In this report, Prof. Morten Paulsen addresses issues of Pedagogical Techniques for Computer-Mediated Communication. He begins by defining Computer-Mediated Communication (Cmc) like the “transmission and reception of messages using computers as input, storage, output, and routing devices. CMC includes information retrieval, electronic mail, bulletin boards, and computer conferencing”. Next he presents the definition from Boyle (1981) to Pedagogical Technique. Boyle defined “technique as the form used to present material to be learned, for example lecture, panel, and group discussion”. Paulsen states “in this study, a pedagogical technique is defined as a manner of accomplishing teaching objectives. According to how the techniques prescribe student interaction with learning resources, the techniques are classified as one-alone techniques, one-to-one techniques, one-to-many techniques, and many-to-many techniques”. Professor Morten Paulsen brings together the various pedagogical techniques according to the criteria of "who to whom. Thus, we can read about One-alone Techniques which include online databases, online journals, online applications; software libraries, online interest groups, interviews; One-to-one Techniques which are composed of learning contracts, apprenticeships, internships, correspondence studies; One-to-many Techniques including lectures, symposiums, skits; and Many-to-many Techniques like debates, simulations or games, role plays, case studies, discussion groups, transcript based assignments, brainstormings/brainwritings, Delphi techniques, nominal group techniques, forums, project groups.
At last Professor presents a Discussion of Techniques not Found to be utilized in CMC which are in-basket exercises, panels, committee hearing, cognitive netwoks and jigsaws.
Preparing Instructors for Quality Online Instruction
Yi Yang Ph.D. Candidate & Linda F. Cornelious, Ph.D. Professor, Department of Instructional Systems, Leadership and Workforce Development. Mississippi State University
In this article, the authors try to answer questions like “What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment?”. For that, they start to presents the Background of the Problem and discuss Ensuring Effective Online Instruction. We can read about the Challenges and Barriers for Online Instructors , New Roles of Instructor, New Roles of Online Learners, New Technologies, New Interaction and Communication with Online Learners, New Way of Learning and Testing, Facing the Challenge. As Strategies for Designing and Delivering Effective Online Instruction, they present: Designing an Effective Online Learning Environment, Developing an Interactive Online Teaching-Learning Community, Establishing Performance Assessments and Assisting Students to Achieve Learning Outcomes. The authors conclude that the qualification of the instructor is the major factor to guarantee the quality of online instruction.
Modelling New Skills for Online Teaching
Salter, G., Hansen, S.
Department of Computing and Information Systems
University of Western Sydney
In this article, the authors discuss about the use of technology by both learners and teachers. For them the integration of technology like a teaching technique depends of the experience the teachers have - if it is good, the probably grows – however, ‘traditional’ methods of training are still clearly favoured over online methods (Ellis, O'Reilly and Debreceny, 1998).
The authors claim that the methods for teaching online include: Asynchronous Computer Mediated Communication (e.g. email, discussion groups), Synchronous Computer Mediated Communication (e.g. chats, desktop videoconferencing and groupware), Online Assessment, Learning Resources, Documents (eg. lecture notes, readings), Multimedia (interactive or otherwise), Links to external resources and Student Prepared Material.
The methods of structuring online activities include:Requiring a deliverable (eg. plans, designs, papers, portfolios etc), Limiting the scope of activities in terms of size and/or time, Providing closure to activities, Actively moderating discussions, Conducting collaborative projects, Interacting with guest speakers, Debates and role plays, Surveys and polls, Formation of learning teams and Brainstorming.
The article also refers to PlatformWeb, which is a web-based teaching environment developed at UWS, Macarthur.
Top 100 Tools for Learning 2009
Presentation of the top 100 tools for learning created with the contributions 278 Learning Professionals worldwide. Many of this tools can be use to apply teaching online techniques mentioned in previous articles.
I can conclude that many of the techniques mentioned in previous articles are pedagogical techniques often used in "traditional" teaching. Using adaptations, teachers can begin to apply in online learning those they feel more comfortable with or they know best, taking into account the characteristics of the students, the purpose of the activity, resources available, and others...
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