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Pedagogical Techniques in TeachingOnline

Learning Objects

2010

Nuno Miguel OliveiraMestrado em Pedagogia do E-learning

14-09-2010

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Index

INDEX ................................ ................................ ................................ ................................ .................... 1 INTRODUCTION ................................ ................................ ................................ ................................ ..... 2

DEFINITION S ................................ ................................ ................................ ................................ .......... 3

COMPUTERMEDIATEDCOMMUNICATION (CMC) ................................ ................................ .......................... 3

PEDAGOGICALTECHNIQUE................................ ................................ ................................ ........................ 3

FRAMEWO RK OF PEDAGOGICAL CMC TECHNIQUES ................................ ................................ .............. 4

- ONE ONLINE TECHNIQUES- THEONLINERESOURCE PARADIGM; ................................ ................................ .... 4

- ONE-TO-ONE TECHNIQUES- THE E-MAILPARADIGM; ................................ ................................ .................... 4

- ONE-TO-MANY TECHNIQUES- THE BULLETINBOARDPARADIGM; ................................ ................................ ..... 5

- MANY-TO-MANY TECHNIQUES- THE CONFERENCINGPARADIGM. ................................ ................................ .... 5

WEB 2.0 ................................ ................................ ................................ ................................ ................. 6

CENTRE FORLEARNING& PERFORMANCE TECHNOLOGIES................................ ................................ ................. 6

THE ONLINETEACHINGACTIVITYINDEX THE"UNIVERSITY OFILLINOIS ................................ ............................... 9

CONCLUSION ................................ ................................ ................................ ................................ ....... 10

BIBLIOGRAPHY................................ ................................ ................................ ................................ ..... 11

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Introduction

The second task of unit 2 of the Course Pedagogical Processes in Elearning aims to create a

learning object (LO ) on the related to online teaching techniques.

In this approach we consider that, initially, the pedagogical techniques planned for the online

teaching were no more than adaptations of the pedagogical techniques used in traditional

education, the classroom learning.

With the development of "Network Society" and the transition from Web 1.0 to Web 2.0 new

teaching techniques for teaching online were developed.

When we choice a teaching technique to use in online education we should consider:

- The learning management system as well as the use of their potential;

- The characteristics of the target audience;

- The sensitivity of the students of the course for online teaching;

- How students use several tools and how they can connect to the Internet;

- The teaching goals to be achieved;

- The type of activities proposed;

- The standard course evaluation;

These and other aspects that can be considered relevant for the pedagogical techniques to use

in a given online course should be defined.

Obviously, the previous definition of pedagogical techniques for an online course does not

mean that the teacher during the course does not promote some adjustments with the

purpose of achieving the pedagogical objectives outlined.

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Definitions

In the bibliography recommended by Phd Morten F. Paulsen, "The Online Report on PedagogicalTechniques for Computer-Mediated Communication" we can find the definition:

Computer Mediated Communication (CMC)

Computer Mediated Communication is the transmission and reception of messages mistreatmentcomputers the input, storage, output, and routing devices. CMC includes information retrieval,electronic mail, bulletin boards, and computer conferencing.

Pedagogical Technique

According to Boyle (1981, 213 ) Pedagogical Technique is defined as a techniqueused to form the thematerial to be learned, for example a lecture, a panel and a group discussion. In this study, thepedagogical technique is defined as the manner of accomplishing teaching objectives. According to howthe techniques prescribe an interaction with student learning resources, the techniques can be classifiedas one-alone techniques, one-to-one techniques, one-to-many techniques and many-to-manytechniques.

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Framework of Pedagogical CMC Techniques

In "The Online Report on Pedagogical Techniques for Computer-Mediated Communication" we

can find a division of pedagogical techniques for Computer-Mediated Communication in four

categories, namely:

- One Online techniques - The Online Resource Paradigm;

The techniques classified as One - Online techniques are characterized by the fact that access

to information is made from online resources, so students can make the learning activities,

without communicating with the teacher or other students.

- Online databases;

- Online journals;

- Online applications;

- Software libraries;

- Online interest groups;

- Interviews.

- One -to -One techniques - The E -mail Paradigm;

The "One-to-One techniques" are characterized by the definition of relations between teacher

and student, in this case we have an individualized way of teaching and learning.

Consequently, teaching and learning are facilitated through a process of computer-mediated

communication. The use of some of these techniques also depends on the personal

relationships established by students and teacher in a particular course.

- Learning contracts;

- Apprenticeships;

- Internships;

- Correspondence Studies

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- One -to -Many techniques - The Bulletin Board Paradigm;

These techniques are characterized by presentations made by students to one or more

individual experts or by interacting experts.

Usually, learners are not invited to take part in the interaction, so the communication istypically conducted in a conference or bulletin board system where students have read only

access.

- Lectures;

- Symposiums;

- Skits.

- Many -to -Many techniques - The Conferencing Paradigm.

