Facilitation Assignment Powerpoint Part 2, Unit 3

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  • Most faculty have little or no formal education about teaching their content. This is especially true when discussing online teaching. Seize opportunities to teach about learning theory at every opportunity. Teaching is fraught with uncertainty. You never know exactly how successful you might be on any given day. Rewards are delayed, sometimes for years. Given the situational nature of teaching, there is not a recipe that can be broadly applied to every episode. There is give and take in every teaching episode and the teacher reads the audience and responds. We suggest possibilities. Technical skills taught without context force users to rely on memory and lists until competence is reached. Skills taught within context are easier to recall. Be observant and take opportunities to show other ways to do tasks or suggest additions or modifications. Model the skill and then work toward self-sufficiency. Build relationships with faculty. Faculty will begin to trust your suggestions and consider them as enhancements to what is already in place. We respect their role and let them know that we can help them to become more expert in an unfamiliar environment. Most faculty should be able to describe a perfect course. Our job is to catch the vision and help them turn this into a reality. Answer the phone, respond to email…you are their safety net.
  • Bad habits are hard to break. First and foremost, we want to catch as many online faculty as possible before they have built a course on their own. Rather than going through the details of every part of the LMS – we allow exploration with extensive support. Making mistakes with immediate feedback and correction is a strong style for teaching technical skills. We expose to online pedagogy and use this exposure to help frame the first TWU online course. It becomes a conversation between the ID and the faculty member…I tried this – what else do I need to do? Saturdays because many adjuncts and TAs have other full-time jobs.
  • To make sure that all faculty have access to the pedagogical resources and materials developed by the ID team, two different sets of resources were developed. Currently 5 mini-courses (focused on a specific topic with examples and links to other resources) are available to faculty. Faculty can self-enroll in these mini-courses. TWU ID is home to over 250 pages of resources about online teaching and learning. The initial phase of the project is complete and a comprehensive set of resources on the LMS and pedagogical techniques are in place. The second phase will expand examples of instructional strategies and learning theory for the online course.
  • Facilitation Assignment Powerpoint Part 2, Unit 3

    1. 1. ONLINE PEDAGOGY, AND TECHNICALSKILLS: DEVELOPING ONLINETEACHING COMPETENCE SANTILA L. TERRY MOT, OTR/L
    2. 2. THERE IS NOTHING MORE DIFFICULT TOTAKE IN HAND, MORE PERILOUS TOCONDUCT OR MORE UNCERTAIN IN ITSSUCCESS, THAN TO TAKE THE LEAD INTHE INTRODUCTION OF A NEW ORDEROF THINGS. NICCOLO MACHIAVELLI
    3. 3. ONLINE FACILITATOR PRIORITIES• Create collaborative learning opportunities• Never doubt your teaching competence (Remain positive)• Teach technical skills within the context of discussion of instructional strategies• Develop relationships• Be flexible• Catch the vision• Be available
    4. 4. COMPETENCIESBerge (1995) recommends 4 areas of competencies for online facilitators:2. Pedagogical use of resources to facilitate learning.3. Social initiative to maintain human relations among group members.4. Managerial skills that clearly establish the procedures for discussion and activity development.5. Technical knowledge of the software being utilized within the system.
    5. 5. TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE• Knowledge that various forms of technology exists and are being utilized in the online learning environment.• Understanding that instruction may change as a result of technology.• Familiarity with the variety of learning tools that exist and knowledge of the strategies for utilizing the tools.
    6. 6. USING BLACKBOARD Blackboard is a very popular learning tool in the online environment.• Content, handouts, discussions, grades and so much more can be delivered and managed by Blackboard.
    7. 7. USING BLACKBOARD CONT’D•As an online facilitator you should become familiarwith the basic 6 tools of Blackboard.4.Announcements- The tool for generalcommunication in the course.6.Communication tools- The tool for individual andgroup communication in the course.8.Test Manager- The tool that can administer practicetests, quizzes, and exams.
    8. 8. USING BLACKBOARD CONT’D4. Assignment tool- Combines the functionality of thedrop box and a grading tool in a single location.5. Grade book- Single location for all grades with some sorting capabilities.6. Content tools- Ways to add content to the course.
    9. 9. SELF-STUDY OPPORTUNITIESMini-courses Self-enrollment Courses focused on single topic
    10. 10. WHY BLOGGING IS AN EFFECTIVEINSTRUCTIONAL CHOICE Blogging works very well as a learning tool in the online environment for several reasons:3. It encourages thoughtful reflection on experiences. (Constructivism)4. Supports collaborative construction of knowledge.5. Fosters a community of learners.
    11. 11. BEGINNING CHANGE AND SURVIVINGTrust and confidence Small success and little victories build confidence and trustUnderstanding and respect Demonstrates respect in instructional practices Insight into approach to change
    12. 12. EDUCATION IS NOT THE FILLING OF A PAIL, BUT THELIGHTING OF A FIRE W. B. YEATS
    13. 13. REFERENCESBerge, Z. (1996). “The Role of the Online Instructor/Facilitator”. Retrieved from: http://www.iteslj.org/Articles/Queiroz-OnlineTeachers.htmlKoehler, M. (2011). “Technological Pedagogical Knowledge”. Retrieved from: http://www.mkoehler.educ.msu.edu/tpack/technological-pedagogical-knowledRetrieved from:http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/4 7

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