dem 5-Stufen-Modell von Gilly Salmon: Moderationskompetenzen, digitales Wissensmanagement, Motivationstechniken

5 wöchiger E-Moderating online-Kurs nach dem 5-Stufen-Modell von Gilly Salmon: Moderationskompetenzen, digitales Wissensmanagement, Motivationstechniken | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

Klassische Ausbildung in 5 Wochen zum E-Moderator nach dem 5-Stufen-Modell von Gilly Salmon in einen Online-Kurs.
Ca. 7-8 Stunden Arbeitsaufwand wöchentlich
-> wichtig: man muss sich regelmäßig einloggen und interagieren.
Zeitraum: 21.10.2013 - 24.11.2013
Der Kurs läuft auf dem Lernmanagementsystem Blackboard und beinhaltet auch Webkonferenzen.
http://www.emoderating.de/emod/pages/index/p/110
...
Kurs-Flyer:
http://www.emoderating.de/media/public/db/media/6/2011/02/93/emod_flyer_2012.pdf
..
Anmeldeformular:
http://www.emoderating.de/media/public/db/media/6/2011/02/93/anmeldung_okt_13.pdf
Nach dem erfolgreichen Konzept der E-Learning-Koryphäe Dr. Gilly Salmon entstand der lizenzierte Kurs E-Moderating. Hier arbeiten die Teilnehmer mit Blackboard™, einem der leistungsfähigsten und bedeutendsten Lernmanagementsysteme.
...
Finden Sie praktische Antworten auf Fragen: Wie kann ich als Personaler Foren aktivierend nutzen? Wie bringe ich Mitarbeiter dazu, relevante News und Wissens-Häppchen nicht nur in der Küche, sondern auch online auszutauschen und zu diskutieren? Und wie sorge ich als Moderator für eine interessante Online-Umgebung?
...
Aufbauend auf einem der ersten Modelle für eine Online-Didaktik, Gilly Salmons 5-Stufen-Modell (2002) führt dieser 5-wöchige Online-Kurs in die Grundlagen aktivierender Methoden im Online-Lernen und Arbeiten ein:
...
* Moderationskompetenzen
* Grundlagen im digitalen Wissensmanagement
* Motivationstechniken
* Didaktik & Methodik von sozial-kollaborativem E-Learning

... hier finden sich begleitende & weiterführende Texte + Materialien, aktuelle Projekte, best Practise Beispiele ...
...
Social Reading des "Klassikers" von Gilly Salmon, meine highlights
http://readmill.com/web2write/reads/e-moderating-the-key-to-online-teaching-and-learning
...
„eTivities“ sind Aufträge für aktives und interaktives Online-Lernen.

(kompakte Erklärung in einem 2-seitigen PDF)
http://bit.ly/etivitiesPdf
 ...
Beschreibung zweiter Zentraler Moderations-Methoden, die in der 2. Kurswoche entfaltet werden:
Verweben und Zusammenfassen (in english :-)
http://www.atimod.com/book/13/e-moderating-book-third-edition

...
Kompakte Beschreibung des "scaffolding” models:
"Scaffolding means gradually building on participant’s previous experience. A structured learning scaffold offers essential support and development to participants at each stage as they build up expertise in learning online."
 http://www.itlc.life.ku.dk/it_paedagogik/elaerings_paedagogik/gilly.aspx
....
41 slides eines Vortrags von Gilly Salon zum 5-Stufen-Modell:
http://www.slideshare.net/ADFI_USQ/wouldyoustartfromhere-version3
...
einige Videos auf youtube zum Thema E-Moderation:
http://www.youtube.com/playlist?list=PLD36A3AF0CCA10180&feature=plcp
...
... meine Booksmarks mit dem Tag "moderation"
https://www.diigo.com/user/web2write/emoderation

...
... Bookmarking-Gruppe zum Thema E-Moderation 

https://groups.diigo.com/group/e_moderation-aktives-online_lernen-mit-e_tivities?view=recent

...

MOOC & Moderation: Howto e-moderate an open online Course? 

http://learni.st/users/heiko.idensen/boards/13670-mooc-moderation-howto-e-moderate-an-open-online-course-emoderation-mooderation

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Visual Tool Tip #3: mural.ly | HAUTE CULTURE

Visual Tool Tip #3: mural.ly | HAUTE CULTURE | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

Gleich eine Korrektur: DAS Board stimmt nicht. Man hat in der Free-Version drei “aktive” Boards zur Verfügung und einen “Raum” (dessen Funktion sich mir noch nicht erschlossen hat, vermutlich kann man Teilnehmer in einen Raum einladen und alle aktiven Boards mit ihnen teilen). Das reicht für eigene Arbeit oder kleinere Gruppen mit kurzer Projektphase, denn irgendwann ist so ein Board ja auch mal voll.

