E. G. Kowch

Welcome toTelecommunications in Education:

Examining Distributed Teaching and Learning Environments

(EDER 677 L.91 )

Sept 19 Topic: The Art of Online Teaching

E. G. Kowch

Agenda….or this Asyncrhonous class… on the Art of Online Teaching

• The readings are noted in the web site - this presentation is a collection of all readings in many ways, and the information is extended for you here.

• In response to some of the learning objectives that you expressed for this class, I have arranged this presentation of 7 roles that the online architect may find his or

her self in as they engage in “The Art of Online Teaching”

E. G. Kowch

Distance education provides opportunities for instructors to extend and expand their classrooms beyond the confines of a building. It is also an opportunity to revist the techniques for teaching since distance education incorporates both place and tim e shifting (Herring & Smaldino, 1997).

E. G. Kowch

What kind of teacher should teach online?

• A collaborator who can work with technical support, curriculum, administration people and - learners! (Palmer, 1988).

• Introverted teachers work well on line, as do introverted students because they have time to reflect upon the highly mediatd discourse that is distance education (Paloff, 2001).

• Not just a subject matter expert, but a subject matter expert who is flexible to teaching method and ‘content, and is willing and open to collaborative teaching

• A person who can “give up control” to learners to some degree.• Someone open to extensive training in technically supported mediums, who is open to the

process of production or direction of learning media products.

“Instructors cannot be expected to know intuitively how to design and deliver an effective online course” ( Paloff, p. 23).

o A teacher who can pay more attention to written detail than the attention usually paid in face to face classrooms.

E. G. Kowch

Seven primary roles of the Online learning teacher / instructor

1. A “knower” of students

2. An “architect” of a learning environment and experience

3. A “planner” of the instruction (an instruction designer)

4. A “creator” of learning or performance objectives

5. A “team player” who works with site coordinators, non-education field teaching specialists, and learners of many kinds, who are in in many cultural settings.

6. A “patient person”. Electronically mediated (channelled) teaching requires a lot of codependence on support systems, and student life conditions. Much more than a photocopier jam can occur, and this is new to some teachers.

7. A Teacher

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1. Role as the “Knower” of students

1. Knows that the attitude of distance students toward learning can be better (U.S. Office of technology assessment, 1989).

2. Know that distance education students most often prefer this learning modality and are more likely to enrol a second time in the medium (Dunn, 1991).

3. Know that some students assume more responsibility for their role in this environment.

4. Know that students with different learning styles (visual, aural, etc.. ) can do much better, if the instructor understands class member characteristics (Macfarlane & Stfanich, 1995).

“ The more the online education teacher knows about the individual members of the whole class, the more elegant the application of education tools to the learning situation” (Simonson, Smaldino and Zvacek, 2003).

E. G. Kowch

2. Role as “Architect” of a learning environment

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2. Role as “Architect” of a learning environment

1. Online teachers conceive of a process for learning, in time and space, where learners, content, method, materials and the environment (in shifting time and space) (Dick and Carey, 1996). An architect / builder metaphor is offered here for your ponderance:

2. Like the person who can dream up a building where people feel good and work more effectively, the online learning architect must consider

1. The people in the environment (their needs, cultural habits, learning habits, capacities)

2. The way these people move to work (learn) within the spaces they use

3. The history of these people - how have they learned before? Will they get “lost” in this new building? Will they be comfortable with such a change?

4. The constraints of physics. Open spans, light, heat, air quality and distance between areas limit the ability to create a space that feels perfect, is perfect for people (and learners).

5. The constraints of builders. Technical systems follow their own laws, and aesthetics can not overtake physical safety concerns and the skills of crafts persons required to build the place.

6. The constraints of technology. Our SMCR links are both strengthened and weakened by technology. A building with perfect light can be too hot; A building with perfect heat may be too dark. The architect puts people in the learning equation and works between constraints, using instruction principles.

E. G. Kowch

3. Role as Planner of Instruction

1. Often, we must plan to re-tool face to face instruction for online environments.

2. Focus is shifted to visual presentations, and careful timing and pacing of learning events. (this is a big part of EDER 673 and 675: Instructional Design)

3. Activity is encouraged as there is often more reading.

4. Student group work makes up for time constraints, lack of eye contact, and loss of some classroom dynamics.

E. G. Kowch

3. Role as Planner of Instruction

1. Planners do a needs analysis of learners: What do they know? What do they already know?

2. Planners can creates specialized instruction by integrating these experiences in the online environment, bringing in different culture and geography to enhance overall knowledge of the topic (Dede, 1990).

3. Planners understand the abilities of the class to speak, write and collaborate in a mediated learning situation (SMCR).

4. Analyse learner characteristics, as a teacher does.

5. Helps learners understand the contexts of online learning (orientation, codependent, independent).

6. Planners create the objectives or goals for the instruction and consider the learning outcomes desired from the event. Learning Objectives can include affective, motor and aesthetic learning outcomes where inquiry can thrive (Dewey !)

E. G. Kowch

Planning and Instructional Design for Online Learning: the Principles of Learning

Facilitation.. (After David Merrill, 1999).

• Recall the S-M-C-R and F communciation flow model from last day. • Merrill says instruction occurs in phases too, based on five key principals1. Learning is facilitated: When learners are engaged in real-world problems (you can do this

in your 677 DL portfolio too).2. When existing knowledge is activated as a foundation for “new knowledge” (your 677

discussions)3. When new knowledge is demonstrated to the learner. (your 677 presentations)4. When new knowledge is applied by the learner (your discussion group and audio graphic

conferencing leadership/events).5. When new knowledge is integrated into the learner’s world . (your 677 Distributed

Learning Portfoio and Narrative).

