Online Teaching Techniques
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The document discusses different pedagogical techniques for online learning, including one-alone, one-to-one, one-to-many, and many-to-many techniques according to how students interact with learning resources. It also examines three generations of flexible learning pedagogies from behavioral/cognitive to networked and constructivist approaches. The document concludes by providing a checklist for educators to assess their preparation for 21st century e-learning.
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This document discusses different techniques for online teaching according to the level of student interaction. It describes one-alone techniques where students learn on their own from online resources. One-to-one techniques involve communication between one student and teacher, such as learning contracts. One-to-many techniques have communication from one source to multiple people, like lectures. Many-to-many techniques feature interaction between many students, through debates, simulations, and discussion groups. Effective online teaching requires using technical resources and guidance from an instructor to support collaborative learning.
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CALL stands for Computer-Assisted Language Learning and refers to using computers to facilitate language learning. CALL materials are student-centered and promote self-paced, accelerated learning. TELL is derived from CALL and refers to Technology Enhanced Language Learning. E-learning uses electronic media and networks to support learning and teaching with a focus on individual experiences. M-learning refers to learning that occurs using mobile technologies like phones and mp3 players. Blended learning combines face-to-face instruction with online learning using technologies like computers, phones and videoconferencing. A VLE or Virtual Learning Environment provides online tools to support teaching and learning. A PLE or Personal Learning Environment allows learners to manage their own learning
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This document discusses online learning and eLearning. It defines eLearning as education facilitated by electronic technologies to access educational curriculum outside of a traditional classroom. It notes the popularity of eLearning is due to factors such as increased access to resources, interactivity, and lower costs. The document outlines different forms of eLearning from fully online to blended models. It also discusses instructional design approaches, developing online content and materials, facilitating communication, and delivering online content. Emerging trends in online learning mentioned include open educational resources, massive open online courses, open badges, and the use of learning analytics, video, social media and mobile devices.
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Lo teaching techniques
This document discusses different techniques for online teaching according to the level of student interaction. It describes one-alone techniques where students learn on their own from online resources. One-to-one techniques involve communication between one student and teacher, such as learning contracts. One-to-many techniques have communication from one source to multiple people, like lectures. Many-to-many techniques feature interaction between many students, through debates, simulations, and discussion groups. Effective online teaching requires using technical resources and guidance from an instructor to support collaborative learning.
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CALL stands for Computer-Assisted Language Learning and refers to using computers to facilitate language learning. CALL materials are student-centered and promote self-paced, accelerated learning. TELL is derived from CALL and refers to Technology Enhanced Language Learning. E-learning uses electronic media and networks to support learning and teaching with a focus on individual experiences. M-learning refers to learning that occurs using mobile technologies like phones and mp3 players. Blended learning combines face-to-face instruction with online learning using technologies like computers, phones and videoconferencing. A VLE or Virtual Learning Environment provides online tools to support teaching and learning. A PLE or Personal Learning Environment allows learners to manage their own learning
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The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate collaboratively online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
Using Web Tools To Enhance Teaching & Learning
The document summarizes the use of blended learning and web 2.0 tools in a graduate course on information technologies. The instructor used a course blog, wiki, and videoconferencing to actively engage students and allow flexible access to course materials. Students strengthened research skills using various technologies and learned to communicate and collaborate online. Students reported satisfaction with the blended approach and recognized the value of internet tools for their professional development.
Using Web Tools To Enhance Teaching & Learning
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
Using Web Tools To Enhance Teaching & Learning
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
Pyjama Pedagogy
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Hybrid course
The document summarizes a presentation on hybrid courses that blend face-to-face instruction with online learning using social interaction technologies. It defines a hybrid course as combining in-person and online learning, with a significant portion of activities occurring online. The document outlines various social technologies used in hybrid courses like blogs, wikis, podcasts and learning management systems. It discusses benefits of hybrid courses for students, faculty and universities, as well as challenges, such as requiring self-motivation from students.
