Chapter 6
Chapter six discusses the different ways to activate learners. The author notes the three main components/phases of learning activities, prepare (read assignments, get required materials, and form teams), do (perform core learning actions and submit work), and reflect (consider what was learned and devise ways to apply knowledge or skills). The author later discusses the common learning activities that are used in WBI settings. Here is a list with some description about it:
- Webcasts Conventional training event that is transmitted by a network. This is good when teaching materials which is ordinarily best taught in traditional classrooms (especially extensive interactions between instructor and learners).
- Presentation sequence Learners read, listen to, and watch carefully crafted explanations in a Web browser. This is helpful for providing consistent high-quality explanation to all learners.
- Drill-and-practice activities Learners repeatedly practice applying specific knowledge or a well-defined skill. This activity helps learners memorize facts that they must be able to recall without hesitation.
- Scavenger hunts Learners find reliable sources of information on the Internet or their corporate intranet. This activity is helpful in making learners more self-reliant by having them locate reliable sources of information on the subject they are studying.
- Guided research Learners gather, analyze, and report on information. This activity is helpful in teaching learners to conduct informal research on a subject. This activity is especially valuable for learners who will have to conduct informal research as part of their job.
- Guided analysis Learners analyze data to evaluate its validity, spot trends, and infer principles. This activity is helpful in teacher a formal analysis technique or to guide learners to discover trends and principles for themselves.
- Team design Learners work as coordinated teams to produce a single design or to solve a complex problem. This activity is helpful in teaching design skills that are applied as part of a team or to teach basic teamwork skills.
- Brainstorming Distributed learners work together to generate creative solutions to a problem or to accomplish some other goal.
- Case studies Learners study a meaningful, detailed example of a real-world event, process, or system to abstract useful concepts and principles. This activity is useful in teaching complex knowledge that cannot be reduced to a simple formula.
- Role-playing scenarios Learners adopt assigned roles in simulations involving complex interpersonal interaction. This activity is useful in teaching subtle interpersonal skills and to reveal the complexity of many human endeavors.
- Group critiques Learners receive and react to the criticisms from their peers. Learners submit a work that others in the class critique. This activity is useful in teaching learners how to use critical comments of others to improve their own work and how to offer helpful criticism of the work of others.
- Virtual laboratories Learners conduct experiments with simulated laboratory equipment. This activity is useful to prepare learners to operate real laboratory equipment or to guide them to discover principles and trends on their own.
- Hands-on activities Learners perform a real task outside the lesson. This activity is useful in teaching how to apply abstract knowledge gained in other activities.
- Learning games People learn by playing. Learning games are computer simulations that let learners practice a highly interactive task. This activity is helpful in giving learners experience performing a task without the risk or cost of the real activity.
The author later explains how traditional classrooms activities can be converted to online classroom activities. He also gives a lot of tips on making your activities work better.
Chapter 10
This chapter discusses different ways to motivate learners. Statistics show that dropout rates for online classes are up to 85%. The author gives some ways such as setting clear expectations. Learners should know what is expected of them and what they expect from this course. Learners should also be notified that courses require a lot of commitment and responsibility.
Learners must also know how the course can benefit them (What's in it for me). WBT course should also be fun and interesting. Some ways could be to begin the course by provoking
interest ( ex: tell a story, ask a question, show a picture, etc.), use motivational words
( ex: quick, fast, step-by-step, fun, opportunity to
., easy, instant feedback, etc.), Ensure high quality, involve learners, make WBT more like a game, and vary the content and presentation (announce changes, include evolving content, etc.). Other ways to motivate learners include offering bribes (monetary rewards, token gifts, fame, etc.), pace and prompt learners, provide encouraging feedback, build a learning community, intervene with unmotivated learners, and redeem troublemakers.
