Pedagogy is the most commonly understood approach to teaching. It refers to the theory and practice of learning. Pedagogy is often described as the act of teaching. Pedagogy has little variations between traditional teaching and online teaching. Online teaching pedagogy is a method of effective teaching practice specifically developed for teaching via the internet. It has a set of prescribed methods, strategies, and practices for teaching academic subjects in an online (or blended) environment, where students are in a physical location separate from the faculty member.

1. PEDAGOGY FORPEDAGOGY FORPEDAGOGY FORPEDAGOGY FOR
ONLINE TEACHINGONLINE TEACHINGON N C NGON N C NG
BYBY
PROF. A. BALA SUBRAMANIANPROF. A. BALA SUBRAMANIAN
FORMER DIRECTORFORMER DIRECTOR--EMMRC, CENTRE FOREMMRC, CENTRE FORFORMER DIRECTORFORMER DIRECTOR EMMRC, CENTRE FOREMMRC, CENTRE FOR
INF.SCI.&TECHNOLOGYINF.SCI.&TECHNOLOGY
UNIVERSITY OF MYSOREUNIVERSITY OF MYSOREUNIVERSITY OF MYSOREUNIVERSITY OF MYSORE

2. Role of Technology in educationRole of Technology in educationRole of Technology in educationRole of Technology in education
 Technology has changed the possibilities withinTechnology has changed the possibilities within
teaching and learning.teaching and learning.
 Classes, which prior to the digital era wereClasses, which prior to the digital era were
restricted to lectures, talks, and physical objects,restricted to lectures, talks, and physical objects,
no longer have to be designed in that manner.no longer have to be designed in that manner.
 Teachers and students now have a digital toolboxTeachers and students now have a digital toolbox --gg
--to teach the students to online courses and digitalto teach the students to online courses and digital
textbooks.textbooks.
 Digital education is the term used to refer to allDigital education is the term used to refer to all
online educational practicesonline educational practicesonline educational practices.online educational practices.

3. Online educationOnline education
 Online education in its various modes has beenOnline education in its various modes has been
r in t dil rld id d tr in t dil rld id d tgrowing steadily worldwide due togrowing steadily worldwide due to
 the confluence of new technologies,the confluence of new technologies,
 global adoption of the Internet, andglobal adoption of the Internet, and
 intensifying demand for a workforce trainedintensifying demand for a workforce trainedy gy g
periodically for the everperiodically for the ever--evolving digital economy.evolving digital economy.
 EE--education or online education is changing theeducation or online education is changing the EE education or online education is changing theeducation or online education is changing the
way we approach teaching and learning.way we approach teaching and learning.
 Changes in education delivery models have beenChanges in education delivery models have been Changes in education delivery models have beenChanges in education delivery models have been
rapid and transformational.rapid and transformational.

4. OUTLINE OF ASPECTSOUTLINE OF ASPECTSOUTLINE OF ASPECTSOUTLINE OF ASPECTS
 Pedagogy for Face to Face TeachingPedagogy for Face to Face Teaching
 Pedagogy for Online TeachingPedagogy for Online Teaching
 M th d f h d t d iM th d f h d t d i Methods of approaches adopted inMethods of approaches adopted in
delivering content for online educationdelivering content for online educationgg
 Advantages & DisadvantagesAdvantages & Disadvantages

5. Modes of TeachingModes of Teaching learninglearningModes of TeachingModes of Teaching-- learninglearning
 OnOn--line educationline education -- CBT, WBT,CBT, WBT,
LMS, Video lessonsLMS, Video lessonsLMS, Video lessonsLMS, Video lessons
 Virtual class roomsVirtual class rooms-- live sessions,live sessions,
webinarswebinars
 Satellite Interacti e TerminalsSatellite Interacti e Terminals oneone Satellite Interactive TerminalsSatellite Interactive Terminals-- oneone
to many, TV based DVBto many, TV based DVByy
 Mobile device applicationsMobile device applications

6. Synchronous eSynchronous e LearningLearningSynchronous eSynchronous e--LearningLearning
 Synchronous eSynchronous e--Learning lets teachersLearning lets teachers
conduct classes over the Internet.conduct classes over the Internet.conduct classes over the Internet.conduct classes over the Internet.
 The synchronous technologies alsoThe synchronous technologies also
allow people to interact with peers andallow people to interact with peers and
expertsexpertsexperts.experts.

