Best Practices

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Many universities are currently shifting from face-to-face education into the online distance education, others are becoming dual-mode universities and a few others are totally online and at distance. However, the transition has not been easy. With the adoption of new educational models leading to a virtual university, many issues related to technology and pedagogy have unfolded significantly. While adopting technology into their teaching to deliver instruction and manage online courses at distance, teaching faculty have become totally immersed in a discussion concerning how to apply principles of pedagogy to technology. Best pedagogical practices in Moodle are discussed in this presentation.

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Best Practices

  1. 1. Best Practices Presenter: Luis Guadarrama [email_address] EMD And the Digital World Effective Online Teaching and Learning
  2. 2. Best Practices Presenter: Luis Guadarrama [email_address] EMD And the Digital World Effective Online Teaching and Learning Any attempt to define what effective online teaching and learning strategies mean? What I should take into account to answer this question? <ul><li>Diagnostic Evaluation </li></ul><ul><li>Recall prior knowledge </li></ul><ul><li>and experiences </li></ul>
  3. 3. Best Practices Effective online Teaching and Learning Objectives: <ul><li>Identify underlying pedagogy </li></ul><ul><li>Examine the online teaching and learning framework (systemic perspective) </li></ul><ul><li>Discuss effective online teaching-learning strategies </li></ul><ul><li>Evaluate successful practices (at AU and yours) </li></ul><ul><li>Discuss the richness of the online environment </li></ul><ul><li>Conclude the importance of pedagogy for implementing effective online teaching and learning strategies </li></ul><ul><li>Present the course in an organized and structured way </li></ul><ul><li>Learning Objectives inform students in advance about your work, evaluation and performance expectations </li></ul>TO HAVE FUN And Enjoy!! EMD
  4. 4. Best Practices Effective online Teaching and Learning Topics: <ul><li>The context: Online teaching and learning framework </li></ul><ul><ul><li>Student-Centered Model </li></ul></ul><ul><ul><li>Distance Education – Fundamentals </li></ul></ul><ul><ul><li>LMSs </li></ul></ul><ul><li>Effective online teaching and learning strategies </li></ul><ul><ul><li>Teaching and learning in Moodle </li></ul></ul><ul><ul><li>Best pedagogical practices in Moodle </li></ul></ul><ul><ul><li>Useful experiences </li></ul></ul><ul><li>Inform participants with a concrete list </li></ul><ul><li>of topics they are expected to review </li></ul>EMD
  5. 5. Best Practices Effective online Teaching and Learning Agenda: <ul><li>Part 1: Discussion: Context - Online teaching/learning framework 15-20min </li></ul><ul><ul><li>Fundamentals </li></ul></ul><ul><ul><ul><li>Student centered model </li></ul></ul></ul><ul><ul><ul><li>Distance Education </li></ul></ul></ul><ul><ul><ul><li>LMSs </li></ul></ul></ul><ul><li>Part 2: Discussion - Best practices 45-55min </li></ul><ul><ul><li>Online teaching/learning implementation </li></ul></ul><ul><ul><li>Effective online teaching and learning strategies </li></ul></ul><ul><ul><li>Best practices </li></ul></ul><ul><ul><li>Conclusions (provided by participants) </li></ul></ul>Note there is no question period after the presentation since it is expected they will happen during the presentation <ul><li>Study methods </li></ul><ul><li>Hints for participants to know how to work through the course </li></ul>EMD
  6. 6. Best Practices Effective online Teaching and Learning Format: <ul><li>What will you expect from the presenter? </li></ul><ul><ul><li>Introduce topics for discussion </li></ul></ul><ul><ul><li>Moderate discussion </li></ul></ul><ul><ul><li>Summarize the discusion </li></ul></ul><ul><li>What is expected from you (the attendees)? </li></ul><ul><ul><li>Discussion </li></ul></ul><ul><ul><li>Participation </li></ul></ul><ul><ul><li>Experiences </li></ul></ul><ul><li>Participation is expected to be as concrete as possible </li></ul><ul><li>Study methods </li></ul><ul><li>Hints for participants to know how to work through the course </li></ul>EMD
  7. 7. Several factors have triggered the birth and growth of online education since the 90s, such as coverage, flexibility, or mobility, among others. Some universities in the world are currently shifting from the traditional model of face-to-face education into the online distance-education model. Many universities are becoming dual-mode universities (face-to-face & online), and a few others are totally online. However, the transition has not been easy. Important issues about technology, pedagogy and management have unfolded. Part 1: Context Online teaching/learning framework Best Practices Effective online Teaching and Learning <ul><li>Advance organizers </li></ul><ul><li>Overview </li></ul>Preamble: EMD
  8. 8. EMD Preamble: Best Practices Effective online Teaching and Learning Face to Face Classroom Lectures Now Time ago 15 years ago 10 years ago DE Print Post mail Telephone Internet Computers Cd-Roms Satelites Video Conference TV Radio Authoring tools LMSs Moodle others e-mail Discussion forums Blogs Wikies DE Internet services Blended Onsite-Online LMSs DE Online LMSs <ul><li>Illustrate </li></ul><ul><li>ideas </li></ul>Participants introduction: How many of you teach f2f? How many at distance? How many at distance and f2f? how many blended? Postsecondary education? Who is a teacher/instructional designer/course coordinator?