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Conducting effective online discussions : several strategies to help you manage online discussions more effectively, and make them more beneficial for your students

Conducting effective online discussions : several strategies to help you manage online discussions more effectively, and make them more beneficial for your students | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
23 Feb 2011, 5,506 views

What do you think of this resource? Please click here to complete a quick survey.

Discussions are an important component of many forms of online student interaction. For students to benefit from an online discussion, it is important for teachers to generate relevant topics, effectively moderate student activity and participate regularly. This episode will highlight several strategies to help you manage online discussions more effectively, and make them more beneficial for your students. **** Download the PDF (8 pages):
http://online.cofa.unsw.edu.au/sites/default/files/episode-pdf/Discussions_LTTO.pdf

 

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Gruppenpuzzle – ZUM-Wiki

Gruppenpuzzle – ZUM-Wiki | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

Als Gruppenpuzzle bezeichnet man eine Methode des kooperativen Lernens. Dabei werden die Teilnehmer von gleich großen Arbeitsgruppen abwechselnd zu Stamm- und zu Expertengruppen zusammengesetzt. Die Analogie zum Puzzle besteht darin, dass eine Stammgruppe in "Puzzleteile" "zerschnitten" und dann die Puzzleteile zu einem neuen "Bild", der Expertenrunde, und schließlich wieder zur Stammgruppe zusammengesetzt werden.

 
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Didaktik? Von MOOC-Design und MOOC-Moderation | das e-Teaching Büro #emoderation #mooderation

Didaktik? Von MOOC-Design und MOOC-Moderation | das e-Teaching Büro #emoderation #mooderation | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

"
**Dokumentation/Ergebnissicherung

inhaltliche Zusammenfassungen schreiben, schreiben lassen (Reflektoren-Rolle), anregen Linklisten erstellen (oder Aufttrag vergeben/anbieten), ggf. thematisch sortiertSitemaps/Pearltrees erstellen, erstellen lassen, anregenErgebnis-WIKIs zu Einzelthemen erstellen, erstellen lassen, anregenalles, was in der o. g. Struktur nicht autotisiert passiert (z. B. ggf. von Hand Blogartikel aggregieren)…

*** Aktivierung

Feedback zu Beiträgen der Teilnehmenden (prinzipiell wohl auf allen Kanälen möglich) (“einladend, nicht ausgrenzend sein”, sagt Dörte Giebel im Didaktik-Hangout z.B.)Mailings/Newsletter mit Hinweisen auf besondere Beiträge, Ergebnisse, Events etc.auch hier: Zusammenfassungen (als “Einsprungschneisen”, wie Dörte Giebel es genannt hat)Events: online-Live-Sessions, Präsenztreffen…… "

Jasmin Hamadeh in einem Reflexionsbeitrag zur 2. Woche des #mmc13, in der es um "Didaktik" geht  ... mit Bezug auf den Impulsbeitrag: Hangout on Air: der Mediendidaktiker Dr. Joachim Wedekind  (Blog, Twitter: @jowede): Brauchen wir eine MOOC-Didaktik?
http://www.youtube.com/watch?feature=player_embedded&v=77yRmWbyPMQ

Heiko Idensen's insight:

Sehr interessante Bezugnahme zum Thema "Moderation", das in meine Augen entscheidend ist, um MOOCs auch in Bereichen einzusetzen, in denen die TeilnehmerInnen nicht nur als unheimlich "selbstmotivierten" TeilgeberInnen bestehen, also etwa den superaktiven ca. 80 Lernncoaches, E-Learning Multiplikatorinnen und PraktikerInnen, ForscherInnen die den #opco11 aktiv "geschmissen" haben und sich "selbstlaufend" und "selbstorganisiert" zu einem "selbstreflexiven Thema" (bei dem mehr oder minder der MOOC selbst das Thema ist, also "Zukunft des Lernens" (#opco11), "Trends im E-Learning" (#opco12), oder auch der #mmc12 ("Open Online Course über (Massive) Open Online Courses"), ... sondern

...
sondern ein MOOC zu eime "realword" Thema (etwa ein Sprachmooc für Language-Lehrer und Lernende oder ein Globaler MOOC für Aktivisten aus der Umweltbewegung zum Thema "Umweltbildung"...)

