Implementing Effective Online Teaching And Learning


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A collaborative presentation by three digital media students. Sharing their ideas on implementing effective online teaching and learning.

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Implementing Effective Online Teaching And Learning

  1. 1. Implementing Effective Online Learning and Teaching
  2. 2. “ The use of the Net is seen by many as a very significant change in educational practice and structure.” Weller, M. (2002) Delivering Learning on the Net. Routledge Google Books - Delivering Learning on the Net [Accessed 17.1.09] Student C
  3. 3. Student C
  4. 4. what Student C
  5. 5. can Student C
  6. 6. we Student C
  7. 7. learn Student C
  8. 8. Online? Student C
  9. 9. Everything. Flickr image by wok Student C
  10. 10. How are we going to learn? Student C
  11. 11. Together Student C
  12. 12. We are learning to speak. By speaking Student C
  13. 13. By sharing Student C
  14. 14. and listening Student C
  15. 15. Anywhere. http: // Student C
  16. 16. Student C
  17. 17. where Student C
  18. 18. can Student C
  19. 19. we Student C
  20. 20. learn Student C
  21. 21. here Student C
  22. 22. here Student C
  23. 23. and here Student C
  24. 24. Are we locked in to our virtual learning environment for the benefit of the student or the benefit of the educational establishment ? Student C
  25. 25. or out because of language, cultural context or cost ? Student C
  26. 26. Can we all join in? Student C
  27. 27. Together Student C
  28. 28. Yes!
  29. 29. Wendy's ‘Discussion’ Environment
  30. 30. What makes a good CMC <ul><li>1. Means of enabling personalisation of objects and environments, using a master room, which can be 'variable' customised. </li></ul><ul><li>2. Ways of distributing the objects database </li></ul><ul><li>3. Ways to achieve integration of CMC tools in a VE. </li></ul>
  31. 31. Framework for CMC Discussion Environment <ul><li>Introduction period – Getting to know the environment, peers and you. </li></ul><ul><li>I would need to understand the structure of the discussion and the framework I am expected to work in. </li></ul><ul><li>Information exchange & Knowledge Construction usable & accessible. </li></ul><ul><li>Feedback – from tutor and peers. </li></ul>
  32. 32. Wendy's CMC Discussion Environment Conceptual Metacognition Strategic Procedural Constructual Scaffolding Interaction Framework Video/voice attachment area!! Admin/Help etc. Module/tasks & content. Open discussion Forum. Digital Repository. Resources /tools. Tutor, guides & supports the students. Student, takes control of own learning.
  33. 33. CMC v Face-to-Face <ul><li>24 hour class </li></ul><ul><li>Student control over learning </li></ul><ul><li>Text based communication </li></ul><ul><li>Increased interaction </li></ul><ul><li>Restricted times </li></ul><ul><li>Teacher control over learning </li></ul><ul><li>Timetable </li></ul><ul><li>Controlled interaction </li></ul>
  34. 34. Clear Structure of Course and Materials. Tools need to be usable, accessible with clear structure.
  35. 35. Skype Skype is a multimedia communication tool integrating voice-over-IP (VoIP) instant messaging (IM) and video. I have used Skype within school to support real-time-collaboration (RTC) with another school in Leeds, which motivated and enhanced learning.
  36. 36. Skype & Face-to-Face Skype is not identical to a traditional telephone service, but it's free--that is, if one Skype user is calling another.
  37. 37. TokBox TokBox is a web-based video communication service. Link to Youtube video,, SlideShare and set up video chat channels.
  38. 38. Audacity Audacity is a free, cross-platform sound editor. You can record live audio.
  39. 39. Gadwin Printscreen Create a screenshot. Enhance documents and embed captures into presentations.
  40. 40. Merlin v Ebridge At first I did prefer Merlin but do find myself warming to Ebridge , it does the job! Both have a home page with Links. Both have forums' etc Merlin had personal Chat, whereas Ebridge has open. Merlin worked 99% of the time. Ebridge has hiccups.