  9. 9. <ul><li>How to apply principles of pedagogy in order to design an effective online teaching and learning environment (LMSs)? </li></ul><ul><li>The e-learning framework; the pedagogical principles; effective online learning and teaching strategies; deeper and engaging learning </li></ul><ul><li>Course Management </li></ul><ul><li>Administration of information; editing; publishing; posting; exchanging files; discussion; communication; interaction; tracking activities; marking </li></ul><ul><li>Usability (Students/Professors/Tutors/Administration) </li></ul><ul><li>User friendliness; learning curve; intuitiveness; reusability; flexibility, stability; accessibility; scalability; interoperability; navigability </li></ul>The Problem : Best Practices Effective online Teaching and Learning <ul><li>Study/focus questions </li></ul>EMD
  10. 10. <ul><li>“ Instead of the pure technological considerations, it is important to understand the basic components of what constitutes an e-learning ecosystem (Ismail, 2002)” </li></ul><ul><li>One of the most crucial prerequisites in the implementation of e-learning and particularly LMSs is the careful consideration of underlying pedagogy , or at least to analyze how e-learning works (Govindassamy, 2002) </li></ul><ul><li>It is important to go back to the essence of online teaching to consider if the LMS matches and fits the academic tasks and goals. Concretely, it is important to recall what LMSs are designed for and what teaching-learning activities should be accomplished through them. “The understanding of the online teaching framework will specify a learning-systems architecture for pedagogical development and systems integration (Ismail, 2002)”. </li></ul>From a systemic perspective : Best Practices Effective online Teaching and Learning <ul><li>Provide useful content </li></ul><ul><li>Reading assignments </li></ul>EMD
  11. 11. EMD Learning activity: In other words, while planning, designing, producing and managing effective teaching and learning strategies for (online) courses on a LMS, what do we need to keep in mind? Best Practices Effective online Teaching and Learning <ul><li>What a LMS can and needs to do well </li></ul><ul><li>How the teaching and learning at distance model works (from a systemic perspective) </li></ul><ul><li>What Distance Education is </li></ul><ul><li>How your teaching-learning model works/what it is </li></ul>At AU we have undergrad self-paced and individualized courses We also have grad courses where interaction, communication, and discussion are a must Moodle is social constructivist-oriented system but it is also a highly adaptable and flexible LMS. Context: <ul><li>Promote discussion </li></ul>
  12. 12. EMD Best Practices Effective online Teaching and Learning <ul><li>Metacognitive </li></ul><ul><li>Activities </li></ul><ul><li>Illustrate ideas </li></ul><ul><li>Discussion </li></ul>LMSs Student Centered Distance Education Teaching-learning model Learning activity: <ul><li>Tic toc tic toc tic toc tic toc tic toc tic toc tic toc </li></ul>Learning activity: Please take a minute and think of a challenging aspect in your online course or program where you need to implement an effective teaching/learning strategy. Write it down in your journal (which may be shared with other participants) Assignment/TME: Please keep in mind the effective teaching/learning issue you just identified and look for a solution during the rest of the presentation. You will be asked to share your findings at the end.