These principles “happen” in a cycle of learning - a process with no start and no end, necessarily.

E. G. Kowch

Merrill’s Learning Process Model.. One set of lenses by which Online course

planning can occur

Activation - making the problem Relevant, real and recognizable

Demonstration -giving learnersA chance to direct their attention to The problem, presented often in someForm of media.

Application- practicingA thought-out solution Consistent with learning goals.Risk taking (errors) are supported

Integration - public demonstration, Discussion, interaction lets learnersExplore what they are learning

Problem

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4. Role as a Creator of Content

• The scope of the content must ensure that the entire learning experience will lead to desired learning outcomes.

• Effective use of instructor time occurs most often if the content is organized heierachrically (Herring, 1997). Content is organized by starting with general goals achievable online, followed by more specific goals and objectives.

• The trend is to reduce the amount of material in exchange for interaction (Herring, 1997).

• As such, some face to face content can be tossed out, if the FTF architecture is lecture-based.

E. G. Kowch

5. Role as a Team Player

• The instructor can consider teaching and learning as a teacher/student team event. (instructor/student team)

• Objectives may need modification, and the instructor can help. In Online learning, the student can team up with the instructor to identify learning needs to make the course more relevant.

• Students often help each other a great deal in online learning (student/student team),

• The instructor is dependent upon support people (secretaries, librarians, shipping staff, registration staff, computer suppor (tech, network, sales), instructional designers, trainers and researchers).

• The learners is dependent upon support people (family, schools, school tech staff, librarians, registration folks, post office, internet support providers, the cable guy…)

• Unlike an in - class event, these dependencies mean leadership and team building by all can be required, including the instructor.

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6. The Patient Person Role

• (see previous slide!). Systems take time, support people serve many other teams and events

• Coordination and leadership skills are required to organize online efforts where the instructor is dependent on others.

• This can create great opportunity for new ideas, different methods and student involvement in content design…. But innovations are like good food. “And Good food takes time” (my boss at The Keg, 1981).

• Events require interconnected institution services, and more communication “behind the scenes” within the school or institutions, so patience is important for instructors most familiar with to face to face class spaces.

• Shifting space and time might mean you have to wait at the strangest junctures.

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7. The Role as a Teacher

• Lesson organization is critical. • “Substitute” teachers are hard to find - for live online events, a lot must be known and

translated to the “Sub”. Secondary plans might be needed if you can not instruct. This can be costly with prepaid communication channels involved (audioconference, high bandwidth, television)

• Limit one 50 minute lesson to less than 4 major concepts (Cyrs, 1990)• Allow time for activities. Clearly outline off-line activities, where the instructor role is that of

a facilitator• Timing is critical. In online synchronous classes, the end of class can be the end, when the

machinery is timed out (cost). There is often no chance to chat on the way out the door!

E. G. Kowch

Teaching Methods for Distance and Online Teaching (Simonson, Smaldino& Albright,

2003; Regan, 1999, Kearsley, 2000).

1. Develop rapport. An online class is remote - lonelilness is a condition of distance learning compared to face to face learning.

2. Something “personal”, including graphics or words, (written or spoken) helps build connection, reducing stress. Neat people share neat things !!!

E. G. Kowch

Teaching Methods for Distance and Online Teaching

3. Structuring the Class• Offer a clear view of student responsibilities a (Macfalance and Smaldino, 1978) and

class organzation• A good course outline can offer text for this student reference, it is more important in

online learning.• Students need to know how participation is measured. Group evaluation guides can

create a sense of community.• Students need to be responsible for initiating communiation with the instructor.

Because of the venue, casual contact might be difficult.• Students need training in the protocols and technologies that channel the

communication.• Provide a framework for contacting the instructor. (SMCR - breaks can occur, a Plan

B might be needed to contact the instructor).• As instructor, follow the framework.

E. G. Kowch

Teaching Methods for Distance and Online Teaching

4. Preparing for remote resources: Mechanical Issues• Arrange all equipment to be in place in classrooms and the instructor room• Coordinate the number of computers / stations / spaces so that there are

people who can assist learners, with clear contact methods and numbers• Assure that all email, fax, toll free numbers and software are available to

students on time.• Arrange for other facilities, if possible, for learners without facilities.• Arrange for the collection (systems) for course work - online, via mail, voice

mail, or by post.

Human Issues• Is an onsite facilitator needed? Can you train them?• Is someone physically close to learners to deal with technical concerns?• Are tutors available for large groups that can get together geographically?

E. G. Kowch

Teaching Methods for Distance and Online Teaching

5. Creating Visuals• Visuals simplify explanations of processes, making learning easier• Visuals provide concrete reference for abstract ideas - they can be the center of syncrhonous

instruction(Chohen, 1981).• Learners may need to be guided to learn or decode visual information

• Certain symbols might be new in computer mediated discourse, knowing the symbol is like knowing the language

• Cultural background can affect the interpretation of visuals.• Learners prefer color, but some research says black and white is as effective.• Lettering, Color, Scale are instructional design issues and screen design issues in online learning

(We’ll study them later).

E. G. Kowch

Fin.

• Please check the course Web Site for your readings and assignments.

• Thank you.

• “See” you “Live” next Thursday Night!