  41. 41. CMC & Face-to-Face <ul><li>Emotion is present </li></ul><ul><li>in CMC </li></ul><ul><li>Emoticons   </li></ul>
  42. 42. Thanks for watching. ( Guess I enjoy the personal touch!) <ul><li>www. slideshare .com </li></ul><ul><li>www. tokbox .com </li></ul><ul><li> </li></ul><ul><li>www. skype .com </li></ul><ul><li>www. gadwinprintscreen .com </li></ul><ul><li>www. fronter . com/northyorks/ </li></ul>
  43. 43. Guide to Online Teaching Image :
  44. 44. <ul><li>‘ Teaching through ICT not only offers the chance to become proficient in the skills needed in the world of work. It enhances and enriches the curriculum, raising standards and making learning more attractive. The best educational software is not an alternative to books or class teachers - it is a new chapter of opportunity. </li></ul><ul><li>The national grid for learning, DfEE, 1997 </li></ul>
  45. 45. <ul><li>Teachers online are able to share and discuss best practice with each other and with experts while remaining in their schools. </li></ul><ul><li>The national grid for learning, DfEE, 1997 </li></ul>
  46. 46. <ul><li>Materials and advice are available on-line - when learners want them - to help develop their literacy and numeracy skills, including in their own time. </li></ul><ul><li>The national grid for learning, DfEE, 1997 </li></ul>
  47. 47. <ul><li>Children in isolated schools can link up with their counterparts' curriculum, to help them to work together and gain the stimulus they need. </li></ul><ul><li>The national grid for learning, DfEE, 1997 </li></ul>
  48. 48. <ul><li>Language learners can communicate directly with speakers of the target language. </li></ul><ul><li>The national grid for learning, DfEE, 1997 </li></ul>
  49. 49. <ul><li>All teaching online can be tailored to the interests and abilities of the individual. </li></ul><ul><li>The national grid for learning, DfEE, 1997. </li></ul>
  50. 50. But…… <ul><li>Technology should not be used to replace teachers or teaching. It should be used as a supplement to teaching, or as a replacement for the absence of teaching, i.e. by making material available if a course is not currently being run, or to remote/life-long learners who do not enjoy the privileges of being linked to an Education institution. </li></ul><ul><li>Prof. G.Diment. </li></ul>
  51. 51. <ul><li>The success of online teaching rests on several factors: motivation of the students; the use of scholarly sound material and support </li></ul><ul><li>However, when it comes to support, a category that is often disastrously overlooked, success rests on all of the following: </li></ul><ul><li>* academic support </li></ul><ul><li>* administrative support </li></ul><ul><li>* technical support </li></ul><ul><li>Prof. G.Diment </li></ul>
  52. 52. <ul><li>The most important role of the instructor in online classes is to ensure that there is a high degree of interactivity and participation. </li></ul><ul><li>Prof. G.Diment </li></ul>
  53. 53. <ul><li>One factor that strongly affects the amount of student interaction and participation is the level of instructor involvement. If the instructor regularly posts messages in the discussion forum or provides comments to students via email, this increases student involvement and participation in a course. So a cardinal rule of good online teaching is that the instructor must participate a lot to get students to do likewise. </li></ul><ul><li>Greg Kearsley </li></ul>
  54. 54. <ul><li>A primary task of the teacher is to provide feedback. </li></ul><ul><li>Ideally individual feedback is provided to each student, as well as group feedback. </li></ul><ul><li>Group feedback can take the form of messages posted in a discussion forum or conference which summarize/synthesize the individual responses made on a given topic or activity. </li></ul><ul><li>Greg Kearsley </li></ul>
  55. 55. <ul><li>Teaching is a noble undertaking fraught with weighty responsibilities, (Berkowitz, 2007) </li></ul><ul><li>Teachers need all the help they can get in order to continue doing an excellent job. While at times the challenges may seem overwhelming, there is hope: Things are slated to get better as technology continues to improve and as we learn how to teach better online . ( Sorin Gudea, 2008) </li></ul>