Unit+2+-Online+Teaching+Techniques

=UNIT 2= = = ==

Short description
In this unit, the target was, that after having study some authors opinion about the subjec, to be able to answer and discuss to questions like those: After that, we should also do an anotated bibliography, create a LO, and review some works done by our colleages. As for the precedent unit, a discussion about the subjet should be introduce in the apropriate forum. For the second unit Thera did:
 * 1) Which online teaching techniques we prefer?
 * 2) What are the implications of using individual and group assignments in online education?
 * 3) How can we secure a reasonable workload for online teachers?

Learning Object

 * media type="custom" key="5486497" || In this presentation I tried to be exhaustive in the presentation of possible techniques and in parallel to explain the advantages and purposes of each technique. Despite the size (perhaps too big for this kind of presentation) I believe that this is a usefully work basis to make an exposition or even increase a discussion about several and important aspects of CMC and pedagogical techniques (traditional or on line) Besides....this work constitute an illustration of the present ... It will be interesting to analyze this techniques and purposes in the near future.

//"In the traditional college classroom today, faculty and students arrive with a set of expectations, shaped largely by past experiences.// // In the online classroom, an entirely new set of variables enters the equation. Variables that, if not managed properly, can lead to frustration and an overall bad experience for teacher and learner" // //"Online information about distance education comes from many sources and is available in many forms"// // "The techniques are organized according to the four communication paradigms used in computer-mediated communication." // //"Today’s distance educators face unique challenges that require a willingness to experiment with different teaching strategies :// //1.// //What is considered “reasonable” student access to online faculty members?// //2.// //What criteria should be used when conducting online peer reviews of faculty teaching?// //3.// //What type of instructional strategies can online teachers use to humanize the educational process"// ||

[|Online teaching techniques - anotated bibliography]
Digimind; //Le Web 2.0 pour la veille et la recherche d’information//; Exploitez les ressources ; [|http://www.digimind.com] ; viewed in 17/11/2009
 * This is a document made for the enterprise (Digimind) workers. It is however very interesting because it pretends to be a document that allows to everyone that is interested to know what really is the web 2.0.
 * The document give us a definition of the web2.0 and its principles, explain the technologies, has a glossary, tell us in what and for what it is useful and before telling us the conclusions, it give us a panoramic of web 2.0. limitations.

Bryan Alexander; Web 2.0 ** A new wave of innovation for teaching and learning? ** Viewed in 17/11/2009

Through these sentences we can see what Bryan Alexander has to tell us about web 2.0 and its possibilities:
 * //Social software// has emerged as a major component of the Web 2.0 movement
 * Rather than following the notion of the Web as book, they are predicated on //microcontent//
 * //Social bookmarking// is one of the signature Web 2.0 categories, one that did not exist a few years ago and that is now represented by dozens of projects.
 * Researchers at all levels (students,faculty, staff) can quickly set up a social bookmarking page for their personal and/or professional inquiries
 * Users can also subscribe to tags and receive a list of URLs tagged with a certain word on their del.icio.us page.
 * Each annotated tag is dated, editable, and organized in reverse chronological order, blog-style.
 * Web services have evolved, projects have emerged that act as //social writing platforms//.
 * After e-mail lists, discussion forums, groupware, documents edited and exchanged between individuals, and blogs, perhaps the writing application most thoroughly grounded in social interaction is the wiki. Wiki pages allow users to quickly edit their content from within the browser window. At a smaller level, other Web 2.0 services are aimed at somewhat more constrained yet still easily collaborative writing.
 * social writing platforms support people creating and editing each other’s content, a different group of Web 2.0 services explores that content from the outside, as it were. //Blogging// has become, in many ways, the signature item of social software, being a form of digital writing that has grown rapidly into an influential force in many venues, both on- and offline.
 * Many of these services allow users to save their searches as RSS feeds to be returned to and examined in an RSS reader, such as Bloglines ([]) or NetNewsWire ([]).
 * Social writing platforms appear to be logistically useful tools for a variety of campus needs, from student group learning to faculty department work to staff collaborations.
 * Web 2.0 therefore supports queries for information and reflections on current events of all sorts. Given bloggers’ propensity for linking, not to mention some services’ ability to search links, blogs and other platforms readily lead the searcher to further sources. Students can search the blogosphere for political
 * Commentary, current cultural items, public developments in science, business news, and so on.
 * The rich search possibilities opened up by these tools can further enhance the pedagogy of current events
 * The extensive growth of Web 2.0 projects has even more recently given rise to tools that make use of multiple services simultaneously.
 * Web 2.0’s lowered barrier to entry may influence a variety of cultural forms with powerful implications for education, from storytelling to classroom teaching to individual learning.