7. PEDAGOGYPEDAGOGYPEDAGOGYPEDAGOGY
 Pedagogy is the most commonlyPedagogy is the most commonly
understood approach to teachingunderstood approach to teachingunderstood approach to teachingunderstood approach to teaching
 Refers to the theory and practiceRefers to the theory and practice
ofof learninglearning
 P d i ft n d rib d th tP d i ft n d rib d th t Pedagogy is often described as the actPedagogy is often described as the act
of teachingof teachinggg
 FOR TRADITIONAL TEACHINGFOR TRADITIONAL TEACHING
 FOR ONLINE TEACHINGFOR ONLINE TEACHING

8. Basic questions areBasic questions areBasic questions areBasic questions are

9. ChildChild CenteredCentered Pedagogy andPedagogy and
ManagementManagement

10. Pedagogy has its own impactPedagogy has its own impactPedagogy has its own impactPedagogy has its own impact

14. Online pedagogyOnline pedagogyOnline pedagogyOnline pedagogy
 A method of effectiveA method of effective teachingteaching practicepractice
specifically developed forspecifically developed for teachingteaching via thevia thep y pp y p gg
internet.internet.
 A set of prescribed methods strategies andA set of prescribed methods strategies and A set of prescribed methods, strategies, andA set of prescribed methods, strategies, and
practices for teaching academic subjects inpractices for teaching academic subjects in
anan onlineonline (or blended) environment,(or blended) environment,
 where students are in a physical locationwhere students are in a physical locatione e s ude s e p ys c oc oe e s ude s e p ys c oc o
separate from the faculty memberseparate from the faculty member

15. Online pedagogyOnline pedagogyOnline pedagogyOnline pedagogy
 While some of the methods andWhile some of the methods and
strategies may overlap with those usedstrategies may overlap with those usedstrategies may overlap with those usedstrategies may overlap with those used
in a facein a face--toto--face environment,face environment, onlineonline
pedagogypedagogy recognizes the uniquerecognizes the unique
i i d li i i fi i d li i i fopportunities and limitations ofopportunities and limitations of
thethe onlineonline environment.environment.thethe onlineonline environment.environment.

16. The changing role of theThe changing role of the
instructorinstructor
The transition to onlineThe transition to online
hi d l i fhi d l i fteaching and learning from ateaching and learning from a
traditional facetraditional face toto face approachface approachtraditional facetraditional face--toto--face approachface approach
challenges the expectations andchallenges the expectations andchallenges the expectations andchallenges the expectations and
roles of both instructors androles of both instructors andbb
learners.learners.

17. Online teaching resources &Online teaching resources &
methodsmethods
Text based learning resourcesText based learning resources
Live lectures/ webinarsLive lectures/ webinars
PP d d ld d l id lid lPrePre--recorded lecturesrecorded lectures--video lessonsvideo lessons
W bW b b db d LMSLMSWebWeb--based contentsbased contents ––as LMSas LMS
EE t t pr id d lit t pr id d liEE--content provided onlinecontent provided online

21. SYNCHRONOUS ANDSYNCHRONOUS AND
ASYNCHRONOUSASYNCHRONOUS
LEARNINGLEARNING
ONLINE CLASS/ONLINE CLASS/
VIRTUAL CLASSVIRTUAL CLASS
WEBINARWEBINAR
WEBWEB--BASED CONTENTBASED CONTENT
(WBT)/(WBT)/
CD ROM/ LMSCD ROM/ LMSEE--CONTENTCONTENT CD ROM/ LMSCD ROM/ LMS

22. MOOC /MOOC / SwayamSwayam modelmodelMOOC /MOOC / SwayamSwayam modelmodel

23. EE Content combines elements ofContent combines elements ofEE--Content combines elements ofContent combines elements of

24. ElectronicElectronic contentcontent (e(e content)content)ElectronicElectronic contentcontent (e(e--content)content)
 Also known as digitalAlso known as digital contentcontent
 Refers to theRefers to the contentcontent or information deliveredor information delivered Refers to theRefers to the contentcontent or information deliveredor information delivered
over network based electronic devicesover network based electronic devices
M d il bl i k hM d il bl i k h Made available using computer network such asMade available using computer network such as
internet.internet.
 A text, pictures, audio and video records andA text, pictures, audio and video records and
animations are separate elements of eanimations are separate elements of e learninglearninganimations are separate elements of eanimations are separate elements of e--learninglearning
content.content.

