Engaging the Learner

Instructor

Other Learners - Individuals

Other Learners - Groups

Content and Connection through E-Learning

Individual learner

ELearning Environment

The type of E-Learning will change which arrows are activated.

Synchronous learning where individuals and groups are involved is shown here.

Engaging the Learner

LEARNER INSTRUCTOR ROLE PROCESS

NewcomerNew to ELearning or to the course

Social Negotiator Provide interactive activities to help learners get to know each other and the course/platformIcebreakers, individual introductions, discussions concerning community issues such as ELearning etiquette

CooperatorSome experience in ELearning

Organizer Form learners into dyads. Provide activities that require critical thinking, reflection and sharing of ideasPeer reviews, activity critiques

CollaboratorExperienced in ELearning or has learned the course’s key content

Facilitator Learners placed in small groups.Provide activities to collaborate, solve problems, reflect on experiencesContent discussions, role playing, debates, games

Initiator/PartnerExperience in ELearning and in content

Community Member/Challenger

Activities are learner designed or learner led. Discussions go where the learner wants or needs it to go. Group presentation and projects, learner lead discussions

Phases of Engaging the Learner

From: Engaging the Online Learner Rita- Marie Conrad and J. Ana Donaldson

Ice Breakers

Is the activity fun and nonthreatening?

Is it person-focused, not content focused?

Does it require learners to read one another’s entries?Does it require the learner to find something in common with at least10 percent of the learning community?Does it require a person to be imaginative or express genuine emotions or openness?

Are learners required to respond to one another?

From: Engaging the Online Learner Rita- Marie Conrad and J. Ana Donaldson

Reflective Activities

Does the activity ask for a synthesis of the learning activity?Does it require the learner to share his/her experience?Does it require the learner to provide helpful feedback that will be useful to the instructor in future course development?Does it allow for honest and open discussion?Does it require a person to be imaginative or to express genuine emotions or openness?Is the activity insightful and nonthreatening?Will the activity be completed over several days or weeks in the course?

When does a learner need to reflect?

From: Engaging the Online Learner Rita- Marie Conrad and J. Ana Donaldson

Visuals

• Decorative– Add interest or humor

• Representational– Shows the learner what an object looks like (the

equipment, a form) • Mnemonic– Aid in memory (EGBDF, SMART)

• Explanatory– Organization charts, shows relationships,

demonstrates changes, demonstrates how to do an action or process

Less is more

Visuals

Decorative Representational

Visuals

Mnemonic Explanatory

Visuals

Which one is better?

Which is more informative?

Assessing VisualsDoes the visual help the learner?

Is the visual (entire screen) too busy?

Can the learner focus on what is important?

Is the content brief and concise?

How many ideas are on the screen at once? Are the parts of the screen is laid out well? It is easy to find things on the screen?Is the font big enough? Is the visual big enough?

Are there different types of visuals?

Do some of the visuals move? (Instructor used cursor to point out critical item, use of video)

Does the visual add meaning or help to explain?

Interactivity

• Activity– Develop a list of interactivity that has been done

in this workshop.– Name other interactivities, which can be done in

ELearning, but have NOT done in this class.– See handout: Engaging the Learner

Checklists – page 7