When we use these all the participants have the opportunity to interact in the learning

process, through the mutual interaction between all actors in the course.

This interaction is the most common application of Computer Mediated Communication in the

educational context of online learning.

- Debates;

- Simulations or games;

- Role Plays;

- Case studies;

- Discussion groups;

- Transcript Based Assignments;

- Brainstorming;- Delphi Techniques;

- Nominal Group Techniques;

- Forums;

- Project Groups.

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Web 2.0

With the development of the new information and communication technologies and with the

passage of the web 1.0 to web 2.0, a set of collaborative tools have been developed, those

tools allow the construction of global knowledge.

Furthermore, the development of all these tools, based on Web 2.0, allows teachers andstudents to use several teaching techniques in the Computer Mediated Communication, as

well as their development and application.

Centre for Learning & Performance Technologies

The Centre for Learning & Performance Technologies presents more than 100 examples of the

use of Social Media in Learning used by teaching professionals, which are organized as follows:

Blogging:

- Blogger;

- TypePad;

- Edublogs.

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Collaborative Calendaring:

- Google Calendar.

Podcasting:

- Audacity;- Gabcast.

RSS Readers:

- Bloglines;

- Google Reader.

Collaborative Mind Mapping

- Bubblus;- Mindmeister;

- Mindomo,

Micro -Blogging/Messaging/Updating:

- Twitter;

- Yammer.

Photo Sharing:

- Flickr;

- Picasa.

Screencast Sharing:

- Jing;

- ScreenToaster.

Presentation Sharing:

-Slideshare.

Video Sharing:

- Youtube;

- TeacherTube.

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Social Bookmarking:

- Delicious;

- Diigo;

- StumbleUpon.

Collaborative Editing:

- EtherPad.

Collaborative Working:

- Google Docs;

- Pbworks;

- Wetpaint;

- Wikispace.

Collaborative Presentations:

- Voicethread.

Social Networking:

- Facebook;

- Linkdin;

- Ning.

Personalized Start Pages:

- IGoogle;

- Netvibes;

- Pageflakes;

Integrated Social / Collaboration Environment:

- Elgg;

- Google Apps;

- Google Apps for Educators;

- Moodle;

- Sharepoint;

- Google Wave.

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In the site http://c4lpt.co.uk/handbook/examples.html we can find a whole set of comments

about the tools listed above, in the total of 118, made by education professionals.

The Online Teaching Activity Index the "University of Illinois

The Illinois Online Network, from the University of Illinois

(http://www.ion.uillinois.edu/resources/otai/ ) has tried to promote online education,

presenting in the site a range of pedagogical techniques that are not on the framework

presented in "The Online Report on Pedagogical Techniques for Computer-Mediated

Communication."

There are further tools set out in that framework, however even those that do not coincide

will fit in the classification one-alone techniques, one-to-one techniques, one-to-many

techniques, and many-to-many techniques.The Illinois Online Network, University of Illinois, presents an index that can help teachers to

plan their online activities, with the particularity that for each technique we can find an

explanation to be associated with it.

The presented techniques are applicable both to pure online learning courses (eLearning )

either to courses in bLearning (part online and part face to face ).

This index is designed for students of secondary and higher education and each technique

presented contains, in detail, the respective goals.

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Conclusion

The teaching techniques listed in "The Online Report on Pedagogical Techniques for Computer-

Mediated Communication" were presented in a different context than nowadays.

By that time, the Internet, in some Western countries, was still not available in most homes or

schools.

With the technological development of recent years and the introduction of computers both in

classrooms or in homes of all of us, it is assumed that currently there are more pedagogical

techniques, than those listed in "The Online Report on Pedagogical Techniques for Computer-

Mediated Communication".

This does not mean that the Framework of Pedagogical CMC Techniques is an outdated

structure.

With the abandonment of Web 1.0 and the exponential growth of Web 2.0, we have the

emergence of a whole set of tools, that facilitate online teaching pedagogical techniques.

The Illinois Online Network, University of Illinois, with the emergence of Web 2.0 tools

presents in the site a variety of pedagogical techniques.

It should be noted, that facing a great diversity of pedagogical techniques, the teacher should

not use all of them in a single course, but only those that lead students to success in a

particular course.

From my point of view, the massive use of pedagogical techniques in a single course can be

negative and even lead the students to fail.

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Bibliography

This work was based on the following bibliography:

Paulsen, Morten Flate, The Online Report on Pedagogical Techniques for Computer-Mediated

Communication.

Retrieved http://nettskolen.nki.no/forskning/19/cmcped.html (September 2010 )

100+ Examples of the Use of Social Media in Learning, from Centre for Learning &

Performance Technologies

Retrieved http://c4lpt.co.uk/handbook/examples.html (September 2010 )

Online Teaching Activity Index, from O Illinois Online Network, University of Illinois

Retrieved http://www.ion.uillinois.edu/resources/otai/ (September 2010 )

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