What
is the significance of knowing the technology available to you?
There
are, of course, many tools available to the online instructor. Those listed in
the text include Course Management Systems (CMSs), audio software (Audacity),
YouTube, Blogs, Social networking sites, &c. (Boettcher & Conrad, 2010,
p. 59). Considering that the teacher in a traditional classroom once relied
primarily on a textbook, it is actually quite amazing what the online
instructor has available. If he or she will take the time to learn such
technologies, the possibilities are, if not actually endless, then practically
so.
On
the other hand, if one does not have the time or interest to master a lot of
tools for creatively presenting information, it is wise, as the text notes, to
focus on essential tools (Boettcher & Conrad, 2010, p. 57). Better to
master one or two that can be used routinely and effectively than to have a
minimal knowledge of several.
Why
is it essential to communicate clear expectations to learners?
Simply
speaking from experience, clear communication allows one to focus on the task
that needs to be done, rather than on trying to determine what the instructor
(or whoever issued the expectations) intended. Particularly in the early stages
of a class, it is important that students, who may already be challenged to
adjust to the online environment, do not have the extra worry of having to try
to figure out what is expected of them in the course. As the text points out,
the syllabus is a great place to communicate much of this (Boettcher &
Conrad, 2010, p. 74).
What
additional considerations should an instructor take into account when setting
up an online learning experience?
Presence
needs to be established. The text described three aspects: social, cognitive,
and teaching. Social presence concerns building rapport to serve as the basis
for clear communication. Cognitive presence pertains to construction of meaning
within the community of learners by means of sustained discussion. Teaching
presence has to do with the inital layout of the course (syllabus, resource
lists, discussion questions, etc.) and the continued instructional activity
during the course (responses to student discussions, feeback on assignments,
etc.). (Boettcher & Conrad, 2010, p. 54).
Getting
to know the students is important. Suggestions provided in the video for this
week included using students’ names in comments, and soliciting a personal bio
from each student and using that throughout the course to learn about the
students and “make informed comments and responses” when appropriate (Laureate
Education, 2010).
Of
the several tips provided in chapter 5 of the text, one that stood out to me
was using the Vygotsky Zone of Proximal Development to learn where students are
individually (#5, p. 79). I was interested to read the suggestions for doing
this, such as asking students to post about their performance goals or to
explain why they were taking the course. This seems a good technique for
getting a feel for how familiar the student is with the subject matter.
References:
Boettcher,
J. V.; Conrad, R. (2010). The Online Teaching Survival Guide: Simple and
Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.
Laureate
Education (2010). Launching the Online Learning Experience. Online
Instructional Strategies for Week 3
Hi Shirelle,
ReplyDeleteI agree that getting to know the students is extremely important. Just as it is important for students to know you. Palloff and Pratt (n.d.) suggest that the instructor create a short video message to supplement their introduction or welcome message. I love the idea of using voice thread as a way to provide my weekly teaching guides. I think using alternative (or bonus) technology will assist the instructor in creating experiences that support students 'where they are individually'.
Iona
Shirelle,
ReplyDeleteIn your post you mention responding to students with "informed comments and responses". One point that was made in the video was that an instructor should not respond to every single post students make because this will block the learner-to-learner interaction you want to establish in the course. (Laureate Education, n.d.) I had not thought about this point before. My thought prior to hearing that was the more posting the better. It is important for the instructor to interact just the "right" amount with the students. Figuring out what the "right" amount is depends on each course.
I enjoyed reading your post!
Erika
Hi Shirelle,
ReplyDeleteI’m glad you mentioned the importance of presence to the successful implementation of an online course. Yes, the syllabus is certainly important in making sure students know what is expected of them. However, as you stated, personal bios (and ice-breaking exercises) are just as important to making students feel comfortable communicating online. It is the instructor who must ensure that both components of her course design are present.
Another component that you mentioned is the need for knowledge of technology. Although Boettcher & Conrad, (2010) stated to “keep it simple” and just focus on the essential tools, I believe that the instructor should know how to use every type of technology that is required of her students. I know this takes time and new online teachers can barely get through a new CMS, I think it is only fair to the students that the instructor know what they need to know. I’ve always felt that a manager should know how to do jobs of every person he manages. I think that makes him a better manager. I could be wrong.
Boettcher, J. V.; Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.
Good post.
Laura