Best Practices

Best PracticesBest Practices

Presenter: Luis Guadarrama

[email protected]

EMD

And the Digital WorldAnd the Digital World

Effective Online Teaching and Effective Online Teaching and LearningLearning

mailto:[email protected]

Best PracticesBest Practices

Presenter: Luis Guadarrama

[email protected]

EMD


Effective Online Teaching and Effective Online Teaching and LearningLearning

Any attempt to define what

effective online teaching and

learning strategies mean?

What I should take into account

to answer this question?

•Diagnostic Diagnostic EvaluationEvaluation

•Recall prior Recall prior knowledge knowledge

and and experiencesexperiences

Best PracticesBest PracticesEffective online Teaching and Effective online Teaching and

LearningLearning

Objectives:Objectives:

•Identify underlying pedagogy

•Examine the online teaching and learning framework (systemic perspective)

•Discuss effective online teaching-learning strategies

•Evaluate successful practices (at AU and yours)

•Discuss the richness of the online environment

•Conclude the importance of pedagogy for implementing Conclude the importance of pedagogy for implementing effective online teaching and learning strategies effective online teaching and learning strategies

•Present the Present the course in an course in an

organized and organized and structured waystructured way

•Learning Objectives inform students in advance Learning Objectives inform students in advance about your work, evaluation and performance about your work, evaluation and performance expectationsexpectations

TO HAVE FUNTO HAVE FUNAnd Enjoy!!And Enjoy!!

EMDEMD


LearningLearning

Topics:Topics:

• The context: Online teaching and learning framework

• Student-Centered Model

• Distance Education – Fundamentals

• LMSs

• Effective online teaching and learning strategies

• Teaching and learning in Moodle

• Best pedagogical practices in Moodle

• Useful experiences •Inform participants Inform participants with a concrete listwith a concrete listof topics they are of topics they are expected to reviewexpected to review

EMDEMD


LearningLearning

Agenda:Agenda:•Part 1: Discussion: Context - Online teaching/learning framework 15-20min

• Fundamentals

•Student centered model

•Distance Education

•LMSs

•Part 2: Discussion - Best practices 45-55min

• Online teaching/learning implementation

• Effective online teaching and learning strategies

• Best practices

• Conclusions (provided by participants)Conclusions (provided by participants)

Note there is no question period after the presentation since it is expected they will happen during the presentation

•Study methodsStudy methods•Hints for participants Hints for participants to know how to work to know how to work through the coursethrough the course

EMDEMD


LearningLearning

Format:Format:What will you expect from the presenter?

• Introduce topics for discussion

• Moderate discussion

• Summarize the discusion

What is expected from you (the attendees)?

• Discussion

• Participation

• Experiences

Participation is expected to be as concrete as possible

•Study methodsStudy methods•Hints for participants Hints for participants to know how to work to know how to work through the coursethrough the course

EMDEMD

Several factors have triggered the birth and growth of online education since the 90s, such as coverage, flexibility, or mobility, among others. Some universities in the world are currently shifting from the traditional model of face-to-face education into the online distance-education model. Many universities are becoming dual-mode universities (face-to-face & online), and a few others are totally online. However, the transition has not been easy. Important issues about technology, pedagogy and management have unfolded.

Part 1: Context Part 1: Context Online teaching/learning frameworkOnline teaching/learning framework


LearningLearning

•Advance Advance organizersorganizers•OverviewOverviewPreamble:Preamble:

EMDEMD

EMDEMD

Preamble:Preamble:


LearningLearning

Face to FaceClassroomLectures

NowTime ago

15 years ago

10 years ago

DE Print

Post mailTelephone

Internet

ComputersCd-Roms

SatelitesVideo

Conference

TVRadio

Authoring tools

LMSsMoodleothers

e-mail

Discussion forumsBlogsWikies

DE Internetservices

BlendedOnsite-OnlineLMSs

DE OnlineLMSs

•IllustratIllustrate e

ideasideas

Participants introduction:Participants introduction:

How many of you teach f2f? How many at distance? How many at distance and f2f? how many blended?

Postsecondary education? Who is a teacher/instructional designer/course coordinator?

• How to apply principles of pedagogy in order to design an effective online teaching and learning environment (LMSs)?

The e-learning framework; the pedagogical principles; effective online learning and teaching strategies; deeper and engaging learning

•Course Management

Administration of information; editing; publishing; posting; exchanging files; discussion; communication; interaction; tracking activities; marking

• Usability (Students/Professors/Tutors/Administration)

User friendliness; learning curve; intuitiveness; reusability; flexibility, stability; accessibility; scalability; interoperability; navigability

The ProblemProblem:


LearningLearning

•Study/focus Study/focus questionsquestions

EMDEMD

•“Instead of the pure technological considerations, it is important to understand the basic components of what constitutes an e-learning ecosystem (Ismail, 2002)”

•One of the most crucial prerequisites in the implementation of e-learning and particularly LMSs is the careful consideration of underlying pedagogy, or at least to analyze how e-learning works (Govindassamy, 2002)

•It is important to go back to the essence of online teaching to consider if the LMS matches and fits the academic tasks and goals. Concretely, it is important to recall what LMSs are designed for and what teaching-learning activities should be accomplished through them. “The understanding of the online teaching framework will specify a learning-systems architecture for pedagogical development and systems integration (Ismail, 2002)”.