  13. 13. Best Practices Effective online Teaching and Learning Context: What a LMS can & needs to do well ? At their simplest, “LMSs are software packages that support the management of learning in an organization (Dean, 2002)”. LMSs are systems based on pedagogical strategies that provide instructors with a set of tools and a framework to design and deploy course contents and learning materials online , which allow faculty to teach and manage courses online, the management of the communication and interactions at distance among the learning community, teachers-students, students-students, and also with the administration (Meerts, 2003; Morgan, 2003). <ul><li>Provide useful content </li></ul><ul><li>Reading assignments </li></ul><ul><li>Learning activities where the student interacts with content usefully and productively </li></ul>EMD
  14. 14. Best Practices Effective online Teaching and Learning Context: LMSs are mainly designed to support collaborative learning communities which can undertake either online or onsite education, or both, offering multiple modes of learning from self-paced work, to scheduled classes, to group learning (Hall, 2002). <ul><li>What a LMS can & needs to do well ? </li></ul><ul><li>Provide useful content </li></ul><ul><li>Reading assignments </li></ul><ul><li>Learning activities where the student interact swith content usefully and productively </li></ul>EMD
  15. 15. EMD Best Practices Effective online Teaching and Learning <ul><li>LMSs are configured to contain various technological and pedagogical tools that provide a Web (virtual) central location to: </li></ul><ul><li>deliver course specifications; </li></ul><ul><li>publish information that is related to the course; </li></ul><ul><li>provide specifications, directions, instruction and models of assignments ; </li></ul><ul><li>supply the learning community with communicational tools for discussion ; </li></ul><ul><li>include specific areas for collaborative work ; </li></ul><ul><li>enable group process for development, but self-paced learning is possible as well; </li></ul><ul><li>develop and deploy Web-based products, </li></ul><ul><li>make available ongoing students’ assessment (Dabbagh, 2001). </li></ul>Does Moodle satisfy the LMSs functions?
  16. 16. The Teacher The Library The Administration Learning Materials Peers Students LMS The Campus Experts Technological Resources The Syllabus The Classroom Books Articles Best Practices Effective online Teaching and Learning Traditional f2f Education: Teacher Centered <ul><li>How the teaching and learning at distance model works (from a systemic perspective) </li></ul>EMD
  17. 17. Best Practices Effective online Teaching and Learning The Library The Administration Learning Materials & Manuals Study Guide Experts Technological Resources The Syllabus Communication Resources Books Articles Peers Student The Tutor LMS Distance Education: Student Centered <ul><li>How the teaching and learning at distance model works (from a systemic perspective) </li></ul>EMD
  18. 18. Best Practices Effective online Teaching and Learning What are the main differences between these models? <ul><li>How the teaching and learning at distance model works (from a systemic perspective) </li></ul>EMD
  19. 19. Best Practices Effective online Teaching and Learning The Library The Administration Learning Materials & Manuals Study Guide Experts Technological Resources The Syllabus Communication Resources Books Articles Peers Student The Tutor LMS Distance Education: Student Centered Does Moodle fit well with the student-centered model? <ul><li>How the teaching and learning at distance model works (from a systemic perspective) </li></ul>EMD
  20. 20. Best Practices Effective online Teaching and Learning Distance Education Model: <ul><li>What Distance Education is </li></ul>Do you think that Moodle matches and fits Distance Education’s academic tasks and goals? Am I missing something?