25. EE--content( WBT):content( WBT):( )( )
 Learning contentLearning content --created and presented in ancreated and presented in an
electronic way is defined as eelectronic way is defined as e--learning content.learning content.
 It is a comprehensive package containing a lessonIt is a comprehensive package containing a lessonp p g gp p g g
 Includes lecture modules with inbuilt visuals, text,Includes lecture modules with inbuilt visuals, text,
quiz, FAQs, assignments, glossaries, case studies,quiz, FAQs, assignments, glossaries, case studies,quiz, FAQs, assignments, glossaries, case studies,quiz, FAQs, assignments, glossaries, case studies,
references, discussion and download.references, discussion and download.
 This output is deployable both on the web or CDsThis output is deployable both on the web or CDs This output is deployable both on the web or CDs.This output is deployable both on the web or CDs.
 ( on CDs discussion will not work unless connected( on CDs discussion will not work unless connected
h h h )h h h )through the net).through the net).

26. Media is technology dependentMedia is technology dependentMedia is technology dependentMedia is technology dependent
ll Equipment, power, telecommunication,Equipment, power, telecommunication,
computers, data gathering, formatting/computers, data gathering, formatting/
typesetting, printing, etctypesetting, printing, etc
 Technology changes everyday= influence theTechnology changes everyday= influence thegy g y ygy g y y
operational issues of mediaoperational issues of media
 Technology has created more options andTechnology has created more options and Technology has created more options andTechnology has created more options and
avenues to transmit information and dataavenues to transmit information and data
T h l h id d l i kT h l h id d l i k Technology has provided more tools, quickTechnology has provided more tools, quick
servicesservices

27. Multimedia has two kinds ofMultimedia has two kinds ofu t ed a as two ds ou t ed a as two ds o
elementselements

28. Instructional strategiesInstructional strategiesInstructional strategiesInstructional strategies
1.1. Direct instructionDirect instruction-- lectures, drill,lectures, drill,
question answer, demo, read/write,question answer, demo, read/write,question answer, demo, read/write,question answer, demo, read/write,
view, thinkview, think
2.2. Interactive InstructionInteractive Instruction-- debate, roledebate, role
play brainstorming discussion panelsplay brainstorming discussion panelsplay, brainstorming, discussion, panels,play, brainstorming, discussion, panels,
lab groups, tutorials, interviewing,lab groups, tutorials, interviewing,
conferencingconferencing

29. Instructional strategiesInstructional strategiesInstructional strategiesInstructional strategies
3. Indirect Instruction3. Indirect Instruction-- problem solving, caseproblem solving, case
studies, inquiry, concept mapping, writingstudies, inquiry, concept mapping, writing, q y, p pp g, g, q y, p pp g, g
to inform, reading for meaningto inform, reading for meaning
4 Independent Study4 Independent Study Essays CAI JournalsEssays CAI Journals4. Independent Study4. Independent Study-- Essays, CAI, Journals,Essays, CAI, Journals,
Reports, HomeworkReports, Homework
5. Experiential learning5. Experiential learning-- Field trips,Field trips,
simulations, narratives, games, storytelling,simulations, narratives, games, storytelling,s u o s, es, g es, s o y e g,s u o s, es, g es, s o y e g,
model building, surveysmodel building, surveys

30. ADDIEADDIE modelmodel-- InstructionalInstructionalADDIEADDIE modelmodel InstructionalInstructional
DesignDesigngg
 Most common and popular model used forMost common and popular model used forp pp p
creating instructional materials iscreating instructional materials is
thethe ADDIEADDIE model.model.thethe ADDIEADDIE model.model.
 This abbreviation stands for the five phasesThis abbreviation stands for the five phases
i l d i h d li l d i h d linvolved in the model.involved in the model.
 They areThey are analyze, design, develop,analyze, design, develop,yy y , g , p,y , g , p,
implement and evaluateimplement and evaluate..

