For this Learning Object of Unit 2, I decided to explore what are the Online Teaching Techniques used by the teachers at NKI and how they interact with their students throw the NKI's LMS - SESAM.

1. Online Teaching in NKI
Unit 2 of 3
Processos Pedagógicos em eLearning
Mestrado Pedagogia do eLearning
Hugo Domingos
www.visualcv.com/hugodom 1

2. Starting an online course
Teachers? This is Erica, a new student of NKI
Curriculum? online education program.
Activities? After deciding to take an online course,
Evaluation? she’s now developing expectations
about her learning experience:
What to expect from the teachers and
their online teaching techniques?
How does she’s going to communicate
with them?
And how the evaluation is going to be
develop?
See Unit 1 – Cooperative Freedom
to learn more about Erica 2

3. Teachers Presentations
One of the features allowed by the NKI LMS (SESAM) is the possibility
for students to see teachers presentations.
In these presentations, teachers may
provide:
• advices to students about the course,
• their experience has a teacher,
• teaching strategies,
• expectations about the students.
This information is important to social
unity within the learning community.
The advices are also valuable for
prospective students.
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4. How to Teach Online?
He’s been developing an curriculum for his
course, but on online education he also has to
develop online teaching techniques that are
different from face-to face classroom interaction.
To allow cooperative freedom, he also has to
think about different learning scenarios:
Synchronous One‐to one?
or or one to
asynchronous? many?
This is Prof Kristofferson.
Chemistry Teacher Textbooks
at NKI. or
Animations?
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5. Online Teaching Techniques
Student‐Content One‐to‐one One‐to‐many Many‐to‐many
Techniques Techniques Techniques Techniques
• Online • Learning • Recorded • Simulations or
databases Contracts Lectures games
• Online journals • Apprenticeships • Symposiums • Role Plays
• Online • Correspondence • Story Play • Case Studies
applications Studies • Tutorials • Discussion
• Software • Written groups
Libraries Interviews • Brainstorming
• Forums
• Project groups
Asynchronous communication offers much individual flexibility in time, while
synchronous communication makes students dependent on each other. Because
of its flexibility in time, asynchronous communication is the preferred form of
communication in cooperative learning environments.
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6. The Learning Begin…
Dear Students,
Your assignments are available at the
page course.
Please, read them carefully and start
developing your
Individual Progress Plans.
This tool is great!
Allows me to
plan my tasks and
keep a steady
study progression
before my exams.
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7. Individual Progress Plans
Since 2004, NKI has integrated tools for individual progress planning in its LMS.
All students are encouraged to register their individual progress plans, and they may
change their plans whenever they like.
Mindmap author: Prof. Morten Paulsen - http://home.nki.no/morten/
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8. Online Teaching and Learning
Assessment Assigments
Computer‐based assessment: Students have Individual direction: Send submission as
access to statistics and information derived e‐mail to the teacher.
from other students taking the same test.
Cooperative direction:
Self‐assessment: Students can access some Discuss the assignment with a colleague or
statistics or information from other students a peer student. Write a short summary of
who have completed the same self‐assessment. the discussion and send it as e‐mail to the
teacher.
Peer assessment: Students are encouraged to
voluntary assess each other’s work. Collaborative direction: Write a paper
together with one or two other students
Teacher assessment: Students have access to and submit the paper as e‐mail to the
some of the information the tutor provides or teacher.
derives from assessing other students.
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9. Teacher Workload
How I’m going to
control my students
progress? Overview
Access to the Response Time
papers
presentations Measurement
NKI’s submission system was
developed to track and supervise
the time from students’ submissions
to teachers’ grading, through a web-
interface.
The LMS system can provide
reports related to following-up the
Delayed student
individual progression plans and
response time between submissions Students who have planned
and registration of grades.

10. Giving Feedback to Students
In a cooperative virtual learning environment, following-up individual progress
plans could be supported by the individual student, automated e-mail and SMS
messages, tutors and administrators.
Dear Erica,
Erica didn’t How’s your upcoming assignment?
finish this last Do you need help?
assignment? Prof. Kristofferson
I’m so delayed
with this
assignment!
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11. Students Progress Reports
NKI has introduced procedures to remind and encourage students who are
delayed, using:
In Janury 2009, NKI implemented an e‐mail
• Tools that make it easy for individual monthly progress reports to all students
teachers to send personal e-
mail reminders to students. Includes personal:
• Contact information
• Tools that help • LMS settings
administrative personnel send • Progress report
seasonal bulk reminders to • Planed progress
procrastinating students
• Student access to other
students’
progress plans, allowing
contact and encourage peers
who have problems following
their plans.
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12. Being an Online Student
Dear Prof Kristofferson,
Sorry about the delay in the last assignment.
You’re email was important to motivate me. With
your help I manage to finish the assignment.
I’m very pleased with your teaching techniques
and the flexibility that NKI provides for the online
students.
I want to continue to learn at my one pace, but
sometimes I feel very lonely.
How can I cooperate more with other students?
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13. To be continued…
In the next unit I‘ll demonstrate how
transparency in NKI can increase cooperation
between online students and becoming
Learning Partners:
• Unit 3: Transparency in Online Education.
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14. Bibliography
This work was based on the following bibliography:
• Paulsen, Morten Flate. “Cooperative Online Education.” Seminar.net.
http://www.seminar.net/index.php/volume‐4‐issue‐2‐2008‐previousissuesmeny‐
124/100‐cooperative‐online‐education.
• Paulsen, Morten Flate. “Visualizing Student Profiles through NKI's Online
Catalogue and Student Network,” Cambridge International Conference on Open
Distance Learning, Setembro 23, 2009.
http://www.slideshare.net/MortenFP/visualizing‐student‐profiles‐through‐nkis‐
online‐catalogue‐and‐student‐network.
• Center for Teaching and Learning ‐ Queen's University. “Overview of Online
Teaching Techniques for Computer‐Mediated Communications.”
http://www.queensu.ca/ctl/goodpractice/technology/online_activities.html
Hugo Domingos
www.visualcv.com/hugodom
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