Unit 1: Introduction
You may be starting out designing an online course, or teaching a course that someone else has designed. In either case, your primary focus will be on three key areas: providing content, developing interaction, and performing assessment. Let's look at what each of these key areas entails:
You may be starting out designing an online course, or teaching a course that someone else has designed. In either case, your primary focus will be on three key areas: providing content, developing interaction, and performing assessment. Let's consider what each of these key areas entails:
Assessment refers to learner performance; it helps us decide if students are learning and where improvement in that learning is needed.
Community of Inquiry framework: A social constructivist model of the...
Now check your answers and consider some feedback:
These three areas neatly align with the Community of Inquiry framework and its three supporting presences (see the 'Key terms' pod at the end of this section).
Although all are tightly intertwined, it is easy to understand where teaching presence aligns well with providing content, social presence aligns well with developing interaction, and cognitive presence aligns well with performing assessment. Keeping this in mind will help guide your exploration and use of technology tools as you progress through this course.
The three key areas involved in designing and/or teaching an online course can be further broken down into the following six categories:
The following paper provides an excellent overview of technology...
Describe one technology tool that you have used in your teaching (or heard...
PROGRAMME | Teaching Online
COURSE | Using technology tools for teaching online
UNIT | 1 : Introduction
PAGE TITLE | Overarching approaches to technology use
The content you provide for your students to access online – whether an online lecture, presentation, chapter from a textbook, or online resource – falls into the category of knowledge distribution.
Content created by your students during/beyond the course (even curated content or links to existing resources), is considered content contribution. This also covers discussion forum posts.
Email, announcements, and any other outreach broadcast media which you use falls into the category of communication. This can also include communication from other areas of your institution.
Areas of interaction include discussion forums, chat areas, collaborative projects, and virtual meetings. Social media also provides a means for direct interaction between individuals and groups.
Social media applications, group activities and discussions foster cohesion and collegiate identity amongst online students. Other tools include bulletin boards and online interest groups.
Anything that aims to measure the impact of student learning falls into the category of examination and assessment.
Now think of some examples of technology tools which might support each of these six sub-categories. Then continue to reflect on our suggestions.
A video introduction to module concepts; links to associated resources; publisher content corresponding to a course textbook; a peer-reviewed journal article.
Forum posts; links shared via email; student presentations.
LMS/VLE announcements; email messages; messages posted on institutional web pages.
Forums; chat rooms; Skype meetings; virtual office hours.
LinkedIn groups; Facebook pages.
Examination and assessment
LMS/VLE tests and quizzes; written and project assignments using a variety of different technology tools from MS Word to wikis and presentations.
As you progress through this course, you will have the opportunity to review each of these categories in more depth, and to explore related technology tools and approaches in support of student success in online and blended learning.
Community of Inquiry framework: A social constructivist model of the processes which support learning in an online environment.
Social presence: The degree to which participants in online environments feel affectively connected to one another.
Cognitive presence: The extent to which learners are able to construct and confirm meaning in online courses.
Teaching presence: The design and organisation of course materials and activities, facilitation of learning, and direction and leadership in online courses.
Duration: 20 minutes
Describe one technology tool that you have used in your teaching (or heard about) to support student learning. Relate the technology tool used to one of the six approaches covered in this section.
Use the attached document to record your notes, or complete the relevant page of your Teaching Online portfolio.