32. INSTRUCTIONAL DESIGNINSTRUCTIONAL DESIGN--INSTRUCTIONAL DESIGNINSTRUCTIONAL DESIGN
PHASEPHASE -- ANALYSEANALYSE
••NeedNeed –– learning needslearning needsgg
••ContextContext
••Target AudienceTarget Audience
T kT k d i / i h / i i /d i / i h / i i /••TaskTask--education/ enrichment/ training/education/ enrichment/ training/
awareness / skill developmentawareness / skill developmentpp
••ContentContent

33. IDID PHASEPHASE DESIGNDESIGNIDID-- PHASEPHASE -- DESIGNDESIGN
L i bj tiL i bj ti••Learning objectivesLearning objectives
••Content mappingContent mapping-- structuring contentstructuring contentpp gpp g gg
••Media Mix ( media richness)Media Mix ( media richness)
••Visual designVisual design
••Technical designTechnical design-- Organization & elementsOrganization & elementsTechnical designTechnical design Organization & elementsOrganization & elements
of interactivityof interactivity
lflf l bll bl l f ll f l••SelfSelf--learning items, problemlearning items, problem--solving facilitysolving facility
& connectivity to other links& connectivity to other linksyy
••Prototype testingPrototype testing

34. IDID PHASEPHASE DEVELOPMENTDEVELOPMENTIDID-- PHASEPHASE -- DEVELOPMENTDEVELOPMENT
••StoryboardStoryboard
••Multimedia ProgrammingMultimedia Programming
Process DocumentationProcess Documentation••Process DocumentationProcess Documentation
••TestingTestinggg
••ComplianceCompliance

35. IDID-- PHASEPHASE -- DELIVERYDELIVERYIDID-- PHASEPHASE -- DELIVERYDELIVERY
••StrategyStrategy –– Delivery mechanismDelivery mechanismgygy yy
••DurabilityDurability
••ReusabilityReusability

36. IDID PHASEPHASE FEEDBACKFEEDBACKIDID-- PHASEPHASE -- FEEDBACKFEEDBACK
••Framework for Obtaining feedbackFramework for Obtaining feedbackFramework for Obtaining feedbackFramework for Obtaining feedback
••( timely responsiveness)( timely responsiveness)( y p )( y p )
••Improvement mechanismImprovement mechanism

38. EE content Developmentcontent DevelopmentEE--content Developmentcontent Development
 Comprehensive package of teaching material putComprehensive package of teaching material put
into hypermedia formatinto hypermedia formatypyp
 HypermediaHypermedia-- multimediamultimedia –– internetinternet
deployabledeployabledeployabledeployable
 EE--content can not be created by a teachingcontent can not be created by a teaching
faculty alonefaculty alone
 Role of teacher Video editor productionRole of teacher Video editor production Role of teacher, Video editor, productionRole of teacher, Video editor, production
assistants, web developers (HTML 5 or Adobeassistants, web developers (HTML 5 or Adobe
i )i )captivate, etc)captivate, etc)

39. Steps in ESteps in E content Developmentcontent DevelopmentSteps in ESteps in E--content Developmentcontent Development
 Analyze the learner needs and goals of theAnalyze the learner needs and goals of the
instructional material development,instructional material development,p ,p ,
 development of a delivery system and content,development of a delivery system and content,
il d f h i l d l dil d f h i l d l d pilot study of the material developed,pilot study of the material developed,
 implementation, evaluating, refining the materialsimplementation, evaluating, refining the materialsp , g, gp , g, g
etc.etc.
I d i i d d l t f EI d i i d d l t f E t tt t In designing and development of EIn designing and development of E--content wecontent we
have to adopt one of the instructional designhave to adopt one of the instructional design
models based on our requirements.models based on our requirements.