  21. 21. Best Practices Effective online Teaching and Learning Do you think that Moodle matches and fits Distance Education’s academic tasks and goals? Does Moodle fit well the student centered model? Does Moodle satisfy the LMSs functions? Learning activity: Please get into groups of 5 and answer the questions. You have one minute to write down your observations <ul><li>Collaborative learning </li></ul><ul><li>Discussion </li></ul>EMD
  22. 22. Best Practices Effective online Teaching and Learning LMSs Fundamentals – General framework for designing instruction and effective teaching/learning strategies From a systemic perspective: EMD
  23. 23. Best Practices Effective online Teaching and Learning From a systemic perspective: Learning Tutor Student Learning Materials Content Context Experts Other Students Effective teaching/learning strategies promote learning <ul><li>Collaborative learning </li></ul><ul><li>Situated cognition </li></ul><ul><li>Student-centered model </li></ul><ul><li>Modeling expertise </li></ul><ul><li>Social Interaction, Comm. </li></ul><ul><li>Metacognitive strategies </li></ul>EMD
  24. 24. Part 2 - Best Practices: <ul><li>Facilitate effectively the online Teaching - Learning Experience </li></ul><ul><li>Advance organizers: introductions, overviews, main topics, tensions and discussions. </li></ul><ul><li>Course Map : Road Map, the big picture </li></ul><ul><li>Interface Design: Organization, Structure, Instruction Sequence </li></ul><ul><li>Course Manual: Overview, learning objectives, course materials, course structure, etc. </li></ul><ul><li>Learning Units: Introduction, advance organizers, learning objectives, reading assignments, commentaries, etc </li></ul><ul><li>Participants presentations: Participants introducing themselves </li></ul><ul><li>Diagnostic Evaluation: Knowledge that participants bring to the course, recall prior knowledge, prior experience, </li></ul><ul><li>Reading/Research : Library, Articles, up-to-date information, academic journals, external links, etc </li></ul><ul><li>External resources: External links, external data bases, academic journals, newspapers, etc. </li></ul><ul><li>Illustrate ideas: Interactive maps, animations, slideshows, pictures, videos, etc </li></ul><ul><li>External Experts: Interviews, videos, publications, etc. </li></ul><ul><li>Learning activities: Interact with content usefully, reinforce learning, retention, etc </li></ul><ul><li>Organize knowledge, critical thinking: Glossaries, timelines, graphic organizers, etc. </li></ul><ul><li>What’s going on: Latest news, feeds, news forum </li></ul><ul><li>Self evaluation: Quizzes, crosswords, fill in the blank, etc </li></ul><ul><li>Metacognition / Tutor feedback : Online journals, grade books, discussion forums, glossaries, blogs, etc. </li></ul><ul><li>Communication: Internal e-mail, discussion forums, chat-rooms, blogs, etc. </li></ul><ul><li>Marking, Grade Books </li></ul><ul><li>Records/Review: Group activity, participants activities, participation, etc Rudenstein’s (1996) </li></ul>Best Practices Effective online Teaching and Learning EMD
  25. 25. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Advance organizers Welcome /Introduction <ul><li>Instructors need to: </li></ul><ul><li>present the course, units, etc. </li></ul><ul><li>introduce topics, discussions, characters, events, tensions, etc. in the course / each unit </li></ul><ul><li>discuss main ideas </li></ul><ul><li>suggest study methods </li></ul><ul><li>discuss learning materials </li></ul><ul><li>discuss course scope </li></ul><ul><li>discuss learning activities </li></ul><ul><li>discuss evaluation methods </li></ul><ul><li>discuss delivery methods </li></ul><ul><li>discuss tutor availability and feedback </li></ul><ul><li>Students need to </li></ul><ul><li>be introduced to the main, discussions, tensions, events, etc. in the course and units </li></ul><ul><li>get familiarized with the whole course itself, learning units, main topics, discussions, </li></ul><ul><li>get the big picture of the course </li></ul><ul><li>know the organization and the structure of the course in advance </li></ul><ul><li>know tutor expectations </li></ul><ul><li>know how to get in touch with the tutor </li></ul><ul><li>Understand the general scope of the course </li></ul><ul><li>Video presentations ( Soci 335 ) </li></ul><ul><li>http://moodle17-gsa-devel.lms.athabascau.ca/course/view.php?id=18 </li></ul><ul><li>Power point presentations (Moodle </li></ul><ul><li>http://emd-devel19.lms.athabascau.ca/course/view.php?id=210 </li></ul><ul><li>Slide shows - BBC News </li></ul><ul><li>http://news.bbc.co.uk/2/hi/uk_news/7925552.stm </li></ul><ul><li>AU Library, Google tutorial: http:// library.athabascau.ca/help/tutorials/gsa.html </li></ul><ul><li>Introduction Text, illustrations, links: Humanities 310/Music 310: Unit 1 / HIST 209 Unit 1: Commentary / GLST 381Modern China </li></ul><ul><li>http:// gsa.lms.athabascau.ca/mod/book/view.php?id =248&chapterid=383 </li></ul><ul><li>http://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=867&chapterid=1446 </li></ul><ul><li>Modern China/Unit 1: PRINT COMPLETEBOOK </li></ul>
