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Holistic approaches to online collaborative learning design: Web 2.0 technologies and emerging pedagogies

When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.

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Holistic approaches to online collaborative learning design: Web 2.0 technologies and emerging pedagogies

  1. 1. Holistic approaches to online collaborative learning design: Web 2.0 technologies and emerging pedagogies Julie Lindsay Improving University Teaching Conference 2018
  2. 2. Connect with me | Julie Lindsay Open Pathways Design Leader (CSU) - (uImagine, Division of Learning and Teaching) Online Lecturer (CSU) - MEd Knowledge Networks and Digital Innovation - (School of Information Studies, CSU) PhD student – (University of Southern Queensland) - Thesis title ‘Online global collaborative educators and pedagogical change’ Lindsay, J. & Redmond, P. (2017). Online global collaboration – affordances and inhibitors. In H. Partridge, K. Davis, & J. Thomas. (Eds.), Me, Us, IT! Proceedings ASCILITE 2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education. (pp. 293-303). Retrieved from content/uploads/2017/11/Full-LINDSAY.pdf Twitter: @julielindsay Email: Profile:
  3. 3. Online collaborative learning design
  4. 4. What is Web 2.0?
  5. 5. Why are Web 2.0 tools applicable to learning design in higher education? • Teacher-student interaction • Student-student interaction and collaboration • Network building, PLN and PLC development • Authentic online learning experiences • Connect with others beyond • Make learning visible and open
  6. 6. What do I mean by ‘holistic’?
  7. 7. Choice and management of Web 2.0 tools Teacher agility, flexibility and presence Open scholarship and collaborative knowledge creation Three essential learning design understandings that frame this paper
  8. 8. Choice and management of Web 2.0 tools is crucial to support learning design objectives
  9. 9. •Use a variety of tools – and make them accessible •Pedagogical purpose for each tool •Transparency with design – why and how each tool? •Respect student time and workflow •Include non-mandatory activities •Monitor and manage learning spaces
  10. 10. Web 2.0 tools are best used: To support the overall instructional design and active facilitation including the selection of effective tools and design of meaningful assignments. Koehler, A. A., Newby, T. J., & Ertmer, P. A. (2017). Examining the Role of Web 2.0 Tools in Supporting Problem Solving During Case-Based Instruction. Journal of Research on Technology in Education, 49(3-4), 182-197.
  11. 11. More successful outcomes saw alignment between educational and Web 2.0 practices and highlighted the potential learning benefits from effective use, through student content creation and sharing. Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59(2), 524-534.
  12. 12. There is a need for careful consideration of technology to support student completion of collaborative learning tasks, and at the higher education level students should be empowered to make those decisions. Lock, J., & Johnson, C. (2017). From Assumptions to Practice: Creating and Supporting Robust Online Collaborative Learning. International Journal on E-Learning, 16(1), 47-66.
  13. 13. Social and community learning in conjunction with networked learning is supported online by teacher agility, flexibility and presence
  14. 14. • Ideally academics in online spaces with students • Do not send students off to ‘play’ without supervision • Do not ignore students and then wonder why participation is low • Teacher presence is the glue that fosters engagement and continuity as part of the collaborative and holistic approach
  15. 15. Constructivism underpins the use of Web 2.0 technologies, and the role of the academic in this process is pertinent to foster judgment, synthesis, research and collaborative practices Kuit, J. A., & Fell, A. (2010). Web 2.0 to pedagogy 2.0: A social-constructivist approach to learning enhanced by technology. In R. Donnelly, J. Harvey, & K. O’Rourke (Eds.), Critical design and effective tools for elearning in higher education: Theory into practice (pp. 310-325). Hershey, PA: IGI Global.
  16. 16. In online collaborative learning: Facilitation includes the confident ability to listen, read, assess and provide appropriate responsiveness that supports the collaboration of the students in achieving the learning outcomes. Lock, J., & Johnson, C. (2017). From Assumptions to Practice: Creating and Supporting Robust Online Collaborative Learning. International Journal on E-Learning, 16(1), 47-66.
  17. 17. Open scholarship and online collaborative knowledge creation can both be fostered as a design norm in digital learning
  18. 18. • Web 2.0 tools afford open learning spaces and a visible collaborative digital legacy • Make networked learning and open scholarship the goal • It can be exciting to see where the learning grows and interconnects with others beyond the class (experts, peers etc.)
  19. 19. Online social communication and collaboration and the invention and adoption of social networks marks the keystone for Web 2.0. Harasim, L. (2017). Learning theory and online technologies (2nd ed.). New York, NY: Routledge.
  20. 20. Participatory technologies like online social networks and blogging have become an integral part of open scholarship. Veletsianos, G. (2016). Digital Learning Environments. In N. Rushby & D. Surry (Eds.), Handbook of Learning Technologies (pp. 242-260): Wiley.
  21. 21. Case Study - INF537 – Digital Futures Colloquium
  22. 22. INF537 Learning objectives Student-to-student interaction Teacher-to-student interaction Connected learning Engaged contributions Online collaborative learning Knowledge networking and co-creation Self-determined learning
  23. 23. INF537 Design features Empathy building such as shared introductions Peer review of assignment proposals Collaborative presentations Co-created digital artefacts Community learning shared via digital legacy
  24. 24. TOOL - PADLET Introductions via sharing images and hyperlinks, co- commenting Purpose – To build empathy and trust and a community of learners willing to collaborate
  25. 25. FlipGrid password INF537-17 Participation? In a class of 28….. • 24 responses • 63 replies • 1538 views TOOL - FLIPGRID Verbal descriptions of Case Study idea Purpose - Case Study Proposals for peer and teacher response prior to topic approval
  26. 26. TOOL - VOICETHREAD Individual slides representing Case Study research project. Purpose - Case Study progress, strategies, updates, peer feedback & support
  27. 27. TOOL - TWITTER #INF537 Hashtag used to connect all learners Purpose - Ongoing connections, networking, sharing resources & collaboration, within the class and with the world TOOL - GOOGLE PRESENTATIONS Co-created slides Purpose - to share Case Study outcomes at online colloquium
  28. 28. Pedagogical context Emerged and emerging pedagogies Social learning theory (Bandura) (Learning is not purely behavioral; rather, it is a cognitive process that takes place in a social context.) Social development theory (Vygotsky) Connectivism (Siemens, Downes) ‘Collaborativism’ (Harasim) Online Global Collaborative Learning (OGCL) (Lindsay, PhD thesis, unpublished)
  29. 29. Questions? Something to share? Julie Lindsay Charles Sturt University