Lesson 5

Designs of ONLE

Goals

• Discuss and learn Linkage Design Model for ONLE & Learning Experience Design (LXD).

• Discuss and learn microcredential learning, online accelerated learning, and blockchain.

• Deliver the network technology training sessions.

Instructor's Notes

We will explore the Linkage Design Model for ONLE and Learning Experience Design (LXD). They are the key design model and concept that we need to learners' experiences into consideration; therefore we can support them to connect and to link to effective network resources, tools, and people. In addition, we will use Connectivism and ONLE to examine instructions in a broader level of program, curriculum, or degree, by examining microcredential learning, online accelerated learning, and blockchain technology.

In this lesson, the major task is to deliver your Assignment 3 Network Technology Training session. This is a real-world training event. Joseph Joubert states, “To teach is to learn twice.”  When we are entitled, we think things should come to us. When we are empowered, the belief is that we need to make things happen. 

We will make your scheduled training sessions available outside of ETC655. In other words, there will be real audiences (ETC students, alumni, non-ETC education, and other educators) to participate in our training sessions. Your group should prepare this training session as early as possible. Besides preparing your training session, don't forget this is a good opportunity to learn from our peers since these activities are designed as "environment" oriented with "community" interests focused.

Activity

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

• REQUIRED: KEY-1-Open Learning Network Design & LXD

  • Read:

    • • Tu, C. H. (2014). Concepts of PLE & ONLE. In C. H. Tu, Strategies for building a Web 2.0 learning environment. ABC-CLIO. Santa Barbara, CA. (Read p. 17-23)

      • LXD.Org (2020). What is learning experience design?

      • Sohall, J. S. (2019). Learning experience design (LXD)-Brief overview and resources.

        • Good resources for extended readings on specific elements of LXD.

  • Discussion question:

    • • Apply the Open Network Linkage Design Model and LXD key elements to review one eBook chapter from previous ETC655 authors.

        • You can select a chapter that covered the similar content to yours. If you are in Group 7, the editor, you can review the whole book design, structure, activities etc.

        • It is not uncommon that you see the reviewed chapter did not integrate open learning network design elements. This could be due to the chapter requirements varied from semester to semester.

• • • Guiding questions:

      • • Which chapter did you review? Title, semester, year, and the authors etc.

        • What linkages were integrated into the chapter, and activities? Where they integrated effectively?

        • What do you learn that support you to integrate different linkages effectively for your chapter development?

• KEY-2-Fragmented & Integrated Learning Development

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

  • Read: 

• • • Micro-credential leaning

      • • Educause. (2017). 7 Things You Should Read About Microcredentialing/Digital Badging.

    • Online accelerated learning:

      • • Yen, C. J., Tu, C. T., Ozkeskin, E. E., & Sujo-Montes, L. (2021). Self-regulated learning skills as the predictorsfor the positive perception of the online accelerated instruction learning experiences. International Journal of Innovation and Learning (IJIL), 29(2), 129-153.

        • Read the section: 2. Online Accelerated Instructions.

    • Blockchain technology

• • • • Read (Read at least one)

        • Don Tapscott and Alex Tapscott (2017). The blockchain revolution & higher education.

          • • Focus on Blockchain & Pedagogy part.

• • • • • • Briggs, S.  (2018). Blockchain technology: Can it change education?

• • • • Optional:

• • • • • • Educause. (2019). Horizon Report Higher Education Edition: chapter, Blockchain (p.29-30)

          • Blockchain in Education, Office of the Educational Technology, Department of Education.

          • McArthur, D. (2018). Will blockchains revolutionize education?

            • If you are interested in how blockchain may be related to gamification, open badge passport, read this article.

          • Rosenthal, David S. H. (2019). Podcast: Blockchain: What's not to like? A podcast. (Length: 20:25)

• • • • • Skipper, W.(2019). Is blockchain ready for prime time in education?

• • • Discussion questions:

• • • • Scenario:

        • • You are a member of the ETC curriculum design committee that has decided to redesign its existing master and certificate programs to address educators' needs. NAU requires the committee to integrate the concepts and technologies of microcredential learning, online accelerated learning, and blockchain technology to redesign the existing programs (master degree in educational technology in K-12 and adult learning and educational certificate). In addition, the professional development of credit-hour and non-credit-hour bearing should be considered as well.

      • Tasks:

        • • Based on the key elements of microcredential learning, online accelerated learning, and blockchain technology, propose a new ETC program(s). Justify your design thoroughly.