  26. 26. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Course Map <ul><li>Instructors need to: </li></ul><ul><li>present the whole organization and structure of the course </li></ul><ul><li>present the course scope </li></ul><ul><li>explain the sequence of instruction </li></ul><ul><li>explain the work students are expected to undertake </li></ul><ul><li>present the course and unit learning objectives students are expected to meet </li></ul><ul><li>present the learning units sequence </li></ul><ul><li>present the learning materials students need to review </li></ul><ul><li>present the learning activities students have to develop </li></ul><ul><li>present the assignments students are expected to develop </li></ul><ul><li>present the evaluations students are expected to undertake </li></ul><ul><li>Students need to </li></ul><ul><li>identify the organization and structure of the course </li></ul><ul><li>identify the sequence of the learning units </li></ul><ul><li>identify the main topics they have to review </li></ul><ul><li>identify the learning objectives they have to meet </li></ul><ul><li>identify the sequence of the instruction </li></ul><ul><li>identify the learning activities they have to develop </li></ul><ul><li>identify the learning materials they have to interact with </li></ul><ul><li>identify the workload they are expected to undertake </li></ul><ul><li>identify the readings they need to review </li></ul><ul><li>identify the assignments they need to develop and submit </li></ul><ul><li>identify the evaluations and/or examinations they need to undertake </li></ul><ul><li>Course Map / MAIS 626 Arts and Crime </li></ul><ul><li>http://mais-devel19.lms.athabascau.ca/mod/book/view.php?id=3516&chapterid=1393 </li></ul>
  27. 27. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate Interface Design Organization Structure Sequence <ul><li>Instructors need to: </li></ul><ul><li>explain the course organization and structure </li></ul><ul><li>Present the sequence of instruction </li></ul><ul><li>Present the sequence of learning units </li></ul><ul><li>Present the course resources: communication tools, external links, etc. </li></ul><ul><li>Present a clear sequence from the beginning to the end of the course </li></ul><ul><li>Provide access to course learning materials </li></ul><ul><li>Students need to: </li></ul><ul><li>Identify organization of the course </li></ul><ul><li>Identify the instruction sequence. </li></ul><ul><li>Identify where the resources available in the course are </li></ul><ul><li>Identify the communication tools </li></ul><ul><li>Identify the access to learning materials </li></ul><ul><li>Identify the access course materials </li></ul><ul><li>Identify when and how they are expected to submit the assignments </li></ul><ul><li>Student follow the course more effectively </li></ul>Course Manual (HIST 209) http://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=520&chapterid=1341 Modern China http://gsa-devel19.lms.athabascau.ca/course/view.php?id=44
  28. 28. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate Course Manual <ul><li>Instructors need to present the general information of the course in detail : </li></ul><ul><li>Overview/introduction </li></ul><ul><li>The learning objectives </li></ul><ul><li>The course materials </li></ul><ul><li>The course structure </li></ul><ul><li>Study schedule </li></ul><ul><li>Study methods </li></ul><ul><li>Evaluation model </li></ul><ul><li>The course materials </li></ul><ul><li>Etc. </li></ul><ul><li>Students need to identify and get familiarized with the: </li></ul><ul><li>organization of the course </li></ul><ul><li>learning objectives </li></ul><ul><li>course materials </li></ul><ul><li>course structure </li></ul><ul><li>study schedule </li></ul><ul><li>study methods </li></ul><ul><li>evaluation model </li></ul><ul><li>course materials </li></ul><ul><li>Etc. </li></ul><ul><li>Student follow the course more effectively </li></ul><ul><li>Students understand the structure and organization of the course from the beginning of the course </li></ul><ul><li>Students know tutors expectations </li></ul><ul><li>Students know the workload scope </li></ul><ul><li>Students know the general scope of the course </li></ul><ul><li>Students start thinking about the course content </li></ul><ul><li>Students may recall prior knowledge and experiences </li></ul><ul><li>Students may organize better their own working/studying agenda </li></ul>Course Manual (HIST 209) – Course Manual http://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=520&chapterid=1341 MAIS 626 - Art and Crime http://mais-devel19.lms.athabascau.ca/mod/book/view.php?id=3516&chapterid=1384