...

mit TeilnehmerInnen, die nicht schon von vornherein über eine große Medienkompetenz und Online-Erfahrungen verfügen, so dass eben ganz EXPLIZIT und VERSTÄRKT "didaktische" Methoden im Aufbau  und in der Kommunikation eingesetzt werden müssen ...
...
.. die bisher natürlich im Kern auch schon vorhanden sind:
- ich denke etwa an die phantastischen Wochenzusammenfassungen von Jochen Robes im opco11

- die im #mmc13 verstärkt differenzierten Rollen ("GastgeberInnen", "ImpulsgeberInnen" und besonders schon die "ReflextorInnen" :-)

- mein besonderes Augenmerk gilt dabei den Kuratieren via Pearltrees von Andrea, die ganz explizit ein neues Tool sucht, einsetzt und ausprobiert zum reflektieren:
http://www.pearltrees.com/#/N-f=1_7157543&N-fa=5040146&N-p=67948362&N-play=0&N-s=1_7157543&N-u=1_631560

- der sehr schöne Versuch einer "thematischen" SORTIERUNG der ganzen verteilten Beiträge
http://howtomooc.org/mmc13-blog-aggregator/mmc13-teilnehmer-beitraege-thematisch/
... und generell natürlich die engagierten Postings, Einwürfe, Hinweise etc. der GastbeberInnen incl. Dörtes wunderbar klarer, nachfrangender und "vermittlender" Anmoderation und Moderation der Hangouts ...
****
Ich stelle im Verlauf meiner - mehr oder minder passiven Teilnahme an den verschiedenen MOOCs fest, dass das Thema E-Moderation doch immer mehr in den Fokus der Aufmerksamkeit gerät, wie es auch dieser Beitrag von Jasmin zeigt.
...

Und zwar die Entwicklung einer MOOC-spezifischen E-Moderation, die vielleicht Teile der aus den bekannten Moderationstechniken (etwa das "Zusammenfassen" und "Verweben" ("Weaving") wie wir es frei nach Gilly Salmon immer wieder in unseren E-Moderations Online-Kursen

http://www.adwh.de/adwh/pages/index/p/295

einsetzen
http://www.scoop.it/t/lern-und-moderations-methoden-fur-e-learning-e-moderation/p/2000916802/adwh-e-moderating-wissensmanagement-2-0-aktivierender-methoden-im-online-lernen-und-arbeiten-online-kurs-26-9-31-10-12

.. verwenden, aber eben auf der Suche sind nach neuen Tools und Methoden einer "MOOC-Moderation" (vielleicht "MOO-Deration" :-)

... diese ist dann ein Baustein einer fluiden und "on the fly" sich entwickelnden "Mooc-Didaktik", die ich sehr spanend finde :-)

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Macmillan verabschiedet sich von gedruckten Wörterbüchern - buchreport - Nachrichten Verlag

Macmillan verabschiedet sich von gedruckten Wörterbüchern - buchreport - Nachrichten Verlage  | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
Sechs Monate nach dem Begräbnis der gedruckten Großenzyklopädie „The Britannica“ folgt eine weitere Zäsur auf dem Markt für Nachschlagewerke. Macmillan will künftig die eigenen Wörterbücher nicht mehr im Print-Format herausbringen.

Im unternehmenseigenen Blog schreibt der Verlag unter der Überschrift „Stop the presses“, man werde sich von gedruckten Wörterbüchern verabschieden, um sich nur noch auf das wachsende Portfolio an digitalen Produkten (darunter die Online-Ausgabe von Macmillan Dictionary, die aktuell 10 Mio Besucher pro Monat verzeichnet) zu konzentrieren. „Der Abschied von Print ist ein befreiender Moment, weil unsere Wörterbücher ihr ideales Medium gefunden haben“, heißt es weiter.

Begründungen:
...
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Top Ten Moderator Skills (for 2010) – e-moderation station

Top Ten Moderator Skills (for 2010) – e-moderation station | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
What makes a good e-moderator? What skills and qualities does the online tutor need? I asked our team of very experienced e-moderators what they thought the most important online skills and qualities were, and below are some of their responses.

In the spirit of a new year beginning, I invite you to take a look at the Top Ten Moderator Skills below, and select those that you would like to develop in your own online teaching during 2010. A sort of online tutor’s New Year’s resolutions – you could print out the mind map below, circle those you’d like to work on, and pin it above your desk! Very low tech, I know, but some of us still love to use bits of paper…
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Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators

Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
In this model, an e-learning facilitator "wears four pairs of shoes"--acting as instructor, social director, program manager, and technical assistant.

