What requirements are embodied in the art of teaching in online learning? An effective teacher must be true to the learning objectives of the subject-matter at hand while attending to the multitude of facilitation requirements and characteristics students bring to the experience. Effective teachers bridge content and student needs through appropriate student engagement; a tactic as old as education itself (Astin, 1993; Schwab, 1978). The sense of bricoleur, or one who creates from a diverse range of materials and tools, is appropriable. This presentation will review data from 39 online teachers from two open and distance institutions regarding the concepts in the Community of Inquiry (CoI) model for online environments (Garrison, Anderson & Archer, 2000). Particular emphasis is noted on the role of emotion in online environments. It is possible that emotional presence impacts perceptions of teaching, sets online classroom climate and both enhances and hinders students learning.
M. Cleveland-Innes
Athabasca University
ICT Role in 21st Century Education & its Challenges.pptx
The Art Of Teaching Online
1. The Art of Teaching Online M. Cleveland-Innes, AU Learning Services Conference 2009 Edmonton, Alberta
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4. What is teaching? To teach is to cause to know a subject, or how things work; to teach is to foster learning. Who is the teacher?
5. Teaching online Despite the considerable, growing interest in online education, most studies have focused only on the students’ perspective. Merely a handful of studies have attempted to address the teachers’ perspectives and little has been published on the online teaching experience itself. Gudea, 2008
6. Teaching as an art form Art: the conscious use of skill and creative imagination in the production of objects Teaching as a craft Craft: the use of skill in planning, making or executing.
7. Online teacher as bricoleur A bricoleur is one who creates or crafts from a diverse range of materials and tools which happen to be available. The teacher as bricoleur makes a series of professional judgments about what and how to teach. Honan, 2006 The online teacher as bricoleur makes a series of professional judgments about what and how to teach using the diverse range of material and tools available..
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11. Community of Inquiry Framework http:// communityofinquiry.com Social Presence The ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities. Cognitive Presence The extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry. Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
12. Student adjustment Take a lot more responsibility for time management and initiating work Had to go through the marking of my assignment to know the actual requirements Design & organization The instructor's role was limited to facilitation Difficulty coming to grips with the fact that instructor allows students to regulate discussions Facilitating discourse I find that there is little instruction provided, but that is okay with me It was a challenge for many initially to need to be so self reliant Direct instruction
15. Elements of online teaching Learning theory + Embedded material Technology X Factor
16. The value of online learning http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.
Teaching emerged as a concept related to human growth and development in the XXXX century when XXXXX. At that time, teaching occurred …..By definition, the idea of teaching means XXX (Webster’s), XXX Brookfield, XXX Parker Palmer, XXX entwistle or someone like him
So if teaching means …. Its main objective is to foster learning. Because the elements engaged in the learning, in this case other humans, will respond to teaching in individualistic, idiosyncratic and somewhat unpredictable ways, the value of teaching rests in the process, not the product. If someone doesn’t learn, can we attribute it ot bad teaching? Entwistle interviewed faculty about student failure, and asked them to describe
A putterer, one who gets the job done no matter what. What does it look like to ‘get the job done’ when teaching online? There is some puttering going on, as we adjust to the range of material and tools available to perform our craft of teaching. So we act as bricoleurs, putting together all we know about teaching generally using the vast amounts of subject related text, audio, video, with technologies – internet, learning management systems, hand held devices, and all the bells and buttons that go with it.
Loren Ever has an interesting video on you tube in which he
Loren Ever has an interesting video on you tube in which he
Consistent with the CoI framework, the structural equation model did confirm the hypothesized relationships among the three presences. Student perceptions of teaching presence predict a significant direct on perceptions of cognitive presence. Perceptions of teaching presence were also significantly associated with social presence. The indirect or mediating effect of social presence on cognitive presence was also confirmed. On the other hand, the predicted effect of gender on each of the presences was not confirmed. However, there was a significant direct effect of program on cognitive presence. In particular, the MAIS program had a significant effect on student perceptions on cognitive presence.
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