  29. 29. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate Learning Units <ul><li>For each learning unit, instructors need to explain and present: </li></ul><ul><li>the learning objectives, </li></ul><ul><li>study questions, </li></ul><ul><li>introductions,, </li></ul><ul><li>commentaries, </li></ul><ul><li>study methods </li></ul><ul><li>reading assignments </li></ul><ul><li>learning materials </li></ul><ul><li>learning activities </li></ul><ul><li>assignments </li></ul><ul><li>reading files </li></ul><ul><li>etc </li></ul><ul><li>At the beginning of each unit, students need to: </li></ul><ul><li>get the big picture of the learning unit </li></ul><ul><li>read the learning objectives they are expected to meet </li></ul><ul><li>get the SME’s commentary </li></ul><ul><li>access the learning activities </li></ul><ul><li>access the learning materials </li></ul><ul><li>access the reading assignments </li></ul><ul><li>access the supplementary materials </li></ul><ul><li>Etc. </li></ul><ul><li>Student follow the learning unit more effectively </li></ul><ul><li>Students understand the structure and organization of the learning unit from the beginning </li></ul><ul><li>Students know tutors expectations </li></ul><ul><li>Students know the workload scope </li></ul><ul><li>for the learning unit </li></ul><ul><li>Students know the general scope of the learning unit </li></ul><ul><li>Students start thinking about the learning unit content </li></ul><ul><li>Students may recall prior knowledge and experiences </li></ul><ul><li>Students may link what they just learned in the last unit </li></ul><ul><li>Students may organize better their own working/studying agenda </li></ul>Audio presentations ( Soci 335 ) Books (HIST 209 Unit 4) http://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=527 (Introduction, etc etc Supplementary videos http:// www.learner.org/vod/vod_window.html?pid =2149 )
  30. 30. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate / promote Participants presentations At the beginning of the course, the tutor asks students to introduce themselves At the beginning of the course students introduce themselves, share their interests, and their expectations in the course <ul><li>The community of learning </li></ul><ul><li>Communication </li></ul><ul><li>(Social )interaction </li></ul><ul><li>Collaborative learning </li></ul>Students Introductions – MAIS 626 – Art and Crime
  31. 31. Back to List Strategies
  32. 32. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate Promote <ul><li>Diagnostic Evaluations/ </li></ul><ul><li>Self Evaluations </li></ul><ul><li>Multiple Choice/ </li></ul><ul><li>True–False </li></ul><ul><li>Short Answer </li></ul><ul><li>Numerical </li></ul><ul><li>Calculated </li></ul><ul><li>Matching </li></ul><ul><li>Essay </li></ul><ul><li>Embedded short answer </li></ul><ul><li>Random short answer </li></ul><ul><li>at the beginning of the course tutors may place a set of questions in order to evaluate the knowledge students bring to the course </li></ul><ul><li>at the middle of the course, or before an examination, tutors may let students self evaluate </li></ul><ul><li>At the beginning of the course students may take a diagnostic evaluation which lets them know how familiarized they are with the course, if they are missing some knowledge or skills required for the course, or simply identify and pay attention to the knowledge and skills they need to develop in the course </li></ul><ul><li>Before taking an examination, students find it useful to go through questions they may find in the exam </li></ul><ul><li>At the beginning </li></ul><ul><li>Students may recall prior knowledge and experiences </li></ul><ul><li>Students may link prior learning </li></ul><ul><li>Students detect the knowledge, competencies and skills they need to acquire </li></ul><ul><li>Students self evaluate their performance and may take decisions to conduct their studying </li></ul><ul><li>Students reinforce learning and retention </li></ul><ul><li>Students get orientation and (right and wrong feedback ) </li></ul><ul><li>EMD test 1.9 server </li></ul><ul><li>Diagnostic Evaluation </li></ul><ul><li>http://emd-devel19.lms.athabascau.ca/mod/quiz/attempt.php?q=28&forcenew=1 </li></ul>
