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Teaching For Online Learning


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Teaching For Online Learning

  1. 1. Teaching for Online-Learning Carol Bond Russell Butson HEDC 2 Nov 2000
  2. 2. <ul><li>Our beliefs about on-line learning and teaching </li></ul><ul><li>The relationship between those beliefs and our use of the world wide web for teaching and learning </li></ul><ul><li>Ways of reconceptualising on-line learning </li></ul>In this workshop we explore:
  3. 3. Web Site Screen
  4. 4. <ul><li>Imagine you are a student… </li></ul><ul><ul><li>What are your first impressions of the sites? </li></ul></ul><ul><ul><li>What are the intentions of the ‘author/s’ of the sites? </li></ul></ul>QUESTIONS…
  5. 5. SITE ACTIVITY – 1
  6. 6. Discussion - 1
  7. 7. <ul><li>What beliefs about: </li></ul><ul><li>… learning underpin these approaches? </li></ul><ul><li>… teaching underpin these approaches? </li></ul>
  8. 8. Beliefs About Teaching <ul><li>Teaching as Transmission: </li></ul>acquiring knowledge, transmitting it efficiently and efficaciously, and checking that it has been learned. goals — means — ends
  9. 9. SITE ACTIVITY - 2
  10. 10. Discussion - 2
  11. 11. How does this approach differ from the first? <ul><li>Again imagine you are a student – what are your first impressions of this approach? </li></ul><ul><li>What do you think the intentions of this type of environment are? </li></ul>
  12. 12. Beliefs About Teaching Learning in partnership Working co-operatively to construct knowledge Collaborative and focuses on the development of processes and skills
  13. 13. Beliefs About Learning <ul><li>Learning as reproducing: passively acquiring and reproducing what is given. </li></ul><ul><li>Learning as relating: making relations between new knowledge and what was previously known. </li></ul><ul><li>Learning as transforming: constructing personal knowledge. </li></ul>
  14. 14.   Learner Centred and Teacher Centred Approaches to Teaching Learner centredness: Teacher centred approaches: focuses on general learning outcomes focuses on specific content encourages diversity expects common outcomes requests that a 'product' is constructed requests that knowledge is communicated evaluates the product i.e., understanding evaluates the communication builds learning teams that construct and produce knowledge encourages individual or group communication facilitates social learning communities focuses on the knowledge
  15. 15. <ul><li>computation communication interaction experience </li></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><ul><ul><li> </li></ul></ul></ul></ul><ul><li> </li></ul>PARADIGM SHIFTS <ul><li>Behaviourism </li></ul><ul><li>Cognitivism </li></ul><ul><li>Constructionism </li></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><ul><ul><li> </li></ul></ul></ul></ul><ul><li> </li></ul>1950---------------------------------------------------------------------------2000
  16. 16. What Are Some Goals of Online Conversations <ul><li>Building group coherence among students </li></ul><ul><li>Sharing information </li></ul><ul><li>Processing ideas </li></ul><ul><li>Online tutoring </li></ul><ul><li>Refine communication skills </li></ul><ul><li>Provide feedback to students </li></ul>
  17. 17. Online Learning as a Collaborative Activity <ul><li>students with one another </li></ul><ul><li>with their teachers </li></ul><ul><li>with experts in their fields of inquiry </li></ul><ul><li>with the community at large </li></ul>
  18. 18.   Taxonomy of Online Conversations <ul><li>transacting: for the purpose of negotiating or exchange within an existing problem setting; </li></ul><ul><li>transforming: when individuals suspend their personal opinions or assumptions, and their judgment of others' viewpoints; and </li></ul><ul><li>transcendent: where the purpose is that of moving beyond or &quot;leaping out&quot; of existing mindsets. </li></ul><ul><li>FORMAL - INFORMAL </li></ul>
  19. 19. SITE ACTIVITY - 3
  20. 20. Questions
  21. 21. Table 5
  22. 22. WebCt
  23. 23. HEDU
  24. 24. Course