40. Types of ETypes of E-- Content:Content:ypyp
video based delivery of lessonsvideo based delivery of lessons

41. Video lessons delivered byVideo lessons delivered by
teachersteachers ––modelmodel--11

42. Video lessons delivered byVideo lessons delivered by
teachersteachers ––modelmodel--22

43. Video lessons delivered byVideo lessons delivered by
teachersteachers ––modelmodel--33

44. Video lessons delivered byVideo lessons delivered by
teachersteachers ––modelmodel--44

45. Compare pedagogyCompare pedagogyCompare pedagogyCompare pedagogy

46. If the faculty is not inclinedIf the faculty is not inclined
to present the contentto present the content

47. What are the basic things?What are the basic things?What are the basic things?What are the basic things?
 OptionOption--1 : Write the content on white board1 : Write the content on white board--
well in advance and explain it in front of camerawell in advance and explain it in front of camerapp
 OptionOption--2: Prepare2: Prepare pptppt, give fluent explanation, give fluent explanation
on seeingon seeing pptppt error free mixerror free mix pptppt record videorecord videoon seeingon seeing pptppt ––error free, mixerror free, mix pptppt-- record videorecord video
 OptionOption--3: Prepare a well3: Prepare a well--written script andwritten script and
talk on ittalk on it ––record talk on camera, later addrecord talk on camera, later add
graphics, animation and video mixgraphics, animation and video mix-- These canThese cang ap cs, a at o a d v deog ap cs, a at o a d v deo T ese caT ese ca
be done with the help of media staff or videobe done with the help of media staff or video
editorseditorseditorseditors

48. LECTURESLECTURESLECTURESLECTURES
The success of any lecture dependsThe success of any lecture dependsThe success of any lecture dependsThe success of any lecture depends
on the planning and on the methodon the planning and on the methodp gp g
of delivery.of delivery.
There are lots of informationThere are lots of information
b f kb f kavailable on the factors that makeavailable on the factors that make
lectures more effectivelectures more effectivelectures more effective.lectures more effective.

49. FOUR FACTORS THAT AREFOUR FACTORS THAT ARE
VERY CRUCIALVERY CRUCIALVERY CRUCIALVERY CRUCIAL
1.1. Structuring your lecture.Structuring your lecture.
G bbi d h ldi t d t 'G bbi d h ldi t d t '2.2. Grabbing and holding students'Grabbing and holding students'
attention.attention.
3.3. Building interactivity into the lecture.Building interactivity into the lecture.
44 Delivering your lectureDelivering your lecture4.4. Delivering your lecture.Delivering your lecture.

50. 1. See that the Objectives are clearly1. See that the Objectives are clearly
defined, realistic, relevant and measurable.defined, realistic, relevant and measurable.
2 Structuring Content logically and2 Structuring Content logically and2. Structuring Content logically and2. Structuring Content logically and
ensuring that it is cognitively appropriateensuring that it is cognitively appropriate
• Simple to complex• Simple to complex
• Known to unknown• Known to unknown
• Concrete to abstract• Concrete to abstract• Concrete to abstract• Concrete to abstract
• General to specific• General to specificpp

51. Criteria on contentCriteria on contentCriteria on contentCriteria on content
 Content Outline:Content Outline:
 An outline which details the structureAn outline which details the structure w.r.tw.r.t An outline which details the structureAn outline which details the structure w.r.tw.r.t
course, modules, topics, subcourse, modules, topics, sub--topics. Thistopics. This
also helps to define the scope of the MLMalso helps to define the scope of the MLMalso helps to define the scope of the MLM.also helps to define the scope of the MLM.
 Content Accuracy:Content Accuracy:
 The correctness of the content covered inThe correctness of the content covered in
the MLM with due regard given to the latestthe MLM with due regard given to the latestthe MLM with due regard given to the latestthe MLM with due regard given to the latest
developments in the field.developments in the field.

52. Content Structure:Content Structure:Content Structure:Content Structure:
 Logical presentation of content based onLogical presentation of content based on
specific principles, processes etc as reflectedspecific principles, processes etc as reflectedp p p , pp p p , p
in the MLM.in the MLM.
 (For example the content may be presented(For example the content may be presented (For example, the content may be presented(For example, the content may be presented
from simple concepts to more difficultfrom simple concepts to more difficult
concepts or chronology of developments.concepts or chronology of developments.

