Continuing presentations on learning theories and frameworks from last week as part of the Facilitating Online Learning subject #EDU90970, here are the links and brief summary of interactive strategies used in this week’s presentations:
- Sam John and Patrick Cobbinah presented about Problem-Based Learning.
- Daniel Capurro and Helen Stitt presented about Flipped Classroom. They used breakout rooms in Zoom to pair up students and discuss about the pros and challenges to adopt flipped classroom. I really enjoyed being grouped in pairs rather than small groups, as it allowed a deeper exchange of ideas than my previous experiences in small groups.
- Jeanette Tamplin presented about the Conversational Framework (ABC). She used Padlet to gather examples of activities according to the categories in the conversational framework.
- I presented about Authentic Learning. I used Padlet for a “True or False” interactive activity about Authentic Learning (based on myths about authentic learning presented in Herrington, Reeves & Oliver, 2009). Upvote for true, downvote for false.
- Lea Frermann presented about Rhizomatic Learning.
- Rebecca Morris presented about the Pedagogy-Andragogy-Heutagogy Continuum. She used a poll from Poll Everywhere to collect info about how other students teach in relation to this continuum and would be the challenges to implement a more self-determined learning and teaching approach.
The recording of these presentations can be viewed on Thomas Cochrane’s YouTube Channel.
I quite enjoyed using Adobe Spark for my presentation. It suited well my preferred way to create presentations: lots of images and not much text. I liked how integrated it is with free photos from Unsplash and automatically creates the credits at the end of the page.
Reference:
Herrington, J., Reeves, T. C., & Oliver, R. (2009). A practical guide to authentic e-learning. Routledge.
Paula de Barba, PhD 