          • At the end of your proposal, provide three take away key points of your design.

          • NOTE: You are presenting a professional design to support educators, not one works for yourself.

• See the discussion board for further information.

Assignment

Assignment 3: Open Network Technology Training (Signature Assignment)

• Grade: 18 points

• Group Project 

• Assignment Tags: ETC655, Assignment, Training

• Submission:

  • • Sign up training day and time. (by Lesson 3)

    • Due: Report: End of Lesson 5

      • One person from your team is to use Google Docs to share your file with the instructor at ct68@nau.edu

      • File should be named as: ETC655-Group#-Assignment#. For example, ETC655-Group1-A3 (Incorrect file name is unacceptable & will result in point deduction.)

    • Give the instructor "Editor" privilege so the instructor can provide feedback onto the shared document.

    • ALL Students should submit the report link to BBLearn since this is a signature assignment.

• Signature Assignment: Your signature assignment should demonstrate that you, as an educational technology leader/director candidates, meet Standard 2 & 3 in terms of:

• • Standard 2: Digital-Age Learning Culture: Technology Directors create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Upon completion of the program:

    • • Element 2.1. Digital Tools and Resources

        • Candidates assist district and school leaders to identify, evaluate, and select exemplary digital tools and resources that support learning goals, incorporate research-based instructional design principles, and are compatible with the school technology infrastructure.

• • • Standard 3:Excellence in Professional Practice: Technology Directors promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Upon completion of the program:

      • • Element 3.1. Professional Learning Programs

        • Candidates design, implement, and evaluate professional learning programs (face-to-face, blended, and online) that help educators integrate technology effectively into all instructional and business practices— including assisting program directors in infusing technology into all professional learning initiatives.

        • Element 3.3. Communication and Collaboration

        • Candidates provide technologies to support effective communication and collaboration and model their use among colleagues, parents, students, and the community.

• Goals:

  • • To engage members of an organization in network learning environments

    • To engage in network service-learning to support educational technology community professionals.

• Tasks

• • Scenario

    • • Your team are the educational technology specialists at your organization and takes leadership in planning, designing, and developing network learning environments.

      • The organization has asked your team to host a training session to assist and to engage students, teachers, and/or staff in the organization's network learning environments.

        • Notes: ETC655 works with Flagstaff Unified School District (FUSD).  Some teachers from FUSD may attend these training sessions as part of their professional development.  Whether they attend our session doesn't impact our training sessions and your grades. 

  • Duty

• • • Delivery a synchronous training session

      • • Prepare one 30-minute network learning environment training session delivered on ETC655 Zoom.

        • Content: Select one open network learning concept. Identify one relevant technology or tool to deliver the selected open network learning concept. 

        • Open network learning tools or technologies for training could be any of the Web 2.0 or social media tools.

        • At the end of the real-time training session, conduct a survey to receive feedback from the participants.

    • Compose a training session report

• • • • Participate at least ONE live session, other than your own.

• • • Sign up a training date and time by the end of Lesson 3

    • Post the training title, information, and link to Google Docs by the end of Lesson 3.

    • The instructor will make the announcement to all ETC655 students, ETC students and College of Education students, teachers, and staff.

• Training

  • • Select an emerging open network concepts AND one technology, tool, or platform as a training topic. The open network concepts could range from our lesson topics to the topics from Assignment 6 Pedagogical InfoDoc. For example: 

      • Example 1

        • Open network learning concept: MOOCs

        • Technology/Tool/Platform: Moodle

        • Training session: Teach audiences how to integrate Moodle to deliver MOOCs.

      • Example 2

        • Open network learning concept: Gamification

        • Technology/Tool/Platform: Open Badges

        • Training session: Teach audiences how to integrate Open Badges to deliver or to design effective Gamification instructions. 

      • Example 3

        • Open network learning concept: Adaptive Learning

        • Technology/Tool/Platform: ALEKS

        • Training session: Teach audiences how to integrate ALEKS to deliver effective Adaptive Learning. 

    • Indicate the level of training

      • Specific the level of training session: Intro, Intermediate, or Advanced

      • EX: Gamification & Open Badges: Intermediate

• • Synchronous Training session

    • • 30 minutes

      • ETC655 Zoom

        • https://nau.zoom.us/j/83787174930?pwd=dUl0Ty9aTk5SSDEwMlNobFNsaVMrZz09

        • Meeting ID: 837 8717 4930

        • Password: Connection

• • • What should be covered in the training?