53. Content presentationContent presentationContent presentationContent presentation
 If the presentation sequence is not proper,If the presentation sequence is not proper,
everything will be a failureeverything will be a failureeverything will be a failure.everything will be a failure.
 If the language use in communication isIf the language use in communication is
not proper, it will be a failure.not proper, it will be a failure.
 If th i d t h itIf th i d t h it If the required resources are not shown, itIf the required resources are not shown, it
is of no use in learningis of no use in learninggg

54. Animation based modelAnimation based modelAnimation based modelAnimation based model

55. AdvantagesAdvantagesAdvantagesAdvantages
 Larger reachLarger reach
 Reusable content/ Anytime anywhereReusable content/ Anytime anywhere Reusable content/ Anytime anywhereReusable content/ Anytime anywhere
 Social distance / Reduced costSocial distance / Reduced cost
 Supplementary to traditional classesSupplementary to traditional classes
 Reinforced learningReinforced learning Reinforced learningReinforced learning
 More learnerMore learner--centric … and many morecentric … and many more

56. The services and format of eThe services and format of e--learninglearning
allow for the following listed benefits, toallow for the following listed benefits, to
l fl fname only a few.name only a few.
First, eFirst, e--learning allows anylearning allows any user to host liveuser to host live
classes on any topicclasses on any topicclasses on any topic.classes on any topic.
A high school chemistry teacher in CaliforniaA high school chemistry teacher in California
can schedule his/her own class with livecan schedule his/her own class with livecan schedule his/her own class with livecan schedule his/her own class with live
video and audio feeds and have a globalvideo and audio feeds and have a global
t d t dit d t distudent audience.student audience.

57. Second the format allows studentsSecond the format allows studentsSecond, the format allows studentsSecond, the format allows students
to learn easily for the standardized tests byto learn easily for the standardized tests by
downloading the study material they want,downloading the study material they want,
rather than paying hefty bills to tuitionsrather than paying hefty bills to tuitionsrather than paying hefty bills to tuitions.rather than paying hefty bills to tuitions.
Third, it also allows the students to improveThird, it also allows the students to improve
th ir r in th t nd rdiz d t t bth ir r in th t nd rdiz d t t btheir scores in the standardized tests, bytheir scores in the standardized tests, by
taking as many tests as they want.taking as many tests as they want.g y yg y y

58. Fourth, theFourth, the ee--learning format allows studentslearning format allows students
to speed up and slow down as they deemto speed up and slow down as they deem
necessary.necessary.yy
Students can choose the subject accordingStudents can choose the subject according
to their interest level .to their interest level .to their interest level .to their interest level .
There is more flexibility in terms of time limitThere is more flexibility in terms of time limit
or age barrier.or age barrier.gg

59. IMPORTANCE, RELEVANCE, ANDIMPORTANCE, RELEVANCE, AND, ,, ,
BENEFITS OF EBENEFITS OF E--LEARNINGLEARNING
Best practice effectiveness for eBest practice effectiveness for e--learning is inlearning is inpp gg
the design and implementation of thethe design and implementation of the
content to be deliveredcontent to be deliveredcontent to be delivered.content to be delivered.
Without a sound educational model,Without a sound educational model,
successful education via esuccessful education via e--learning will faillearning will fail
both the designer/ instructor and distanceboth the designer/ instructor and distanceg /g /
learner.learner.

60. DisadvantagesDisadvantagesDisadvantagesDisadvantages
 Dependency factors are more in online classesDependency factors are more in online classes
 1. Screen space is 2 inches x 3 inches in mobile1. Screen space is 2 inches x 3 inches in mobilepp
phone. It is better to use laptops/ PCsphone. It is better to use laptops/ PCs
 2. Internet requirement, 2G,3G,4G? = availability2. Internet requirement, 2G,3G,4G? = availabilityq , , , yq , , , y
for student.for student.
 Software OS issuesSoftware OS issues Software OS issues.Software OS issues.
 3. Discipline at home/ learner control ?3. Discipline at home/ learner control ?
 4. Less interactivity4. Less interactivity

61.  Thank youThank you