Fostering Autonomy and Collaboration in Virtual Learning Environments

Fostering Autonomy and Collaboration in Virtual Learning Environments Susana Galante The session will begin at: 16. 50 In the event of technical problems, please call: 03 -6200622

Codevelopment of Autonomy and Collaboration in Virtual Learning Environments Susana Galante MA Educational Technologies Google Innovator Digital Pedagogy counselor & EFL teacher trainer, Seminar Hakibbutzim

Contents 1. Rationale for promoting autonomous and collaborative learning 2. Design of virtual learning environments for distance learning 3. Ideas for synchronous learning- Model and tools 4. Ideas for asynchronous learning Model and tools 5. Takeaways

1. Rationale Collaborative and autonoumous learning

LEARNING SKILLS Global citizenship Innovation and creativity Technology Interpersonal Personalized & self-paced Autonomy Accessible & inclusive Autonomy Collaboration Problem-based & collaborative Collaboration Lifelong & student-driven Educating for life in an ever-changing world Autonomy World Economic Forum (2020)

Learning based on internal values Throughout life, significant learning is triggered, monitored and owned by us as individuals This is rooted in our own needs and interests and shaped by our internal values (Sagy et al. , 2018). Autonomy

Learning from each other Work is increasingly accomplished by teams of people with complementary expertise and roles who may never meet in person (Dede, 2010). Social supports help students analize and build on ideas from peers; interact and question peers and authorities (Kali & Linn, 2008). Collaboration

Humanistic Knowledge-Building Communities (KBC) Knowledge is built as part of a societal effort for the improvement of ideas (Scardamalia & Bereiter, 2006). In humanistic KBC’s, KBC’s the learning community can lead students to an ever-deepening understanding of their own interests and experiences (Hod & Ben-Zvi, 2018). Autonomy & Collaboration

2. Design of Virtual Learning Environments (VLE’s) Autonomous and Collaborative Learning in Distance Learning

Design Community of Inquiry Framework for online learning environments (Garrison, Anderson, & Archer, 1999, 2010)

Teachers as facilitators Online teachers… ü guide students through the learning process üfacilitate peer-to-peer discussions üprovide clear expectations and timelines. Teacher’s Role

Principles for scaffolding learning… in a technologically-enhanced environment: § Make contents accessible § Make thinking visible § Promote autonomous life long learning § Help students learn from each other Kali & Linn (2008) Teachers as Designers

Virtual Learning Environment for Course Design Video Conferencing Platform Class interaction in real time Zoom Accompanying Site Accessibility to contents Google Sites Digital Tools & Apps Engagement, selfpaced learning & collaboration Docs, Slides, Padlet , Cacoo Teaching English in a Technologically-Enhanced Environment Susana Galante, 2020

Accessibility KBC Google Sites Susana Galante

A flexible and blended approach Site Synchronous • Strengthening of social presence & interaction • Deepening of understanding • Real-time collaboration & coaching • Small group instruction Asynchronous • Self-paced learning • Differentiated learning • Formative assessment • Ongoing collaboration • Non real time meaningful discussions • Peer learning A humanistic KBC Pedagogical Goals

3. Synchronous Learning Ideas, model and tools

Model for Synchronous Learning • 1. Pulse Checking and Intro- connect, and arouse interest or give entry ticket (open-ended questions, word clouds, video with listening task) • 2. New Learning Material- with active listening and student engagement (interactive presentation, chat, digital tools) • • 3. Individual, Pair or Group Work- short assignment with teacher as coach (tools/features for collaboration, dialogue, formative assessment and feedback) • 4. Reflection or Wrap-up- orally or digitally (collaborative board, polling or assessment tool, chat) Susana Galante By Susana Galante

Group Work Zoom Breakout Rooms bit. ly/2 xmuc. Al

KB: Group discussion & Pools of ideas Teaching English in a Technologically-Enhanced Environment, Susana Galante, 2020 Padlet

KB Distribute Expertise Google Slides

PBL in a KBC Formative assessment Cacoo Mindmapping

Collaborative Boards, Presentations & Mind Mapping Tools 2 layers for Knowledge-Building üMaking contents accessible üMaking thinking visible üHelping students learn from each other üPromoting autonomous lifelong learning Scaffolding

4. Asynchronous Learning Ideas, model and tools

KB, Ownership of Learning & Formative Feedback Collaborative Table Google Docs

Virtual Exchange in KBC Multimodality Genially Interactive Images

Social Learning Oral Skills Flipgrid Recorded Videos

Self-Paced Active Learning Ed. Puzzle Interactive Videos

Tracking progress Feedback Ed. Puzzle Interactive Videos

A flexible and blended approach Google Sites Synchronous: • Google Slides • Padlet • Cacoo • Breakout Rooms Zoom Asynchronous: • Google Docs • Genially • Flipgrid • Ed. Puzzle • Nearpod/Pear Deck Scaffolding

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5. Takeaways Design for autonomy and collaboration

Autonomy and Collaboration in virtual learning environments Humanistic knowledge-building community Identity & knowledge codevelop in HKBC’s. Presence & interaction defined by design of tasks Community of Inquiry framework for online learning A flexible & blended approach Tools as scaffolds for learning Careful choice of tools to design suitable tasks An accompanying site & 2 to 3 basic tools All components of learning environment seen as parts of the whole (synchronous & asynchronous learning) Susana Galante

Thanks! Susana Galante susyyalo@gmail. com Resources Tutorial on Zoom (in Hebrew): bit. ly/2 xmuc. Al Tools and activities for synchronous and asynchronous learning: bit. ly/37 NVYm. M

Thank you for your participation! Please return to the conference website and join us for Dr. Tziona Levy at 17. 50