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Instructor: consultant, guide, and resource provider
An e-learning facilitator's role as instructor is consistent with seminal adult learning research in which instructors guide self-directed learning in problem-centered environments. E-learning facilitators don't hold all the answers: They offer their own unique insights as they help learners acquire knowledge and develop skills. As Berge suggests, e-learning facilitators' primary instructional tasks are to
provide information to help learners complete assignments
suggest ideas or strategies for learning
help learners connect content with prior knowledge.
E-learning facilitators-as-instructors carry out those tasks with the following methods: ...

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Social director: creator of collaborative environments
The second "pair of shoes" that an e-learning facilitator wears are those of social director, fostering collaborative learning. Underlying this type of learning is the belief that learners achieve best in social interactions based on consensus building and cooperation. As facilitators promote interpersonal relationships and help learners work together, they guide a developing sense of community within and between small groups. Perhaps the most meaningful facilitation in this collaborative structure, suggests learning communities experts Rena Palloff and Keith Pratt, is modeling interaction techniques and assuming the role of a group member who contributes to learning.

...

- address the needs of adult learners by guiding self-directed, realistic, problem-based learning experiences
- structure learning opportunities in which learners make their own meanings by discovering content on their own
- encourage high degrees of participation and interactivity
- offer prompt, informative feedback
- provide strong leadership
- help learners feel comfortable with technology.

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The challenge of ‘openness’ in small MOOCs

The challenge of ‘openness’ in small MOOCs | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
An interesting discussion on the Pedagogy First course blog has sparked off further thoughts about issues around ‘openness’.  This post is, in part, a response to some of the thoughts posted by Ala...
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Enhancing Education: The 5 E's: instructional model based on constructivism: Engage, Explore, Explain, Elaborate, and Evaluate.

Enhancing Education: The 5 E's: instructional model based on constructivism: Engage, Explore, Explain, Elaborate, and Evaluate. | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

The 5 E's is an instructional model based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. The 5 E's can be used with students of all ages, including adults.

Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.

Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following:

Make connections between past and present learning experiences Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned.


Explore: This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials.

Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors.

Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills.

Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development. 

...

http://www.aea267.k12.ia.us/science/files/BSCS_5E_Instructional_Model.pdf

...

http://www.voyagesthroughtime.org/curriculum/instructional.html

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ADWH - E-Moderating & Wissensmanagement 2.0: aktivierender Methoden im Online-Lernen und Arbeiten (online Kurs via Blackboard)

ADWH - E-Moderating & Wissensmanagement 2.0:  aktivierender Methoden im Online-Lernen und Arbeiten (online Kurs via Blackboard) | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

In den praktischen Aufgaben haben wir inzwischen auch die "Moderation" in sozialen Netzwerken und Online-Lernszenarien mit einbezogen in den Kompetenzbereichen>
* Moderationskompetenzen
* Grundlagen im digitalen Wissensmanagement
* Motivationstechniken
* Didaktik & Methodik von sozial-kollaborativem E-Learning


Nach dem erfolgreichen Konzept der E-Learning-Koryphäe Dr. Gilly Salmon entstand der lizenzierte Kurs E-Moderating. Hier arbeiten die Teilnehmer mit Blackboard™, einem der leistungsfähigsten und bedeutendsten Lernmanagementsysteme.

...

Finden Sie praktische Antworten auf Fragen: Wie kann ich als Personaler Foren aktivierend nutzen? Wie bringe ich Mitarbeiter dazu, relevante News und Wissens-Häppchen nicht nur in der Küche, sondern auch online auszutauschen und zu diskutieren? Und wie sorge ich als Moderator für eine interessante Online-Umgebung?

...

Aufbauend auf einem der ersten Modelle für eine Online-Didaktik, Gilly Salmons 5-Stufen-Modell (2002) führt dieser 5-wöchige Online-Kurs in die Grundlagen aktivierender Methoden im Online-Lernen und Arbeiten ein:

...

* Moderationskompetenzen
* Grundlagen im digitalen Wissensmanagement
* Motivationstechniken
* Didaktik & Methodik von sozial-kollaborativem E-Learning
...

... hier finden sich begleitende & weiterführende Texte + Materialien, aktuelle Projekte, best Practise Beispiele ...
...

Social Reading des "Klassikers" von Gilly Salmon, meine highlights
http://readmill.com/web2write/reads/e-moderating-the-key-to-online-teaching-and-learning

 

...
„eTivities“ sind Aufträge für aktives und interaktives Online-Lernen. 

(kompakte Erklärung in einem 2-seitigen PDF)
http://bit.ly/etivitiesPdf

 

 ...

Beschreibung zweiter Zentraler Moderations-Methoden, die in der 2. Kurswoche entfaltet werden:
Verweben und Zusammenfassen (in english :-)
http://www.atimod.com/e-moderating/resources.shtml

 

...

