8th Annual International Conference on Education Challenges and competences of the e-teacher: a higher education experience in Portugal fernando albuquerque costa | email@example.com instituto de educação07 July 201210:30-11:45H http://aprendercom.org/miragens/
THE CHALLENGE Need to develop stimulating teaching and learning distance contexts. To develop dynamics that will rise: - Active participation of students - Respect for needs, interests, expectations - Individual autonomy in organisation of learning - Self-regulation strategies - Interaction and collaboration between students - …
THE STARTING IDEA the most successful distance learning systems are not necessarily the most technologically advanced ones, but those which invest in the quality of the teaching and learning opportunities they create!
OUR ASSUMPTIONS Structural pillars of the teaching and learning activity 1. The student is at the centre of the teaching and learning process 2. The learning is an on-going process and uses a rich and wide-ranging set of strategies, especially communication and collaboration among the participants 3. The curricular structure is open and flexible, allowing adjustments to be made resulting from the needs identified and the dynamics created throughout the process 4. The support materials serve to aid a meaningful and in-depth learning experience
E-TRAINER COMPETENCES AND SKILLS The skills of the new teacher: 1. management of the virtual environment; 2. design of learning activities; 3. facilitation and guidance of the individual learning; 4. leadership and socialisation, to promote interaction among the participants; 5. assessment, with particular focus on the “art” of supplying “feedback”; 6. management of the entire teaching and learning process online; 7. mentoring, i.e. supporting personal and professional development.
METHODOLOGY To listen to the voice of the end recipients, both in terms of self-assessment of the learning achieved, but also in terms of satisfaction in relation to the work methodologies and tools used: • Written reflections of the students (at the end of the semester) • In deep semi-structured interviews (after the semester was finished) Qualitative data analysis
SOME TESTIMONIALS About the COLLABORATIVE WORK strategy “The amount I learned and „grew‟ in this short space of time is immeasurable and surpassed all my expectations. I‟m not talking only about the content of the subject itself, but also the collaborative work experience online and the spirit of sharing that I have experienced over this period.”
SOME TESTIMONIALS About the “QUICK” FEEDBACK strategy “she (the tutor) always clarified our doubts and gave us feedback so that we could improve our participations and contributions, paving the way for us to go beyond the limits of our knowledge at the time.”.
SOME TESTIMONIALS About the TEACHERS’ PRESENCE strategy “the opportunity to have a present-distance- tutor. (…) There was and is no way we can feel alone. Even if you were not always online, obviously, we knew perfectly well that a question, a doubt, would be quickly answered.”
REFERENCES Adams, E. & Freeman, C. (2003). Selecting Tools for Online Communities: Suggestions for Learning Technologists. The Technology Source, July/August 2003 (available at http://technologysource.org/article/selecting_tools_for_online_communities/). Biggs, J. (1999). Teaching for quality learning at university: what the student does. Philadelphia, Society for Research into Higher Education: Open University Press. Costa, F. & Peralta, H. (2007). Comunidades virtuales de aprendizaje: El punto de vista de los participantes. Revista Electrónica Teoría de la Educación. Educación y Cultura en la Sociedad de la Información. 8(3): 23-59. CUTSD Project (2000). Facilitating flexible online teaching using structured frameworks. (available at: http://www.ntu.edu.au/education/oll/index.html). Figueiredo, A. & Afonso, A. (2006). Managing learning in virtual settings: the role of context. Hershey, PA, Information Science Pub. Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: Constructivist perspective. New Jersey: Prentice Hall. Salomon, G. (1993). Distributed cognition: psychological and educational considerations. New York, NY: Cambridge University Press. Urdan, T. & Weggen, C. (2000). Corporate e-learning: exploring a new frontier. (available at http://www.performancesupport.com/piper-elearning.pdf).
http://aprendercom.org/miragens/ Thank You! fernando albuquerque costa | firstname.lastname@example.orgUNIVERSITY OF LISBON | INSTITUTE OF EDUCATION