  33. 33. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate/promote Illustrate ideas Instructors need to explain concepts, explain models, explain discussions, illustrate processes, etc Illustrations, videos, animations, simulations, fixed images, and charts are some of the visual materials which help students to identify, understand, organize, and grasp knowledge. <ul><li>Retention </li></ul><ul><li>Association </li></ul><ul><li>Understanding </li></ul><ul><li>Internalizing </li></ul>Video (How to implement video) http://www.irrodl.org/index.php/irrodl/article/view/587/1134 Slide shows : Video: Confederation: The Creation of Canada http:// www.youtube.com/watch?v =hph52hbhYZQ&feature=related Power point presentations Text, illustrations, links (Geography 201 Introductory Human Geography) External links (Dictionaries http:// dictionary.reference.com /browse/owe , Interactive maps MAIS 626 – Art and Crime http:// gazette.athabascau.ca / Interactive Timelines http://www.athabascau.ca/courses/musi/310_timeline/composer/index.htm
  34. 34. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate/promote External Experts Instructors may invite or interview external experts who bring up-to-date knowledge and enrich discussions <ul><li>Students need to diversify their knowledge with other experts’ opinions who are working, researching and practicing in other institutions and/or universities </li></ul><ul><li>Students need to get first hand up-to-date information </li></ul><ul><li>Diversity and enriched discussion </li></ul><ul><li>Brings first-hand up-to-date information to the course </li></ul><ul><li>Students can consult experts </li></ul>Interview with Experts: Terry Anderson: Discover New Technologies http:// www.youtube.com/watch?v =EIjPy-4E20s Teaching is so damn ... intensive! REVISED Dick Lucier, emeritus economics prof of Denison University http:// www.youtube.com/watch?v =Okzi48bW_n4
  35. 35. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate/promote Reading Research Instructors need to identify and recommend adequate, if not excellent, course literature and learning resources Students need to access excellent academic and learning materials, and academic publications that help and walk them through the learning process. If publications are in electronic format, this facilitates delivery. <ul><li>Access to up-to-date information </li></ul><ul><li>Update knowledge </li></ul><ul><li>Research skills </li></ul><ul><li>Discrimination of information skills </li></ul><ul><li>Access to high quality sources </li></ul>Up to date Information - Feeds – Potcads MAIS 626 – Current information – What’s new http:// mais.lms.athabascau.ca/course/view.php?id =190 Random glossaries Computer Science COMP 470 http://scis-devel19.lms.athabascau.ca/course/view.php?id=3 AU Library – Search engines (HIST 209 Unit 4) http:// aupac.lib.athabascau.ca/search/t?SEARCH =On+the+Job%3A+Confronting+the+Labour + Online articles https:// aupac.lib.athabascau.ca/validate?url =http%3A%2F%2F0-www.informaworld.com.aupac.lib.athabascau.ca%3A80%2Fsmpp%2Fcontent~content%3Da713684529~db%3Dall~order%3Dpage Online Journals http:// library.athabascau.ca/ejournal.php E-Books http:// library.athabascau.ca/ebook.php Distance Education - Terry Anderson)
  36. 36. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate/promote Organize and construct knowledge <ul><li>Instructors recommend teaching-learning strategies that let students interact productively with content in order to organize and construct knowledge </li></ul><ul><li>Students work collaboratively and learn from one another while constructing, organizing and negotiating knowledge </li></ul>Students need to work on specific activities that let them develop the skills and competencies identified in the learning objectives; organize information; construct and develop knowledge; develop the assignments; get ready for evaluations and meet the learning objectives. Glossaries MAIS 626 http:// mais.lms.athabascau.ca/mod/glossary/view.php?id =6837 Timelines MUSI 310 http://www.athabascau.ca/courses/musi/310_timeline/composer/index.htm Discussion MAIS 626 http:// mais.lms.athabascau.ca/mod/forum/view.php?id =6839 Group evaluation (one another) – Databases – Thread discussions http://emd-devel19.lms.athabascau.ca/mod/data/view.php?id=1036
  37. 37. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate/promote Self evaluation Instructors provide students with exercises, with hints, and right and wrong feedback that let students reinforce learning, promote retention, and take decisions related to their learning process <ul><li>Students need to self evaluate their learning experience </li></ul><ul><li>Students may know how they are doing </li></ul><ul><li>Students may evaluate their performance </li></ul><ul><li>Students may take decisions to balance their learning progress </li></ul><ul><li>Metacognitive skills </li></ul><ul><li>Reflect and examine the own learning process </li></ul><ul><li>Take the right decisions to succeed and complete the course </li></ul><ul><li>Feedback </li></ul><ul><li>Retention </li></ul>Quizzes () Fill the blank http://gsa-devel19.lms.athabascau.ca/course/view.php?id=47 Drag in Crosswords Lessons