      • • The selected open network learning concept and tools.

        • How to integrate them effectively?

        • How can its use support work, teaching, or learning in an open network learning environment?

        • How can it be used to design effective instructional strategies to support ONLE with this technology?

        • Resources: Where to learn more about the integration of the selected open network learning concept and tools.

        • Example: Gamification & Open Badges

          • What is gamification?

          • Why is gamification critical to open network learning?

          • How to integrate Open Badges platform to design and to deliver effective gamification instructions?

          • Tell us something we don't know (TUSWDK).

          • Additional gamification resources.

• • • • All training sessions will be recorded for later viewing and evaluations.

• • • Training session criteria

• • • • Content

      • Delivery Technology

        • • ETC655 Zoom

      • Integrate instructional strategies

        • • Integrate interactive ONLE, constructivist instructional strategies to engage your audiences. Hands on activities are needed.

• • • • • Be interactive, allow audiences to "participate or to contribute" in your activities rather than delivering a lecture type of presentations.

          • Just show and tell isn't interactive and engaging. 

          • Using a polling feature is workable but not enough to be considered interactive and engaging.

• • Survey

    • • Apply Google Forms to create a survey to collect feedback about the training sessions.

      • Google Form is a good survey tool. You can use any survey tool to the data.

      • Administer the survey at the end of the training session.

      • Survey should be capable to evaluate these THREE areas: the "Content (selected digital tool)," "Delivery Technology" (Zoom and other technologies that you apply to deliver your training sessions), AND "Integrated ONLE Instructional Strategies" etc.

  • Report

    • • Two pages, double space (excluded the survey, resources, etc.)

      • Include:

      • Title

      • Group #, Group members' names

        • Recording: The link to your recording

        • Reflect: on the entire training session process.

          • Summarize the survey data

          • Analyze the interaction that occurred in the session.

            • You can watch the recording to collect interaction data.

            • How long did each participant stay?

            • Chat room interaction?

            • How many engaged in the hands-on activities?

            • How many participated in the polling activities?

            • Social Network Analysis (SNA) can be applied, not required

            • etc.

          • How to improve the session based on the collected data?

          • What worked, what did not work?

            • Address these THREE areas: Content, Delivery Technology, and Integrated ONLE strategies

          • Address the issues, the weaknesses pointed out by the survey.

          • How you may resolve the issues and the challenges occurred in this project?

        • Participants: Supply a list of names of ETC655 students to assure proper assignment of credit.

        • Survey: Append the survey results from the Google Form

        • Project resources: All project resources should be bookmark on Diigo with tags: ETC655, Assignment,  Training, Team#

  • Attend at least ONE LIVE session

    • • Each student must attend at least one training session other than your own.

      • Participating in more than one session is highly encouraged. In the past, most students participated in 3 sessions on average. This is an excellent opportunity to learn more about ONLE technologies and integration from peers.

• Tips

  • • Engage AND Empower your audiences in active and interactive online activities.

      • When we Engage audiences, they Listen, Read, Watch, and Consume.

      • When we Empower audiences, they Speak, Write, Make, and Create.

      • Using BbCollaborate polling to engage audiences is appropriate but it can be more interactive.

      • How about engaging and empowering your audiences in creating and collaborating online activities!

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

    • When using BbCollaborate, it would be better to use a headset to avoid any background noise.

    • Rehearse your training session.

    • Besides the key technology, can we integrate additional applications into the session?

      • Yes. Feel free to do so. Multi-platform training sessions are fairly common.

    • Are all group members required to present at its own group session?

      • It is your group's decision. Almost all groups from previous semesters presented together since real-time training is fairly complicated.

    • How many audiences can I expect in each training session?

      • Hard to say. In the past, it ranged from 5 to 15 audiences. Many non-ETC655 audiences access the recorded sessions. Frequently, we see ETC students, ETC alumni, and in-service teachers participating in our training sessions.

      • Many watch the recordings.

• • Not familiar with Collaborate Ultra:

    • Review BBCollaborate Ultra Tutorial

    • BBCollaborate Ultra Tutorial for Presenters

      • Remember to go to Collaborate Ultra ETC 655 Training Session room to deliver your real-time training session.

      • Use your group room to rehearse.

  • ETC655 Network Training Session Rubrics

Continue Working on: (Avoid for the last minute. They are time consuming.)

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

  • Due: Lesson 7

Assignment 6: Pedagogy InfoDoc

• • Due: Lesson 8