Post on 15-May-2015
description
Teaching online: presence
ByKhaison DuongKristin WaltersPenny Neuendorf
INTRODUCTION
Constructivism
Meaning via discussion and reflection, building
own conclusion
Community of Inquiry
Teaching presence
Social & cognitive presence
Defining Teachers’ Rol
Note. From “The good teacher is more than a lecturer - the 12 roles of the teacher” by Harden & Crosby 2000, Medical Teacher, 22(4), 334-
347.
Table 1. Roles of an Online Teacher
Anderson et al. (2001)
Berge (1995) Paulsen (1995)Mason (1991)
Harden & Crosby (2000)
Instructional design and organisation
Managerial Organisational PlannerResource developer
Facilitating Discourse Social Social FacilitatorAssessor
Direct Instruction Pedagogical Intellectual Information providerRole model
Technical
Adapted from “Assessing Teacher Presence in a Computer Conferencing Context” by Anderson et al., 2001, Journal of Asynchronous Learning Networks , 5(2).
Instructional Design & OrganisationText based content
PDFWord Doc
ChartsFiles
To
DIGITAL FORMAT
Facilitating DiscourseThat is an
interesting idea, did you think about the
time that would take
I think teachers need
to be online all the time to
answer my questions
Direct Instruction
The effect of teaching presence
“What does it mean to have
presence or to be effectively present?”
Issues
“despite the popularity of online discussion boards and chat rooms, there
needs to be a realization that merely putting students together in an online
group does not mean they will engage in meaningful collaborative inquiry”.
appropriate pedagogical strategies are needed to facilitate meaningful engaging learning activities in online discussions.
Can teaching presence have a negative impact on learning?
“negative behaviours by teachers appeared to have more impact
on student demotivation than
positive teacher behaviours had on
motivation”.
STRATEGIES TO ENHANCE TEACHING PRESENCE
Design effectively and clearly
Create a functional and stimulating
community
• Create a ‘community’• Use various
interaction patterns between students and between students and teacher
Time and timing
• Take advantage of momentum
• Be flexible with dates • Honest and up-front
details about time commitment
Know how to make yourself + others
present • Be a model• Facilitate discussion –
pose, respond to, redirect, comment on, refer to and manage learner contributions
• Challenge• Provide feedback on
strengths + weaknesses – be an ‘affirmer’
CONCLUSION