  38. 38. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate/promote Metacognition/tutor feedback Tutors provide feedback to students related to questions and, problems related to students’ learning <ul><li>Students need a private space where they can reflect about their learning process, problems and questions they have related the course. </li></ul><ul><li>Students may get tutor’s feedback on their journal </li></ul><ul><li>Register the process in their learning proposes </li></ul><ul><li>Metacognitive skills </li></ul><ul><li>Reflect and examine the own learning process </li></ul><ul><li>Get tutor’s Feedback </li></ul>Online Assignment Journals – Log Books EMD 1.9 Test server http://emd-devel19.lms.athabascau.ca/course/view.php?id=210 Blogs
  39. 39. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate/promote Communication Interaction <ul><li>Tutors need to be in touch with students permanently, synchronously and asynchronously </li></ul><ul><li>Tutors may interact 1 to 1 with students </li></ul><ul><li>Tutors may be in touch with the whole group </li></ul><ul><li>Students need to interact with their peers </li></ul><ul><li>Students need to interact with their tutor during the learning process </li></ul><ul><li>Students need to interact with the whole learning community </li></ul><ul><li>Students may want to discuss with other students </li></ul><ul><li>Collaborative learning (students learning from one another) </li></ul><ul><li>Discussion </li></ul><ul><li>Group Evaluation </li></ul><ul><li>Negotiating and constructing knowledge collaboratively </li></ul><ul><li>Mentoring </li></ul><ul><li>Modeling </li></ul>Announcements http://moodle17-gsa-devel.lms.athabascau.ca/mod/forum/view.php?id=512 Email http://moodle17-gsa-devel.lms.athabascau.ca/mod/internalmail/view.php?id=516 Chats http://moodle17-gsa-devel.lms.athabascau.ca/mod/chat/gui_header_js/index.php?id=22 Discussion Forums http:// mais.lms.athabascau.ca/mod/forum/view.php?id =6844
  40. 40. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate/promote Marking Grade Books Instructors need to mark assignments, provide feedback, organize all the information, store the information, and integrate the marks table <ul><li>Students need to get access to their marks, submit assignments, and get the corresponding feedback from the tutors </li></ul><ul><li>Students need to monitor their grades along the course </li></ul><ul><li>Students negotiate and discuss assignments with tutors before discussion </li></ul><ul><li>Students submit assignments </li></ul><ul><li>Students get feedback from the tutor </li></ul><ul><li>Student monitor their marks along the course </li></ul>Grade Books Marking assignments http:// gsa.lms.athabascau.ca/mod/assignment/submissions.php?id =249 Marks table http:// gsa.lms.athabascau.ca/grade/index.php?id =12
  41. 41. Best Practices Effective online Teaching and Learning Back to List Strategies EMD Strategy Effective Teaching Effective Learning Facilitate/promote Record/ Review Instructors need to manage large numbers of documents generated during the course. They need be careful with records related to documents, marks, feedback and so forth. <ul><li>Students need to have the opportunity for recording, studying, and reviewing course content any time, anywhere. </li></ul><ul><li>Every activity in the course is registered in the system </li></ul>
  42. 42. Conclusions: Best Practices Effective online Teaching and Learning Can we use Moodle to implement effective online teaching and learning? Can Moodle be customized to match my teaching and learning model needs? Does Moodle fit well with the student-centered model? Does Moodle fit well with effective teaching/learning at distance? Do you think you can use Moodle to implement the effective learning-teaching strategy you identified (in the learning activity?) EMD
  43. 43. Conclusions: Best Practices Effective online Teaching and Learning <ul><li>In order to select, design and implement effective online teaching and learning strategies: </li></ul><ul><li>It is central to apply the underlying pedagogy </li></ul><ul><li>It is important to know how the online teaching and learning framework works </li></ul><ul><li>It is important to keep in mind the student-centered model </li></ul><ul><li>It is relevant to know how the educational model you want to replicate is </li></ul><ul><li>It is important to customize the LMSs to satisfy your teaching and facilitate learning </li></ul>EMD
  44. 44. Best Practices And the Digital World Effective online Teaching and Learning Thank you for your attention Presenter: Luis Guadarrama [email_address] EMD

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