Kompakte Beschreibung des "scaffolding” models:
"Scaffolding means gradually building on participant’s previous experience. A structured learning scaffold offers essential support and development to participants at each stage as they build up expertise in learning online."
 http://www.itlc.life.ku.dk/it_paedagogik/elaerings_paedagogik/gilly.aspx

....

41 slides eines Vortrags von Gilly Salon zum 5-Stufen-Modell:
http://www.slideshare.net/ADFI_USQ/wouldyoustartfromhere-version3

...

einige Videos auf youtube zum Thema E-Moderation:
http://www.youtube.com/playlist?list=PLD36A3AF0CCA10180&feature=plcp

 ...
diigo-Gruppe zu Moderations- und Lern-/Lehrmethoden:
http://groups.diigo.com/group/emoderation-0607_2011-arbeitsgruppe-2-werkzeuge-und-tools

...

ebenda meine Booksmarks mit dem Tag "e-moderation"
http://www.diigo.com/user/web2write/e-moderation

...

http://www.diigo.com/user/web2write/emod-methode

 

... 

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Nine steps to quality online learning: Step 6: Set appropriate learning goals

Nine steps to quality online learning: Step 6: Set appropriate learning goals | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

Learning goals: the same or different?

In many cases, it will be appropriate (indeed, essential) to keep the same teaching goals for an online course as in a similar face-to-face course. Many dual-mode institutions, i.e. campus-based institutions who also offer credit courses online, such as the University of British Columbia, Penn State, University of Nebraska, offer the same courses both face-to-face and online, particularly in the fourth year of an undergraduate program. Usually the transcript of the exam grade makes no distinction as to whether the course was done online or face-to-face, since the students take the same end of course exam, and the actual content covered is usually identical in each version.

At UBC, there’s an express bus that runs every four minutes along Vancouver’s Broadway corridor to the university, each bus packed with up to 200 students. I too took the bus to work at UBC when I was Director of Distance Education – when I could get on it. Students were often sleeping on the bus, so we put the following advertisement on the buses: ‘Same instructor, same course, same exam, no bus ride: take a distance education course.’ Our numbers went up and it made it easier for me to get on the bus in the mornings!

 

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HDS-Grundlagenmodul: Lehren und Lernen an der Hochschule

HDS-Grundlagenmodul: Lehren und Lernen an der Hochschule | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
Wir haben an zwei Tagen mal die Rollen gewechselt und am Grundlagenmodul des HDS zur Hochschuldidaktik angemeldet.

...

Die Workshop-Leiter Angela Weißköppel & Beatrice Hartung setzten dabei selbst einen sehr großen Schwerpunkt auf die Methodenvielfalt: Zur Vermittlung und Diskussion der einzelnen Themen wurden jeweils immer bestimmte Methoden eingesetzt und auch benannt (u.a. Brainwalking, Disney-Methode, Think-Pair-Share, 5-Finger-Feedback), sodass wir neben der inhaltlichen Auseinandersetzung uns auch die Methoden “Bottom Up” anschauen konnten, um sie gegebenenfalls selbst in der Lehre einzusetzen.

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http://arbeitsblaetter.stangl-taller.at/PRAESENTATION/brainstorming.shtml...

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http://de.wikipedia.org/wiki/Walt-Disney-Methode

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http://wiki.zum.de/Think_-_Pair_-_Share

 

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http://www.nordicfit.at/blog/item/die-5-finger-feedback-methode-fuer-trainer

 

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Effective virtual facilitation

Effective virtual facilitation | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
As virtual classes rapidly become de rigueur, the need for an effective virtual facilitation framework accelerates. I propose the 5-stage model of e-moderation developed by world-renowned networked...

Via Ana Cristina Pratas, Lars-Göran Hedström
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sdoukakis's curator insight, April 2, 9:38 PM

Για το πλαίσιο λειτουργίας προγραμμάτων e-tutoring... 

Inger Langseth's curator insight, April 4, 2:39 AM

Lesson design inpiration!

 

Bodil Hernesvold's curator insight, April 5, 5:55 AM

I have rescooped this from Inger Langseth, trying to keep up with ideas on how to teach (online).

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10 Techy Icebreakers for The 21st Century Teacher

10 Techy Icebreakers for The 21st Century Teacher | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

by Med Kharbach

 

"Icebreakers are " discussion questions or activities used to help participants relax and ease into a group meeting or learning situation" (Dover, 2004). Icebreakers are very important in the learning-teaching process that takes place within the classroom. They can help in creating and maintaining a healthy and successful learning environment for students and are also the best warm-ups to get students engaged in a learning task."