Simon Heid, Thomas Fischer and Walter F. Kugemann; **//Good Practices for Learning 2.0:Promoting Innovation//**
 * //“This report is part of the research project “Learning 2.0 – the Impact of Web 2.0 Innovations on Education and Training in Europe”,1 launched by the Institute for Prospective Technological Studies (IPTS) in collaboration with the European Commission Directorate General Education and Culture (DG EAC) at the beginning of 2008. The project aims to gather evidence on the take up of social computing by European Education and Training (E&T) institutions, in order to understand the impact of this phenomenon on innovations in educational practice and its potential for a more inclusive European knowledge society. The project also sets out to identify challenges and bottlenecks so as to devise policy options for European decision makers.”//


 * //“This report presents the results of the in-depth study of 8 initiatives employing social computing tools in innovative ways in predominantly formal learning settings. The case assessment examines impacts and outcomes, factors for failure and success, as well as obstacles and barriers, in order to assess good practice and the impact of Learning 2.0 on innovation.”//
 * //“The results of this study have been presented at the validation workshop and will feed into the final report of the Learning 2.0 project. They also contribute to continuing previous work conducted in the IS Unit at IPTS,7 in particular the recently concluded IPTS “Exploratory Research on Social Computing” (ERoSC) and the IPTS vision on future “Learning Spaces”, models for future learning in the Knowledge Society, where technologies mediate new participative and flexible opportunities for learning.”//

Tom Franklin; Mark van Harmelen; **Web 2.0 for Content for Learning and Teaching in Higher Education** viewed in 17/11/09
 * “//This report is the result of a study into the use of Web 2.0 technologies for content creation for learning and teaching in Higher Education, funded by the JISC, and carried out between March and May 2007. It draws on existing studies, interviews with staff at universities who have implemented Web 2.0 technologies for learning and teaching, and a week-long web based seminar (webinar) with expert contributions, both from speakers and the audience. The report builds on the briefing documents that were written especially for the webinar and the results of the webinar discussions, many of which can be found in the Moodle site that was used to support the conference.”//

In this document we can find:
 * How Web 2.0 will affect how universities go about the business of education, from learning, teaching and assessment, through contact with school communities, widening participation, interfacing with industry, and maintaining contact with alumni.
 * the possible realms of learning to be opened up by the catalytic effects of Web 2.0 technologies are attractive, allowing greater student independence and autonomy, greater collaboration, and increased pedagogic efficiency
 * That Because Web 2.0 is a relatively ‘young’ technology, there are many unresolved problems and issues in its use in universities
 * Most importantly, because the use of Web 2.0 in various areas of application (learning, teaching, administration, management) is still in an early stage, we recommend that institutions take a light-weight approach use of regulations that might constrain experimentation with the technologies and allied pedagogies.
 * Recommendations about.

One-Question-Interviews
For this activity I wrote to Mr. Bryan Alexander,to Mr. Mark van Harmelen and Mr. Tom Franklin. Unfortunatly until today I had no answers. I decided to stop waiting and, as you recomend, publish here the questions made. So for Mr. Bryan Alexander I wrote:
 * Re: Activity 4 - One-Question-Interviewsby [|Teresa Rafael] - Monday, 4 January 2010, 06:31 AM ||
 * [[image:one_question.jpg]] ||
 * || Sir
 * || Sir
 * || Sir

//Dear Sir// //My name is Teresa Rafael and I’m a Portuguese elementary teacher that is also taking a master on eLearning Pedagogy at the “Open University of Portugal”// //While investigating about the importance of web 2.0 in the contemporary society and in teaching activity, I analyzed your article “Web 2.0 **A new wave of innovation for teaching and learning?”**// In the article we can see a lot of possibilities that web 2.0 give us, as students or as teachers. We can see how social software becomes “a part of our life” and how the most popular web2.0 tools make part of our quotidian without thinking about. I would say that nowadays micro content and social media are for some of us already intuitive tools that we don’t rationalize it anymore. And “we” can be anybody, not only the teacher not only the expert… with web 2.0 everybody can “tell a story” (storytelling forms will emerge from today’s tools for micro blogging, social networking, web-based presentations ) When we talk about education we presume that all these tools and possibilities are used with a pedagogical purpose, that **“storytelling that it is web 2.0” is working for the future and the act of teaching** goes side by side the society progress. In your opinion can we say that we are innovating with new tools and web 2.0 possibilities? Are we controlling storytelling? Thank you very much Teresa Rafael

