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Remote Learning

Designing Learning

How do we move from a didactic to a reflexive pedagogy?

Ron Ritchhart, Visible Thinking guru, posed these questions that are worth our focus when we are designing learning in a distance learning environment.

"How do I ensure that the tasks I assign students remotely are worthwhile and will actually produce learning versus just keep them busy?
How do I manage students doing different things at different times in different places?
How do I explain complex assignments and ideas remotely?
How do we stay together as a community of learners?"

source: https://www.ronritchhart.com/blog/blog-post-four-krf7w-baser

e-Learning Pedagogy

The Seven Affordances of an eLearning Ecology

Retrieved from Cope, Bill and Mary Kalantzis, eds. 2017.

Dr Bill Cope and Dr Mary Kalantzis are the researches behind this framework. Some examples may not be as current as when first released six years ago but they are still worth consideration. The authors have a focus on Information Technology

Ubiquitous Learning: Access to many minds, artefacts, tools, experts and new partnerships.
Active Knowledge Making: Producing knowledge is more powerful than just consuming knowledge.
Multimodal Meaning: Capacity to manufacture different modes of meaning. Learning in multiple ways reinforces knowledge.
Recursive Feedback: Using multiple sources of feedback loops to drive learning is a key element.
Collaborative Intelligence: Give and take around producing knowledge.
Metacognition: Thinking about how a person presents what they know.
Differentiated Learning: Every student does not have to be on the same page at the same time. We need to fill our backpack with a repertoire of activities.

Ubiquitous Learning

Active Knowledge

Multimodal Meaning

Recursive feedback

collaborative intelligence

Metacognition

Differentiated learning

More Information is available at Works & Days website.

Community of Inquiry Framework

The Community of Inquiry model (CoI) by Garrrison, Anderson and Archer (1999) is a framework for online learning that incorporates the interconnected and dynamic relationship between three major components: cognitive presence, social presence and teaching presence. Research has shown when the following three elements are present student are more satisfied with the course, instructor and actual learning and also feel a sense of belonging

The cognitive presence involves supporting participants to construct their own knowledge and understanding “through sustained reflection and discourse in a community of inquiry” (Garrison et al., 2001, p. 5).
The social presence is “the ability of learners to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people’” (Garrison et al. 1999, p. 94).
The teaching presence is “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes” (Anderson et al. 2001, p. 5). Figure 1 illustrates the relationships of the three elements.

Blended Learning Framework

Connection: Set up a "Mastermind" group in the class to share and solve some of those technical issues. Embrace the digital natives.

Clarification: "The aim is not to provide more but to consolidate: not more details, more links to great websites, and more extension materials. Instead it responds to a learner's need for reassurance and clarity in direction". Katrin Fox, educator.

This is about making the communication purposeful. Less words, bullet point ideas, use emojis, video and screenshots to explain.

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