Learning & Teaching online
If its for distance learning, blended delivery or just as an optional extra in a purely face-to-face class, online resources in the form of Moodle have made their way into our teaching world. For me this happened last year when I suddenly had to step in for a teacher who had resigned. Having had very limited time with Moodle due to time constraints, I found myself having to do a crash course in Moodle basics so that I could find studens's assessment task, mark and result them and provide feedback.
When it comes to Moodle I have always felt like a Parkinson's patient who is unable to get from the carpet onto the lino. Wanting to make that step so badly but being unable to make the body move. Now I had to which gave me a taste, a taste for more. But how, when and where?
When it comes to Moodle I have always felt like a Parkinson's patient who is unable to get from the carpet onto the lino. Wanting to make that step so badly but being unable to make the body move. Now I had to which gave me a taste, a taste for more. But how, when and where?
Using technology in and outside the classroom can bring with it many benefits but it seems also as many pitfalls. According to COFA online 'planning your online class' we should keep the following issues in mind when planning to develop and/or use Moodle resources:
1. The importance of pedagogy over technology. Just because a resource is online doesn't automatically make it a good resource, the class more relevant or can replace a face-to-face session; it still need to have the right underlying pedagogy behind it.
2. The need to constructively align assessment with learning outcomes, ensuring relevance, appropriateness for the medium they are delivered through, that being face-to-face or online and not to double up.
3. The integration of digital literacy or 'the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies' (Wikipedia, the free encyclopedia).
4. Strategic evaluation of which components of the class are better suited to the online environment.
1. The importance of pedagogy over technology. Just because a resource is online doesn't automatically make it a good resource, the class more relevant or can replace a face-to-face session; it still need to have the right underlying pedagogy behind it.
2. The need to constructively align assessment with learning outcomes, ensuring relevance, appropriateness for the medium they are delivered through, that being face-to-face or online and not to double up.
3. The integration of digital literacy or 'the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies' (Wikipedia, the free encyclopedia).
4. Strategic evaluation of which components of the class are better suited to the online environment.
References:
Online Learning Image http://jenadyco.com/training/online-training/
COFA Online. Learning to teach online - Planning your online class. Retrieved 06.01..2014 fromwww.online.cofa.unsw.edu.au
Online Learning Image http://jenadyco.com/training/online-training/
COFA Online. Learning to teach online - Planning your online class. Retrieved 06.01..2014 fromwww.online.cofa.unsw.edu.au
Moodle Activities for 'An Introduction to Learning and Teaching Online'
Five activities were part of this module . Most of them were related to watching a YouTube clip and reflecting and commenting on it. My reponses are below. Activity 4 is not included as there was no reflection, just indicating what unit of competence I was going to use for my Moodle activity. The answer to this can be found in my Negotiated Task.
Although reflecting on a YouTube clip and posting it on a blog is in itself not a bad thing to do - it ensures everyone has seen the clips and thought about it. However, with the lack of teacher feedback and student interaction I question the educational value of the activity. Print (1993, P. 169) states that when no or minimal feedback is provided, students are not aware of the accuracy of their learning. Provision of (immediate) feedback is a big part of interactive teaching which can have a positive influence on a student's learning.
Five activities were part of this module . Most of them were related to watching a YouTube clip and reflecting and commenting on it. My reponses are below. Activity 4 is not included as there was no reflection, just indicating what unit of competence I was going to use for my Moodle activity. The answer to this can be found in my Negotiated Task.
Although reflecting on a YouTube clip and posting it on a blog is in itself not a bad thing to do - it ensures everyone has seen the clips and thought about it. However, with the lack of teacher feedback and student interaction I question the educational value of the activity. Print (1993, P. 169) states that when no or minimal feedback is provided, students are not aware of the accuracy of their learning. Provision of (immediate) feedback is a big part of interactive teaching which can have a positive influence on a student's learning.
References:
Print, M. (1993). Curriculum Development and Design. Crows Nest, NSW. Allen &Unwin
Print, M. (1993). Curriculum Development and Design. Crows Nest, NSW. Allen &Unwin
Creation of Moodle Unit (Also part of Negotiated Task) Creating my Moodle unit has been not only fun to do but also very educational. It is and will remain a work in progress. Not only does some information change, the use of many web-links means yearly checking if all links are still current and applicable. Beside is a Slide Presentation demonstrating some of the pages set up so far. There is still lots that I would like to do but my current role as Team Leader doesn’t allow for much time to be spent on preparation for teaching. |
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