Lesson 3

Instructional Strategies for ONLE

Goals

• • Discuss ONLE and PLE instructional strategies.

  • Discuss Social Network Analysis (SNA).

Instructor's Notes

Mainly we will learn and discuss the instructional strategies for ONLE and PLE. The major task is Assignment 2: Analysis for ONLE Instructional Strategies. This is not an easy assignment since it requires us to have comprehensive understanding on ONLE instructional strategies and how they can be integrated into a network training session.

Activity

Online Discussions (5 Points): Respond to KEY #1 first, and then you may address KEY #2 if you prefer.

• REQUIRED: L3-KEY-1-ONLE Instructional Strategies

  • Read:

    • • ETC (2020). PLE ONLE Instructional Strategies.

• • • Optional reading

      • • ETC (2020). Constructivist Instructional Strategies. (You read it in ETC645; Good to read it again to refresh your memory. You can select the strategies that you are interested in reviewing, if not all.)

    • Resources:

      • • The Learning Technologies Collaborative (2010). Chapter 5. “Emerging”: A Re-Conceptualization of Contemporary Technology Design and Integration.

        • Couros, A. & Hildebrandt, Katia (2016).Chapter 9. Designing for Open and Social Learning.

        • Martindale, T. & Dowdy, M. (2016). Chapter 8. Issues in Research, Design, and Development of Personal Learning Environments.

• • Discussion Question:

    • • Using ONLE strategies to analyze one ETC655 Network Training Sessions performed by the previous ET655 students. (Some of the recorded orders may no longer be available.)

• • • Guiding questions: Encouraged to use these guided questions to post your responses.

      • • Which session did you evaluate? (Topic, semester, year etc.)

        • What ONLE strategies did the session integrate?

          • Not the tool the team was instructing. ONLE strategies used to deliver their synchronous session.

        • Were they integrated effectively?

        • How will you improve it?

        • What other ONLE strategies should be integrated and in what way? Justify your design.

    • Note

      • • This discussion activity is excellent to prepare your Assignment 3: group network training session to be delivered live in Lesson 5.

• L3-KEY-2-Social Network Analysis (SNA)

• • • Highly recommended to address this key question, if you are interested in further expanding your knowledge.

    • We will revisit SNA from ONLE/PLE in the Connectivism perspective. In ETC645, we integrate Interactivity Roles (SNA) to obtain a better understanding of our interconnectivity in discussions.  In ETC655, we will do the same, but we will deepen our knowledge and practices in SNA.

    • SNA is a method to help us to understand digital learners, digital relationships, who interacts with whom and in what way, etc.  What does it mean to our network learning?  Think in the level of network and community building ONLE focuses on three networks (people, resources, and technology networks). The quality of people networks is critically related to SNA.  How we can get to the right and valuable resources (content) depends on whether we connect to the right persons and interact with them in effective ways.

    • This question is a series of discussions on data literacy. In this lesson, we examine Social Network Analysis (SNA) and network/community building. In Lesson 6, we will fathom the importance of Data-Driven Learning/Instruction (DDL/I). We will probe the 3rd topic in Lesson 7, Learning Analytics and Educational Data Mining, to understand data literacy in a broader sense.

• • Read:

    • • Watch: Wise, A. (2014). Advancing university teaching & learning with analytics: Linking pedagogical intent & student activity through data-based reflection. Video: 58:14.

        • This video will help you to understand (social) learning analytics and why we provide you with SNA feedback weekly. We will revisit this video in Lesson 6.

        • NOTES:

• The PowerPoint for this speech contains rich information that you can study. 

• There are two other videos that have similar content that Wide conducted in the same year.

  • Wise, A. (2014). Embedded learning analytics: Integrating tools & pedagogy. CRLTeach, University of Michigan. February 7, 2014. Video: 53:37.

  • Wise, A. (2014). Harnessing the data deluge featuring. COIL, Penn State EdTech Network. Time: 1:24:34.

• • • • Palesis, J., Nugent, J., Chen, Y. J., Qi, X. G., & Nadipalli, S. (N.D.) Applying Social Network Analysis to Web-Based Student Interaction.Virginia Commonwealth University.

      • If necessary, refresh your memory on SNA, review two readings from ETC645:

        • • What is Social Network Analysis? YouTube Video, Length: 3:45. By Mod•U: Powerful Concepts in Social Science.

        • Social Network Analysis by ETC (Watch all tutorials to understand different interactivity roles.)

• • • Optional

      • • Morrison, D. (2016). Can Social Network Analysis help teachers change? Online Learning Insights.

        • Saqr, M. Fors, U., Tedre, M., & Nouri, J. (2018). How social network analysis can be used to monitor online collaborative learning and guide an informed intervention.

• • • • Search: Social Network Analysis for Educators

• • Discussion Question: Encouraged to use these guided questions to post your responses.

    • • With "Connectivism" in mind, we know the emerging instructional designs value interaction, collaboration, networking, and community building. Not all interaction, collaboration, networking, and community building have the same quality.  In other words, how, and whom you interact, collaborate, and collaborate with is critical.

      • As an instructional designer or a teacher, how you may integrate SNA as 1) an instruction, 2) a teaching method, or 3) an assessment supporting learning interaction, collaboration, networking, and community building?

        • You can address this question from the perspectives of Teachers, Designers, Moderators, OR Administrators' perspective.

      • Notes:

        • Be sure you have a good understanding of different SNA, such as In-Degree; Out-Degree; Betweenness Centrality; Closeness Centrality; Eigenvector Centrality; PageRank; Clustering Coefficient; Reciprocated Vertex Pair Ratio, etc.

• See the discussion board for further information.

Assignment

Assignment 4: Final Project: The Development of an OER Textbook

• Due: The book editors' chapter template (For Group 7, the Book Editors)

• Group 7 shares the chapter template with all chapter authors.

Assignment 3: Open Network Technology Training (Sign Up)

Assignment 3: Sign up for a network training session date, time, and title.

• • Read Assignment 3 instructions in Lesson 5 first.

  • The requirements for previous students’ training sessions were different from current ones. Be sure to read the current requirements to plan your network training session.

  • Provide a working title and a sub-title.  The audiences know your presentation topics and content.  Just providing a tool name, such as Evernote, doesn't give a clear idea of what this tool is for.

  • Learning from previous students' BBCollaborate recording sessions: Network Training Session on Diigo (Some recordings may not be available due to NAU system archival procedures).