Via Tom D'Amico (@TDOttawa) , kathyvsr, Jim Lerman
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Deborah Owen's curator insight, April 10, 2013 5:48 AM

Regardless of whether or not you use these as ice-breakers, there are some great tools to know about here.

kathyvsr's curator insight, April 10, 2013 8:15 AM

This is a great resource for the beginning of school and the activities can also be used to pre-assess the student skills.

RitaZ's curator insight, June 26, 2013 6:15 AM

Short activities to boost stds' interest.

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Facilitating Online | Centre for Educational Technology

Facilitating Online | Centre for Educational Technology | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

Facilitating Online is a course intended for training educators as online facilitators of fully online and mixed mode courses. The Centre for Educational Technology (CET) produced a Course Leader’s Guide as an Open Educational Resource to assist educators and trainers who wish to implement a course on online facilitation within their institution or across several institutions. The course manual was written by Tony Carr, Shaheeda Jaffer and Jeanne Smuts and was published online and in print in early 2009.

The guide contains the course model, week-by-week learning activities, general guidance to the course leader on how to implement and customise the course and specific guidelines on each learning activity. The latest version of the course manual includes several minor corrections and is dedicated to the memory of our co-author Jeanne Smuts who died on 28th July 2009.

See Facilitating Online: A guide for course leaders for the latest pdf version of the course manual

http://www.cet.uct.ac.za/files/file/FacilitationOnlineWeb.pdf

as well the specimen course site.

https://vula.uct.ac.za/portal/site/1d19c50c-0963-4b1d-bdc7-73ca46a72dd1

The book is also available in print form at no charge. To request copies of the printed book please contact Shirley Rix at

shirley.rix@uct.ac.za.

Heiko Idensen's insight:

.. see all the course Material in the library of the online course:

https://vula.uct.ac.za/portal/site/1d19c50c-0963-4b1d-bdc7-73ca46a72dd1/page/9f6afd6b-277a-45fa-82d2-f02d126ccc0b

...

-- or the PDF-File:
http://www.cet.uct.ac.za/files/file/FacilitationOnlineWeb.pdf

...

Contents
List of tables and figures iii
Acknowledgements iv
Introduction 1
Why do we need an online facilitation course? 1
About this guide 1
Section 1. About the course 3
Purpose of the course 3
Course principles 3
Capabilities of online facilitators 4
Course model 4
Course outcomes 6
Specific outcomes 6
Section 2. Advice to participants 7
Requirements of the course 7
Preparing to arrive (Week 0) 8
Section 3. Week-by-week activities 9
Week 1 Arriving 9
Week 2 Conversing 13
Week 3 Facilitating 17
Week 4 Creating 20
Week 5 Applying 23
Section 4. Preparing to run the course 27
Skills needed to run this course 27
Selecting your team 27
Recruiting participants 27
Technology requirements 28
Customising course materials 28
Setting up your online environment 28
Section 5. Implementing the course 31
Week 0 31
During the course 31
Ending the course 34
After the course 34
Section 6. Week-by-week guidance 35
Week 1 Arriving 35
Week 2 Conversing 47
Week 3 Facilitating 57
Week 4 Creating 64
Week 5 Applying 72
Appendices 83
Appendix 1 Opening survey 83
Appendix 2 Online facilitation course model 86
Appendix 3 Capabilities of online facilitators 87
Appendix 4 Course purpose 89
Appendix 5 Course principles 89
Appendix 6 Creating effective summaries 90
Appendix 7 Do’s and don’ts of online facilitation 92
Appendix 8 Why diversity matters 94
Appendix 9 Non-violent communication 96
Appendix 10 Activity design template 99
Appendix 11 Personal development template 100
Appendix 12 Evaluating the course 102
Appendix 13 Recommended readings 104
Appendix 14 Free software 105
Appendix 15 Announcements and updates 106

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Kathleen Gradel's curator insight, July 21, 2013 9:14 AM

Check out this solid resource :)

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Sorry, this class site is now closed! The failure of a #Coursera Course: missing E-Moderation?

Sorry, this class site is now closed! The failure of a #Coursera Course: missing E-Moderation? | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

I’ve been taking the Coursera course Fundamentals of Online Education for the last week. I nearly said fortnight because it seems like longer and it seems like a lot has happened yet at the same time nothing has happened.  The course was supposed to last 6 weeks but today (now yesterday), without any prior warning, the plug was pulled and the course unceremoniously closed.  As a number of people on Twitter said, “Wow! Just wow!”.  It’s difficult to know what any of the supposed 41000 enrollees are thinking because the site is shut. No one has anywhere to discuss or comment on their feelings or thoughts about the closure. Well we have e.g. our blogs, Twitter, FaceBook, but we are disconnected from each other. No community had developed in the week that the course was open and even in FaceBook, there was little widespread engagement.