To Mr. Mark van Harmelen and Mr. Tom Franklin I wrote:

Dear Sir My name is Teresa Rafael and I’m a Portuguese elementary teacher that is also taking a master on eLearning Pedagogy at the “Open University of Portugal” While investigating about the importance of web 2.0 in the contemporary society and in teaching activity, I analyzed your e coauthoring article Web **//2.0 for Content for Learning and Teaching in Higher Education.//** I understand the importance of web 2.0 for the higher education and, as a teacher, I believe that new pedagogical practicals are possible and innovations are already making changes. It’s also known that a major aim in universities is to produce independent (or autonomous) learners. Web 2.0 has the perfect tools and philosophy to accomplish that. But as the article alerts “because Web 2.0 is a relatively ‘young’ technology, there are many unresolved problems and issues in its use in universities”. And: “Like it or not we need to maintain the societal role of the universities – to prepare useful members of society, certified as approved , employable, with particular levels of skills and knowledge” By the exposed I’m asking your opinion: due the “freedom” allowed by web 2.0 and the enthusiasm in working with, isn’t it a risk of “loose control” of the purpose of the way that must take learning process? Thank you very much. Teresa Rafael

Still hopping for an answer i wich you a very happy new year Best regards

Teresa Rafael ||

Reviews of learning objects

 * Re: Activity 3 - Reviews of learning objectsby [|Teresa Rafael] - Tuesday, 8 December 2009, 03:59 PM ||
 * Hi Paulo

I've already noticed that. In fact I’m more familiarized with Delicious, but with this experience I've seen Diigo is much better and practical. I just had no time yet to study the possibilities... that one that with DIIGO do a real-time connection to your delicious account it's really "delicious". But as you can imagine I’m complety lost now without my PC. This old one is very limited and I even can access to SL. besides I can't find a motherboard to it. It is a Packard Bell (small Tower) that I bought in Brussels and here in Portugal is not easy to find components....I hope to solve this during this week... During that time I’m trying to behave prehistoric. Anyway now I really understand how important this kind of tools is (Diigo, Delicious....) See you ...

Teresa Rafael - ||  || Re: Activity 3 - Reviews of learning objectsby [|Teresa Rafael] - Monday, 7 December 2009, 10:44 AM Good morning everybody

I'd like to comment [|Joaquim] and [|Paulo & José's]Learning objects. In fact the first one represents all that I could not integrate in my work and that I fell it was important: the role of web 2 in new pedagogic issues and in general web works. Joaquim as made an excellent illustration of this aspect and the example is really a must. Seeing is video one can understand a lot of the phenomena that are inherent to nowadays work and happenings in new technologies. Respecting Paulo and José learning object, I just can say that this kind of tool (as a working one) it’s also "a must". With all the information about a subject that we can get during a search, one must really use one of these COLABORATIVE!!! Catalogue tool ...or it is the chaos. And the interesting about this initiative is that in a few minutes every MPEL student was using it.

Best Regards

Teresa Rafael ||  ||   ||
 * Re: Activity 2 - Review of the annotated bibliographyby [|Teresa Rafael] - Sunday, 24 January 2010, 06:37 PM ||  ||   || Good afternoon
 * Re: Activity 2 - Review of the annotated bibliographyby [|Teresa Rafael] - Sunday, 24 January 2010, 06:37 PM ||  ||   || Good afternoon

I agree that Sonia have done a good “short" work. If we are “inside the issue we can easily choose the right bibliography. Moreover, Sonia told us more about the book that explain the better the problem that we are analyzing now. About the technical issues of “a” presentation I don’t feel with the authority to speak because I'm a little bit “unruly" and I never do it completely right, but Teresa F is right in what she wrote.

Teresa Rafael ||  ||   ||   ||   ||