Joni Dunlap

Instructional-Design-Live #29: Fun with Online Learning

Sep 3, 2010 10:03:07 AM - IDL 29: CREATING ENGAGING ONLINE COURSES
 
 
05:07 - Robert 1
 
05:15 - Robert 1
Brain Rules link
 
05:30 - Mary 2
Thanks, Robert.
 
05:32 - Cammy
I've been slowly reading Brain Rules for the past few months!
 
07:48 - Mary 2
Welcome, Eleanor.
 
07:49 - Robert 1
Welcome Eleanor!
 
08:04 - Eleanor Rigby
Thanks! :)
 
09:01 - Robert 1
That reminds me of a scene from the office Cammy
 
09:42 - Robert 1
Great!
 
11:15 - Robert 1
I've tried Voxopop when it was called chinswing, but I like the idea of an audio message board: http://www.voxopop.com/ It doesn't have teh visual element, though
 
11:51 - Robert 1
This is a really good point.
 
12:50 - Robert 1
nice
 
14:05 - Mary 2
In your experience, Joni, do onliine students begin making connections with one another on their own (via email, chats, etc related to assignments), or is this sense of community something you need to facilitate throughout a course?
 
15:31 - Robert 1
I think Wallwisher would be nice tool to extend this activity--add to web-based board: http://www.wallwisher.com/
 
18:17 - Cammy
Social often equals "fun"
 
18:18 - Robert 1
Hi Suzanne
 
18:33 - Suzanne
Hi, sorry I'm late to the session
 
18:40 - Robert 1
np, welcome
 
18:41 - Cammy
Welcome, Suzanne
 
19:48 - Mary 2
Thanks, Joni.
 
20:04 - Robert 1
@Cammy I think it is fun to 'buddy' with a friend
 
20:51 - Robert 1
Love the photo!
 
21:56 - Robert 1
Hmm..Now where did I put that experiment? (my caption)
 
22:17 - Cammy
I'm am the monster of eLearning and you must complete my course or be eaten!
 
22:19 - Robert 1
Perhaps I don't understand attention well enough
 
24:40 - Robert 1
interesting
 
25:59 - Suzanne
Wonderful idea!
 
28:21 - Robert 1
Dreaming of an online education
 
28:25 - Mary 2
Gotta run.... a meeting awaits me. Thanks, Joni.
 
31:03 - Robert 1
absolutely!
 
32:45 - Robert 1
 
33:43 - Robert 1
oh, yes
 
36:07 - Cammy
I'm always in favor of interpretive dance!
 
36:20 - Robert 1
awesome1
 
36:49 - Robert 1
you bet
 
38:37 - Robert 1
yes, little surprises
 
39:03 - Robert 1
Good point!
 
40:03 - Joni
Thanks everyone!
 
40:08 - Suzanne
Thanks, Joni!
 

Time to put a little fun into online learning--with good reason: 'Emotional arousal helps the brain learn'. Medina, Brain Rules (2008). Joni Dunlap leads the IDLive team in considering how to incorporate fun into the fabric of a course to provide a more stimulating learning experience.

 

Instructional-Design-Live#21 2010-06-11 Revisiting Cognitive Overload

stroop test

 

Arlene Walker-Andrews, Associate Provost and Psychology Professor at the University of Montana, discusses how cognitive capacitiesand the ability to attend to information need not be considered as limited. In other words, cognitive overload need not exist. This suggests interesting implications for the design of instruction that is both scaffolded and learner-centered. Some great analogies and resources.

Stroop Test

Having recently discussed the need to avoid cognitive overload in online courses, we take a step back to consider whether or not cognitive overload is actually an issue. As Arlene Walker-Andrews, Associate Provost and Psychology Professor at the University of Montana, points out: “I do not believe that attention and cognitive capacities are limited. In my view, attention shouldn’t be considered a finite resource, rather it should be characterized as “attending,” which suggests flexible, skilled action. Recent theories about attention suggest that although not all stimuli are analyzed, nonattended stimuli are not all filtered out and their impact on learning and memory will vary depending on relevance and/or personal experience.” Great stuff!

Join Arlene and the ID team this week to listen to what this means for individualizing the learning experience and tailoring instructional strategies to the cognitive abilities of learners.

 

 

Avaliable on the Web

Arlene's Notes for the Discussion

 

Chat Transcipt: Jun 11, 2010 10:05:22 AM - IDL 21: COGNITIVE OVERLOAD 'REVISITED'
 
 

Instructional-Design-Live#17 2010-05-07 John Graves: Engaging Online Learners in the Early Stages of Online Courses

John Graves, the lead faculty in the Master of Science in Science Education program at Montana State University, Bozeman, spends 30 minutes sharing over a decade of expertise in the design and delivery of online courses. John touches on a number of key considerations in terms of engaging learners in the early stages of an online course:

Instructional-Design-Live#15 2010-4-23 Teaching Presence in a Community of Inquiry

This week is the final part in a series exploring the Community of Inquiry Framework. Jennifer Maddrell leads us in an exploration of the practical dimensions of establishing teaching presence in online courses.

Teaching Presence

We address issues in the design and administration of the course, how to facilitate critical discourse with groups and among individuals.

 

This week is the final part in a series exploring the Community of Inquiry Framework. Jennifer Maddrell leads us in an exploration of the practical dimensions of establishing teaching presence in online courses.

 

Teaching Presence

Instructional-Design-Live #13: Social Presence in Online Courses

Jennifer Maddrell leads off a three part series on the Community of Inquiry framework. The CoI framework addresses the need for the elements of social presence, cognitive presence and teaching presence to be present in order for a learning experience to be successful. In the first show, key definitions of social presence are highlighted and we discuss the practical activities that enhance social presence in online courses. Sessions are also available for viewing in a web-conferencing format. 

community of inquiry image

According to Garrison (2009), Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.”

Defining, creating and maintaining social presence in online courses is the focus of this week's show and is part of a three-part series that considers the Community of Inquiry framework.

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