From a systemic perspective:


LearningLearning

•Provide useful contentProvide useful content•Reading assignmentsReading assignments

EMDEMD

EMDEMD

Learning activity:Learning activity:

In other words, while planning, designing, producing and managing effective teaching and learning strategies for (online) courses on a LMS, what do we need to keep in mind?


LearningLearning

• What a LMS can and needs to do well

• How the teaching and learning at distance model works (from a systemic perspective)

• What Distance Education is

• How your teaching-learning model works/what it is

At AU we have undergrad self-paced and

individualized courses

We also have grad courses where interaction,

communication, and discussion are a must

Moodle is social constructivist-oriented system but it is also a highly adaptable and flexible LMS.

Context:

•Promote Promote discussiondiscussion

EMDEMDBest PracticesBest PracticesEffective online Teaching and Effective online Teaching and

LearningLearning

•Metacognitive Metacognitive ActivitiesActivities•Illustrate ideasIllustrate ideas•DiscussionDiscussion

LMSsLMSs StudentCentered

DistanceEducation

Teaching-learningmodel

Learning activity:Learning activity:

•Tic toc tic toc tic Tic toc tic toc tic toc tic toc tic toc toc tic toc tic toc tic toc tic toctic toc tic toc

Learning Learning activity: activity: Please take a minute and think of a challenging aspect in your online course or program where you need to implement an effective teaching/learning strategy. Write it down in your journal (which may be shared with other participants)

Assignment/TME: Assignment/TME:

Please keep in mind the effective teaching/learning issue you just identified and look for a solution during the rest of the presentation. You will be asked to share your findings at the end.


LearningLearning

Context: What a LMS can & needs to do well?

At their simplest, “LMSs are software packages that support the management of learning in an organization (Dean, 2002)”.

LMSs are systems based on pedagogical strategies that provide instructors with a set of tools and a framework to design and deploy course contents and learning materials online, which allow faculty to teach and manage courses online, the management of the communication and interactions at distance among the learning community, teachers-students, students-students, and also with the administration (Meerts, 2003; Morgan, 2003).

•Provide useful contentProvide useful content•Reading assignmentsReading assignments•Learning activities where the student Learning activities where the student interacts with content usefully and interacts with content usefully and productivelyproductively

EMDEMD


LearningLearning

Context:

LMSs are mainly designed to support collaborative learning communities which can undertake either online or onsite education, or both, offering multiple modes of learning from self-paced work, to scheduled classes, to group learning (Hall, 2002).

• What a LMS can & needs to do well?

•Provide useful contentProvide useful content•Reading assignmentsReading assignments•Learning activities where the student Learning activities where the student interact swith content usefully and interact swith content usefully and productivelyproductively

EMDEMD

EMDEMDBest PracticesBest PracticesEffective online Teaching and Effective online Teaching and

LearningLearning

LMSs are configured to contain various technological and pedagogical tools that provide a Web (virtual) central location to:

• deliver course specifications;

•publish information that is related to the course;

•provide specifications, directions, instruction and models of assignments;

•supply the learning community with communicational tools for discussion;

•include specific areas for collaborative work;

• enable group process for development, but self-paced learning is possible as well;

• develop and deploy Web-based products,

• make available ongoing students’ assessment (Dabbagh, 2001).

Does Moodle satisfy the LMSs functions?

The Teacher

The Library

The Administration

Learning Materials

Peers

StudentsLMS

The Campus

Experts

TechnologicalResources

The Syllabus

TheClassroom

BooksArticles


LearningLearning

Traditional f2f Education:

Teacher Centered


EMDEMD


LearningLearning

The Library

The Administration

Learning Materials &

Manuals

StudyGuide

Experts


The Syllabus

Communication Resources

BooksArticles

Peers

Student

The TutorLMS

Distance Education:

Student Centered


EMDEMD


LearningLearning

What are the main differences between these models?


EMDEMD


LearningLearning

The Library

The Administration

Learning Materials &

Manuals

StudyGuide

Experts


The Syllabus

Communication Resources

BooksArticles

Peers

Student

The TutorLMS

Distance Education:

Student Centered Does Moodle fit well with the

student-centered model?


EMDEMD


LearningLearning

Distance Education Model:

• What Distance Education is

Do you think that Moodle matches and

fits Distance Education’s academic

tasks and goals?

Am I missing something?