...

Week 1 is where the detailed instructions for the ‘Join A Group’ spreadsheet are. Week 1 is the start of the course. Week 1 is meant to welcome us and make sure that we can all access the technology.  When I look in the forums it is clear that this is a widespread issue, not something local to my set up.  Getting the start right is not something which we’ve just realised is important. Gilly Salmon wrote about this nearly last century and this is stage 1.

.

http://www.atimod.com/e-moderating/5stage.shtml

.

Groups

So let’s look at joining a group. The course is using a Google spreadsheet for group sign up.  There are no instructions within the spreadsheet but the rows are labelled Group 1, 2, etc and they are 20 columns wide.  Seems the intention is that there will be 20 people in a group. Someone will add a new row and give the group a number which is one more than the group before. When 20 people have added their names to a row then someone creates a new row. When I first looked at it there were about 30 or 40 rows, most full.  The spreadsheet did say that due to high traffic it was only showing list view but I’ve seen that before so no great worries.

 

 

 

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Ein Hauch von Überforderung | HAUTE CULTURE: wie, weshalb, warum, womit einen MOOC re-flektieren?

Ein Hauch von Überforderung | HAUTE CULTURE: wie, weshalb, warum, womit einen MOOC re-flektieren? | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

"

Dazu sehe ich das Ganze mit Coaching-Haltung

In einem Coaching-Prozess weiß ich nie alles über meinen Klienten. Und das macht gar nichts. Denn Coaching ist neben der Erhebung der Standortanaylse und der Lebensumstände des Klienten darauf ausgerichtet, im Hier und Jetzt zu agieren. Nicht alles muss ausgesprochen oder hinterfragt werden. Ein Coach verlässt sich neben seiner/ihrer Selbstreflektion (um Übertragung und Spiegelung) zu vermeiden, auf seine/ihre Intuition.

Angewandt auf die Rolle der Reflektorin beim #mmc13 bedeutet dies: die Standortanalyse läuft über die Kuratierung auf Pearltrees. Die Reflektion erfolgt auf Basis der heraus stechenden Aspekte, die mir dabei ins Auge fallen. Die mich ansprechen und intellektuell oder auch emotional beschäftigen.

So, wie ich eine gewisse Beziehung zum Coaching-Klienten habe, die keine freundschaftliche ist (aber dennoch eine zwischenmenschliche) werde ich auch eine gewisse Beziehung zum Geschehen beim #mmc13 haben. Und somit das thematisieren, was mich “anspricht”.

Diese Arbeitsweise hat sich im Coaching bewährt und sie wird sich auch in der Rolle der Reflektorin bewähren."
(Andrea Brücken ‏@dieHauteCulture)

Heiko Idensen's insight:

 

… Den Ansatz, die Re-Flexion des #mmc13 aus einer “Coaching-Haltung” heraus vorzunehmen finde ich klasse! Besonders interessiert mich dabei, wie das mit Hilfe des Werkzeugs pearltrees funktioniert: die Struktur, die  Andrea Brücken ‏@dieHauteCulture dort angelegt hat, finde ich sehr hilfreich und ich bin gespannt, wie sie dort … womöglich blitzhaft, hoffentlich subjektiv, emotional … die Prozesse des #mmc13 re-flektiert, “re-coacht”, “meta-pearlt”, “re-strukturiert” … viel spannender, als eine (lineare) Zusammenfassung von einem “neutralen” point-of-view aus :-)

von der Methodik erinnert mich Deine Herangehensweise auch ein bisschen an das “Weaving” (“Ver-Weben) in der E-Moderation:
.
“(Ver-) Weben ist ein Verarbeitungsprozess, durch den unterschiedliche Diskussionsbeiträgezueinander in Beziehung gesetzt werden – wie bei der Herstellung eines Musters durch das Verweben verschiedenster Fäden.
Durch das Weben kann der E-Moderator den Fokus auf einen bestimmten Aspekt in einer Diskussion richten, indem er die zentralen Aussagen der Teilnehmenden sammelt und sie untereinander in Beziehung setzt.”
.
… so wie im #opco11 neue Formate für die Webkonferenz gesucht und ausprobiert wurden (nicht zu vergessen: Christian Spannagels geniale “Konzerte” und “Konzeptproben”: http://de.wikiversity.org/wiki/Benutzer:Cspannagel/opco11#Freie_Konzerte) -> so gilt jetzt, neue Formate, Formatierungen, etc. dafür zu finden, was früher “Re-flexion” hieß – und sich in einem einzelnen Kopf abspielte :-)

