As an instructor, the tools and instructional strategies that would be most successful in an online class would be a combination of those depicted in the graphic as well as others that exist now and will be in the future. The distance education environment lends itself well to multiple styles, tools, strategies, theories and learning styles. With effort, an instructor can create a dynamic, cohesive, collaborative learning environment that meets the needs of many students. Those whose needs may not be met by design can have their needs met with alterations that the instructor can make almost instantaneously.
Tools such as; blogs, wikis, document sharing, text messaging, chats, Skype, etc. all provide avenues for students to interact and engage with one another. Those who like “real-time” interaction can use text messaging, email even blogs. Those who need f2f time can use products like Skype. Those students who need more processing time, as Siemens (2008) describes, can benefit from email, blogs, wikis, document sharing, and asynchronous discussion postings.
The instructor can enhance and improve the quality and the experience of the distance education environment employing these tools and suggestions by Durrington, Berryhill and Swafford (2006). Durrington, Berryhill and Swafford suggest that effective online instructors should provide for their students clear guides, syllabi, assessment rubrics, and timely responses to students questions and emails. Siemens’ (2008) description of the role of an educator as a curator is one who “with advanced knowledge of a domain and guides who foster and encourage learner exploration. Educators create learning resources that expose learners to the critical ideas, concepts, and papers within a field” (p. 17).
An educator wears many hats, employs multiple theories, uses multiple tools and strategies and adapts their curriculum as best they can to meet the diverse learning needs of all their students. I believe there is no one way or theory; educator must employ many different techniques. Establishing social presence, cognitive presence and teaching presence, as described by Anderson (2009) is essential for any online educator to utilize.
References
Anderson, T. (2008). Teaching in an online learning context. In Anderson, T. (Ed.) The theory and practice of online learning (2nd ed.). (pp. 343-365). Edmonton, AB: AU Press, Athabasca University.
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved from Academic Search Complete database.
Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Retrieved from Course Notes Online: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199707&Survey=1&47=4862829&ClientNodeID=984645&coursenav=1&bhcp=1
Tools such as; blogs, wikis, document sharing, text messaging, chats, Skype, etc. all provide avenues for students to interact and engage with one another. Those who like “real-time” interaction can use text messaging, email even blogs. Those who need f2f time can use products like Skype. Those students who need more processing time, as Siemens (2008) describes, can benefit from email, blogs, wikis, document sharing, and asynchronous discussion postings.
The instructor can enhance and improve the quality and the experience of the distance education environment employing these tools and suggestions by Durrington, Berryhill and Swafford (2006). Durrington, Berryhill and Swafford suggest that effective online instructors should provide for their students clear guides, syllabi, assessment rubrics, and timely responses to students questions and emails. Siemens’ (2008) description of the role of an educator as a curator is one who “with advanced knowledge of a domain and guides who foster and encourage learner exploration. Educators create learning resources that expose learners to the critical ideas, concepts, and papers within a field” (p. 17).
An educator wears many hats, employs multiple theories, uses multiple tools and strategies and adapts their curriculum as best they can to meet the diverse learning needs of all their students. I believe there is no one way or theory; educator must employ many different techniques. Establishing social presence, cognitive presence and teaching presence, as described by Anderson (2009) is essential for any online educator to utilize.
References
Anderson, T. (2008). Teaching in an online learning context. In Anderson, T. (Ed.) The theory and practice of online learning (2nd ed.). (pp. 343-365). Edmonton, AB: AU Press, Athabasca University.
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved from Academic Search Complete database.
Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. Retrieved from Course Notes Online: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199707&Survey=1&47=4862829&ClientNodeID=984645&coursenav=1&bhcp=1
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For Module 4, I responded to the following blogs:
William Goldstein
http://billgoldstein.blogspot.com/
Lynne Butkiewicz
http://waldentechnology.blogspot.com/
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