Compuet Technology to help teachers and benefit students
The document discusses how computer technology can help teachers and benefit students through creating learner-centered environments. It describes how technologies like the internet provide educational resources to enhance teaching and learning both in the classroom and at home. It advocates for student-centered approaches where students take responsibility for their own learning and teachers take on roles as facilitators.
Vl es in art and design
This document discusses the use of virtual learning environments (VLEs) in art and design education. It explores different perspectives on VLEs, from passive transmission of information to active collaboration. The document also examines three types of courseware - primary, secondary, and tertiary - and how students and staff can engage with different elements of a VLE. Barriers to VLE adoption in art and design contexts include lack of time, support, and a perception that VLEs replace in-person teaching. The document advocates for training staff in VLE skills and developing strategies to promote a cultural shift towards more extensive VLE use.
The personal learning environment
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs for collaborating with others and sharing knowledge. Finally, PLNs form for connecting with professionals in fields of interest and contributing expertise on an ongoing basis after course completion. The document provides examples of roles and activities in these networks and models for developing competencies through them.
Moodle en la enseñanza de lenguas
This document provides an overview of Moodle, an open-source learning management system, and discusses its uses and implementation for language learning. It covers the basics of Moodle, including its modular structure and flexibility. Pedagogical considerations for using Moodle are addressed, such as student skills, course content, and participation. Approaches to learning like constructivism and connectivism are also discussed. Stages of Moodle integration from basic to more advanced uses are presented. Finally, resources for further learning about Moodle are provided.
E resources
1. The document discusses various e-resources including electronic resources, social networking sites, educational blogs, podcasting, e-learning, and electronic commerce.
2. Key e-resources discussed include educational resources like online journals and databases, as well as social media platforms like Facebook, LinkedIn, and Twitter that can be used as educational tools.
3. The benefits of e-resources for education are their ability to provide wider access to information, support collaborative learning, and make resources available anywhere at any time.
The personal learning environment
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs through connecting with others, and eventually into PfLNs through connecting with professionals. A model is presented showing the progression from PLE building to forming a professional learning network. The roles of social networks in supporting these learning networks is also discussed.
Blended Learning
Presentation to FE teachers studying PG Cert in Teaching in HE: Introduction to WebCT and Blended Learning
E Principals2009
The document discusses the evolution of pedagogical approaches in virtual learning environments. It outlines key drivers of change including student volume, technology development, and learner choice. It contrasts traditional teacher-centered learning with new student-centered approaches using multi-sensory and collaborative learning. It proposes a framework for online learning that focuses on learning activities, resources, and supports rather than location. It also discusses tools for content creation, packaging, and delivery in virtual environments.
Educational and Technological Standards of Educational Software Based on Inte...
The document discusses establishing educational and technological standards for educational software based on the internet. It presents a literature review on e-learning technologies and their benefits. The researcher used a descriptive analytical method, including expert interviews and a questionnaire, to develop a list of standards. The results section provides the list, which includes 53 educational standard items across 5 areas (general information, content organization, screen design, evaluation, and flexibility) and 39 technological standard items across 3 areas (design, tools, and evaluation). The standards aim to provide guidance for developing high-quality educational software based on internet.
Online Learning Strategies that Work
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
Modes of learning in alternative education
This document discusses various modes of alternative education, including distance education, e-learning, synchronous and asynchronous learning, open learning, and home study. It provides definitions and examples of each type as well as the technologies used to enable different modes. Distance education focuses on delivering education to off-site students, while e-learning utilizes electronic technologies and aims to improve access and performance. Synchronous learning occurs when students learn at the same time in the same or different places, and asynchronous learning is self-paced and allows students to access materials on their own schedule. Open learning is a flexible approach designed to make education more accessible, and relies on course materials to drive the learning process.
Collaborative Open Online Learning
The document discusses challenges in distance learning and proposes a new collaborative open online learning (COOL) model using Web 2.0 technologies. It outlines issues with the current learning management system (LMS) model and publisher-driven content. The COOL model advocates for open access courses, learner-generated content, and leveraging social software to allow for collaboration, interaction and networking between faculty and students. Course development becomes an iterative process based on participant input and content is changed through ongoing edits by the learning community.