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Andrea Brücken's comment, January 12, 2013 8:24 AM
Heiko, da ist was dran. Vielleicht ist es nicht nur die Coaching-Haltung, sondern dazu noch der Mix aus Erfahrungen in Journalistik, E-Moderation und eLearning, der mich zu dieser Art des Reflektierens bringt.
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An Instrument to Assess Online Facilitation - a TIGERS Grant Project

An Instrument to Assess Online Facilitation - a TIGERS Grant Project | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

The "Assessing Online Facilitation" instrument (AOF) is for online course facilitators to objectively evaluate their facilitation for strengths and areas for improvement. Facilitators may choose to offer the AOF to others to guide a peer evaluation of their performance in the online classroom.

The AOF recognizes the different roles of an online facilitator, as outlined by Berge (1995), Hootstein (2002), and others.

Pedagogical: Guiding student learning with a focus on concepts, principles, and skills. Social: Creating a welcoming online community in which learning is promoted. Managerial: Handling organizational, procedural, and administrative tasks. Technical: Assisting participants to become comfortable with the technologies used to deliver the course.

There are many criteria that influence student satisfaction and learning in any course, including online courses. Recent publications have included criteria specific to online courses. The Project Team identified criteria from many sources and categorized them in the framework of the four roles of an online facilitator.


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All Things in Moderation - E-tivities

All Things in Moderation - E-tivities | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
All Things in Moderation is a UK based organisation that runs courses for participants worldwide based on the books and ideas of Gilly Salmon.
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Edmodo Expands Teacher Tools, Centralizes Course Creation -- THE Journal

Edmodo Expands Teacher Tools, Centralizes Course Creation -- THE Journal | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
Edmodo, a Web-based social learning network for teachers and students, has introduced new features designed to make it easier to connect with resources and gain insight into students' feelings about assignments, classroom discussions, and shared...
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Bloomin' Apps

Bloomin' Apps | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

Kathy Schrock has developed a new visual representation of Bloom's revised taxonomy of cognitive objectives and linked each level to a collection of apps and websites for iOS and Android. In fact, she has done this for both the older and revised versions of Bloom.

 

This new display provides a conceptualization of the levels as intimately connected and related, rather than the hierarchy depicted by the triangle, or pyramid, usually used for this purpose. Perhaps this will assist educators to move more seamlessly from level to level, recognizing that one does not need to go through analyzing to get to creating from applying, for example.

 

The selected websites and apps are certainly very helpful to educators working to diversify and differentiate their learning environments. This is a very rich resource. -JL


Via Jim Lerman
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I Can’t Hear Myself Think in Here: Managing the Very Large Class

I Can’t Hear Myself Think in Here: Managing the Very Large Class | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
My preference is the large class.Much has been written in recent years about the value of small class for learning, and in general that may be true, that they are better learning environmen...
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Learning with 'e's: Recycling Kolb: experiential learning model is increasingly irrelevant in an age where social media, and social learning a

Learning with 'e's: Recycling Kolb:  experiential learning model is increasingly irrelevant in an age where social media, and social learning a | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it

mage by Fotopedia

http://www.fotopedia.com/items/flickr-5693012875

Experiential Learning Model Graphic source

http://stl327.wikispaces.com/LearningThryGroupE

...

The experiential model Kolb proposed reveals a particular flow of activity that is represented in the image below. It flows clockwise and is both iterative and cyclical. It is representative of the kind of activities one sees in the old style e-learning package designs still used in many companies to impart basic health and safety or customer care training. One of the criticisms of Kolb's model is that it is fairly prescriptive, and from it derives the four learning styles he identified; diverging, assimilating, converging and accommodating. A number of derivative learning styles models 'borrowed' from this model (for example Honey and Mumford's Learning Styles model).

...

It continues to feature strongly in many corporate training/learning and development (L and D) design and delivery strategies because it focuses largely on competence and performance, traits most businesses value and require their employees to acquire and develop. And yet, although L and D departments are also embracing social learning, many still continue to refer to Kolb's model as an important model of learning. This is questionable. One view is that the experiential learning model is increasingly irrelevant in an age where social media, and social learning are increasingly prevalent. It is worth revisiting Kolb's model to explore its criticisms and weaknesses.

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Instructional Design for Self-Learning in Distance Education

Instructional Design for Self-Learning in Distance Education | E-Moderation: aktives Online-lernen mit E-tivities | Scoop.it
Traditional curriculum development starts with the defining the information that the teacher wants to disseminate to the student and designing the supporting materials. This is considered a “Cont...
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