Summary
From the research I conducted about online teaching techniques highlight two articles from Morten Paulsen, that give us an insight teaching methods and techniques for computer-mediated-communication (CMC) and an overview of possible pedagogical CMC techniques.
------
Teaching methods and techniques for computer-mediated communication
By Morten Paulsen
In http://www.nettskolen.com/forskning/22/icdepenn.htm
(Accessed November 19, 2009 and February 10, 2010)
In the first article, Morten Paulsen gives an overview of the possible educational and pedagogical techniques for the CMC. Morten Paulsen begins to reveal their arguments in relation to the theory of cooperative freedom. He argued that students' adult will get the flexibility and individual freedom. At the same time, they need the cooperation of the group and social unity. Conference by computer, when integrated with other media, can be the means of uniting freedom and truly flexible unit distance, cooperative education programs.".
Morten says that a teaching technique is a way to achieve the objectives of education. The techniques presented here are organized according to the four communication paradigms used in computer-mediated communication (one, one-to-one, one-to-many and many to many).
One - The techniques are classified as a stand-alone are characterized by retrieval of information through online resources and the fact that a student can accomplish the learning task without communication with the teacher or other students.
One-To-one - techniques classified as one-to-one can be accomplished through application of e-mail.
One-to-many - The techniques discussed as one-to-many will typically be conducted via the World Wide Web, bulletin boards or mailing lists e-mail.
Many-to-many - The techniques presented as many to many may be organized within the computer systems conference, bulletin board systems, mailing lists or e-mail. A comprehensive review of literature led by Paulsen (1995) presented the experiences of some 25 different teaching techniques that were applied in the CMC-systems. Based on the examples found in the literature review Paulsen, some techniques seem prevalent and others seem rare.
The review showed, however, that practitioners have a wide range of techniques to choose from.
------
The Online Report on Pedagogical Techniques for Computer-Mediated Communication
By Morten Paulsen
In http://www.nettskolen.com/forskning/19/cmcped.html#a
(Accessed November 19, 2009 and February 10, 2010)
In the second article the author addresses such important issues as methods, techniques and devices for CMC. He draws an Overview of Possible Pedagogical CMC Techniques in general adult education.
With regard to techniques, he states that "pedagogical technique is a manner of accomplishing teaching objectives.
It summarizes the techniques as follows:
One-alone Techniques - The techniques classified as one-alone are characterized by retrieval of information from online resources and the fact that a student can perform the learning task without communication with the teacher or other students.
One-to-one Techniques - The techniques classified as one-to-one can be conducted via e-mail applications.
One-to-many Techniques - The techniques discussed the one-to-many will typically be conducted via bulletin boards or distribution lists for e-mail.
Many-to-many Techniques - The techniques presented as many-to-many can be organized within computer conferencing systems, bulletin board systems, or distribution lists for e-mail.
Then he thoroughly explores all of these techniques by reference to several studies.
Finally, he warns that “The techniques presented here are by no means meant to constitute an exhaustive list of pedagogical CMC techniques. They represent, however, a comprehensive array of examples that show the gamut of techniques that are available for teachers, program planners, and designers of computer-mediated communication courses. Based on the examples found in the literature review, some techniques seem prevalent and others seem rare. The review showed, though, that practitioners have a wide range of techniques to choose from.”
------
Preparing K-12 Teachers to Teach Online
By Greg Kearsley and Robert Blomeyer (2003)
In http://home.sprynet.com/~gkearsley/TeachingOnline.htm
(Accessed November 19, 2009 and February 10, 2010)
In the article "Preparing K-12 Teachers to Teach Online", Greg Kearsley and Robert Blomeyer, describe some of the issues associated with preparing school teachers to teach online. While the focus of the discussion is K-12, most of these issues also apply to higher education faculty and instructors in the training domain.
The authors discuss some aspects such as:
• the requirements for an effective online teacher;
• In addition to the personal qualities there some preconditions that online teachers must satisfy;
• What competencies online teachers need;
• Advantages to want to be a teacher online;
• Online teaching strategies;
• Workload;
• What kind of support teachers and students need;
• The materials used in online courses can be provided or developed by teachers themselves. Teachers may want to customize or supplement them.
I enjoyed this article because it employs a simple and clear language that becomes easily understandable.
------
How to manage your Online Teacher workload
By Kate Butler (2003)
In http://community.flexiblelearning.net.au/ManagingFlexibleDelivery/content/article_4180.htm(Accessed November 19, 2009 and February 10, 2010)
This is another article that I found interesting because it gives us information how to manage teacher workload, focusing on aspects such as: time management, information management and technologies.
All the articles I found and spoke of online teacher workload, reported that the time spent by an online teacher is greater. One can almost say that an online course, the teacher is available 24 hours, 7 days a week. Here the time management is very important.
------
Modelling new skills for online teaching
By G. Salter and S. Hansen
In http://www.ascilite.org.au/conferences/brisbane99/papers/salterhansen.pdf
(Accessed February 10, 2010)
This paper examines the theoretical background for the integration and modeling of online teaching within a staff development program.
There is a need to support staff development, recognizing the fears that staff may have, and also a need to model the new teaching strategies and skills required for teaching successfully in an online environment.
The authors refer to as key success factors of online learning in different contexts the structure, relevance and support.
------
Teaching Behavioral-Based Skills Online
By Gerri Hura (2008)
In http://jolt.merlot.org/vol4no3/hura_0908.htm
(Accessed February 10, 2010)
This article review various methods and techniques that any instructor can use to adapt their behavioral-based course content into a rich and rewarding online learning experience for students. In addition, this article provides several examples of online instructional methods for behavioral-based skills or courses.
------
Tips and Tricks for Teaching Online: How to Teach Like a Pro!
By Kaye Shelton and George Saltsman (2004)
In http://www.itdl.org/Journal/Oct_04/article04.htm
(Accessed February 10, 2010)
This paper summarizes some of the best ideas and practices gathered from successful online instructors and recent literature. Suggestions include good online class design, syllabus development, and online class facilitation offering hints for success for both new and experienced online instructors.
In conclusion the authors state that online teaching has brought a new modality to distance education. It has also brought frustration and anxiety to the instructors attempting this new methodology. Instructors who are comfortable with the traditional methods for teaching in the classroom struggle to engage students over the Internet. While many of the same techniques apply, teaching online requires additional techniques for success. These techniques are similar to the same steps a gardener takes to develop a garden. In the online classroom, the ground is prepared with a carefully designed syllabus and policies, the seed is planted in the first session of class, and the learning community is nurtured to grow and become self-sufficient. These steps yield students who are engaged and working toward completion of the learning objectives. By utilizing these strategies for teaching online effectively, an instructor will engage the online learner, nurture a successful learning community, and alleviate the frustration and fear that goes along with teaching online.
------
Online Pedagogy
By Judy Backer (2007)
In http://www.slideshare.net/bakerjudy/online-pedagogy
(Accessed February 10, 2010)
Online Pedagogy
View more presentations from Judy Baker.
Another key aspect is the tools that the teacher has at his disposal. It should always be updated and know how to use them to improve the quality of the online course
In this blog we can find a list of tools of Web 2.0. The author organized this list after and then we can see that in http://hubpages.com/hub/Education20
Another list of tools (Web 2.0) we can find here
http://classtools.net/
http://hubpages.com/hub/Education20
http://teachweb2.wikispaces.com/
Sem comentários:
Enviar um comentário