Social web and language learning
This document discusses integrating social web tools into foreign language teaching. It defines the social web and outlines its development. Benefits include facilitating collaboration, interaction and equal participation. Challenges include information overload and academic resistance. The document recommends a gradual approach to integration, providing examples and clear guidelines. Specific tools are cited, such as blogs, wikis, tagging and networks. Best practices emphasize products, information, collaboration and communication.
Similar to Online Teaching Techniques (20)
Compuet Technology to help teachers and benefit students
Compuet Technology to help teachers and benefit students
Educational and Technological Standards of Educational Software Based on Inte...
Educational and Technological Standards of Educational Software Based on Inte...
Online Teaching Techniques
- 2. Pedagogical Technique - form used to present material to be learned e.g. lecture, panel, and group discussion. (Boyle)
- 3. TECHNIQUES ACCORDING TO STUDENT INTERACTION WITH LEARNING RESOURCES one-alone techniques one-to-one techniques one-to-many techniques many-to-many techniques
- 4. ONE-ALONE: characterized by retrieval of information from online resources and the fact that a student can perform the learning task without communication with the teacher or other students. ONE-TO-ONE: can be conducted via e-mail applications ONE-TO-MANY: will typically be conducted via bulletin boards or distribution lists for e-mail. MANY-TO-MANY: can be organized within computer conferencing systems, bulletin board systems, or distribution lists for e-mail.
- 5. Online databases Online journals Online applications Software libraries Online interest groups Interviews
- 8. Debates Simulations or games Role Plays Case studies Discussion groups Transcript based assignments Brainstorming Delphi Techniques Nominal group techniques Forums Project groups
- 11. Three Generations of Flexible Learning Pedagogies Behaviourist/ Cognitive learning - Self Paced, Individual Study Networked Learning - Constructivist using - Group Connectivist learning Pedagogy
- 12. …individual participant’s success with online communication depends on effective use of the technical resources available, along with the guidance and leadership provided by a skilled instructor moderator and tempered by the learner’s own capabilities and preferences for collaborative, cooperative, active, and self- directed learning. (Fahy)
- 14. Many institutions support learning by taking full advantage of the emerging technologies. Web 2.0 tools are a facilitator element of online teaching for they provide “both the content of learning, and the tools to promote learning itself.” (Bawden et al.)
- 16. Are you prepared to 21st century e-learning? Look through the list (3) and tick on the ones you believe you have. Share your results and comments.
- 17. REFERENCES Bawden, D., et al. (2007). “Towards Curriculum 2.0: library / information education for a Web 2.0 world”. Library and Information Research. http://www.lirg.org.uk/lir/ojs/index.php/lir/article/viewFile/49/74 Boyle, P. G. (1981). Planning Better Programs. New York: McGraw-Hill Book Company. Elias, J. L., & Merriam, S. (1980). Philosophical foundations of adult education. Malabar, FL: Robert E. Krieger. Fahy, P. (2008). “Characteristics of interactive online learning media”. The theory and practice of online learning. AU Press Athabasca University. 167-200 http://cde.athabascau.ca/online_book/ Paulsen, M.(1995) The Online Report on Pedagogical Techniques for Computer- Mediated Communication. NKI. Oslo. http://www.nettskolen.com/forskning/19/cmcped.html
- 18. Links (1) Three Generations of Distance Education Pedagogy: http://cider.athabascau.ca/CIDERSessions/tanderson/cider%203%20generatio ns%20of%20DE.pdf (2) Anita Rosen ReadyGo http://www.youtube.com/watch?v=RXeV- MhIocM&feature=player_embedded (3) Teachers' digital skills tick list http://urtak.com/u/1826 Paula Silva – E-learning Student at Universidade Aberta. http://percursodeestudoseme-learning.blogspot.com/