Objectives
 The participants will know various learning objects that
can be used in the online or hybrid environment to engage
learners.
 The participants will understand the characteristics of
effective learning objects.
 The participants will be able to develop a course outline
based on best practices in online course creation
 The participants will be able to stay awake and ask
questions of the panel.
 What are your goals of the session?
Structure
 What are your perceptions of online learning?
 What is your definition of online learning?
 What are the best practices of online learning?
 Best practices of online learning are the same best
practices of face-to-face learning
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Universal Design for Learning
Engaging students using differentiation methods
Authentic Assessments
Understanding by Design
Universal Design for Learning
 Combines Neuroanatomy with the learning process
 Provides a structure for discussion with the cognitive
networks for learning
 Recognition network
 Strategic network
 Affective network
Recognition network
 This is how where we process visual, auditory, and other
stimuli and “know” something
 Associated with Knowledge
 “That is a cup of coffee”
Strategic Networks
 This is how we do things and express ourselves
 Associated with Expression
 “How do I get that cup of coffee?”
 Includes motor skills and
cognitive processes
Affective networks
 Not well understood until we were able to map the brain
as we learned
 Newer analysis of learning shows this helps form retention
 Associated with Engagement
 “Do I want that
cup of coffee?”
Links between networks and
learning
 Recognition network – Knowledge
 Strategic network – Expression
 Affective network – Engagement
 By using multiple learning objects to know, express, and engage
our learners, we are better able to impart not only knowledge,
but application and expression of that knowledge in multiple
ways.
 This creates structures for wisdom – not just learning.
 Online learning allows us to provide many different learning
objects not always present in time or space in face-to-face
learning
Engaging work
 Phillip Schlechty’s Working on the Work gives eight
characteristics that encourage engaging work
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Product focus
Clear product standards
Protection from adverse consequences for initial failures
Affirmation
Affiliation
Choice
Novelty and Variety
Authenticity
Engaging work
 What learning objects engage your students?
Learning objects for online
learning
 There are multiple objects you can use to engage your
students in online learning
 Knowledge learning objects (how do you teach the
material?)
 Expression learning objects (how do the students show
you they learned the material?)
 Engagement learning objects (how do the students care
about the material?)
Knowledge learning objects
 Textbooks
 Audiocasts
 Podcasts
 Movies
 Research Articles
 Web pages
 WebQuests
 Others?
Expression learning objects
 Video diaries
 Audiocasts
 Discussions
 Concept maps or outlines
 Papers
 Group PowerPoints, concept maps, and diagrams
 Others?
Engagement learning objects
 Communication and integration of passions
 Music
 Art
 Discussion in familiar locales (Facebook, MySpace, blogs)
 Assignments with connections and relevancy in their lives
 Others?