Our paper is called Online Learning and Teaching. I am really pleased that we get to examine e-Learning but also that we look at e-Teaching. In fact your fourth assessment task is to create a teaching and learning activity using Web 2.0 technology for an adult Literacy, Language or Numeracy class. An opportunity to put your philosophy into practice.
The role of the teacher in an online learning context is an interesting one to examine. Presently I am involved in teaching four papers. The first one is our fully online paper. The second one is a blend of fortnightly 2 hour workshops with online input through web links, documents and communication predominantly through discussion boards. The third and fourth papers are predominantly face to face with a weekly 3 hour lecture but has additional online activities through documents, podcasts ,video as well as communication via discussion boards and PowerPoints.My other three papers are blends of face-to-face and online teaching and learning and already have a social presence. I make a conscience decision to ensure that for your paper there are sufficient levels of what Anderson (2008) calls cognitive presence, social presence and teaching presence. Cognitive presence is where critical thinking is encouraged. A social presence is created when a supportive environment is created. The ideal is to provide an online space that is a comfortable and safe place of study where students can express disagreement, share points of view and accept support from peers and teachers. Teaching presence is considered critical in the process of creating effective teaching. In a traditional face-to-face classroom, the teacher is usually at the front of the class and the focus of the students. In an online paper, the teacher’s role can alter to suit a teacher’s philosophy in this teaching medium. The terms ‘facilitator’ and ‘guide on the side’ are often used to describe this change. I see my role as being more than a ‘guide on the side’.
References
Anderson, T. (2008) Teaching in an online learning context. In T. Anderson & F. Elloumi (Eds.), The Theory and Practice of Online Learning (2nd ed., pp.343-364). Retrieved from http://cde.athabascau.ca/online_book/ch2.html
Salmon, G. (2000). E-moderating: The key to teaching and learning online. London:Kogan Page.
Hi Helen
ReplyDeleteI like the "guide on the side" analogy, though as you say the teacher's role is more complex than that.
Fionna
Hi Helen...
ReplyDeleteRe: First paragraph, second sentence. Isn't we will be doing this for the third assessment?
Just clarifying :)