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Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
Online Teaching on NKI
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Online Teaching on NKI

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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.

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.

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  • 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. 3
  • 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?  4
  • 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. 5
  • 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. 6
  • 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/ 7
  • 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. 8
  • 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! 10
  • 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. 11
  • 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?  12
  • 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. 13
  • 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 14

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