LearningLearning

Do you think that Moodle matches and

fits Distance Education’s academic

tasks and goals?

Does Moodle fit well the student centered model?

Does Moodle satisfy the LMSs functions?

Learning Learning activity: activity:

Please get into groups of 5 and answer the questions.

You have one minute to write down your observations

•Collaborative learningCollaborative learning•DiscussionDiscussion

EMDEMD


LearningLearning

LMSsLMSs

Fundamentals – General framework for designing instruction and

effective teaching/learning strategies


EMDEMD


LearningLearning


Learning

Tutor

Student

LearningMaterials

ContentContext

Experts

OtherStudents

Effective teaching/learning strategies promote learning

•Collaborative learningCollaborative learning•Situated cognitionSituated cognition•Student-centered modelStudent-centered model•Modeling expertiseModeling expertise•Social Interaction, Comm.Social Interaction, Comm.•Metacognitive strategiesMetacognitive strategies

EMDEMD

Part 2 - Best Practices:Part 2 - Best Practices:Facilitate effectively the online Teaching - Learning Experience•Advance organizers: introductions, overviews, main topics, tensions and discussions.•Course Map: Road Map, the big picture•Interface Design: Organization, Structure, Instruction Sequence•Course Manual: Overview, learning objectives, course materials, course structure, etc.•Learning Units: Introduction, advance organizers, learning objectives, reading assignments, commentaries, etc •Participants presentations: Participants introducing themselves •Diagnostic Evaluation: Knowledge that participants bring to the course, recall prior knowledge, prior experience, •Reading/Research: Library, Articles, up-to-date information, academic journals, external links, etc•External resources: External links, external data bases, academic journals, newspapers, etc. •Illustrate ideas: Interactive maps, animations, slideshows, pictures, videos, etc•External Experts: Interviews, videos, publications, etc. •Learning activities: Interact with content usefully, reinforce learning, retention, etc•Organize knowledge, critical thinking: Glossaries, timelines, graphic organizers, etc.•What’s going on: Latest news, feeds, news forum•Self evaluation: Quizzes, crosswords, fill in the blank, etc •Metacognition / Tutor feedback: Online journals, grade books, discussion forums, glossaries, blogs, etc.•Communication: Internal e-mail, discussion forums, chat-rooms, blogs, etc. •Marking, Grade Books •Records/Review: Group activity, participants activities, participation, etc Rudenstein’s (1996)


LearningLearning

EMDEMD

Strategy Effective Teaching Effective Learning

Advance organizers Welcome /Introduction

Instructors need to:• present the course, units, etc.•introduce topics, discussions, characters, events, tensions, etc. in the course / each unit•discuss main ideas•suggest study methods•discuss learning materials•discuss course scope•discuss learning activities•discuss evaluation methods•discuss delivery methods•discuss tutor availability and feedback

Students need to •be introduced to the main, discussions, tensions, events, etc. in the course and units•get familiarized with the whole course itself, learning units, main topics, discussions, •get the big picture of the course•know the organization and the structure of the course in advance•know tutor expectations•know how to get in touch with the tutor•Understand the general scope of the course

• Video presentations (Soci 335)http://moodle17-gsa-devel.lms.athabascau.ca/course/view.php?id=18 • Power point presentations (Moodlehttp://emd-devel19.lms.athabascau.ca/course/view.php?id=210 • Slide shows - BBC Newshttp://news.bbc.co.uk/2/hi/uk_news/7925552.stm AU Library, Google tutorial: http://library.athabascau.ca/help/tutorials/gsa.html

Introduction Text, illustrations, links: Humanities 310/Music 310: Unit 1 / HIST 209 Unit 1: Commentary / GLST 381Modern Chinahttp://gsa.lms.athabascau.ca/mod/book/view.php?id=248&chapterid=383 http://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=867&chapterid=1446

Modern China/Unit 1: PRINT COMPLETEBOOK


LearningLearning

Back to List

Strategies

EMDEMD

http://moodle17-gsa-devel.lms.athabascau.ca/course/view.php?id=18

http://emd-devel19.lms.athabascau.ca/course/view.php?id=210

http://news.bbc.co.uk/2/hi/uk_news/7925552.stm

http://library.athabascau.ca/help/tutorials/gsa.html

http://library.athabascau.ca/help/tutorials/gsa.html

http://gsa.lms.athabascau.ca/mod/book/view.php?id=248&chapterid=383



http://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=867&chapterid=1446

Strategy Effective Teaching Effective Learning

Course Map Instructors need to:•present the whole organization and structure of the course•present the course scope •explain the sequence of instruction•explain the work students are expected to undertake•present the course and unit learning objectives students are expected to meet•present the learning units sequence•present the learning materials students need to review•present the learning activities students have to develop •present the assignments students are expected to develop•present the evaluations students are expected to undertake

Students need to •identify the organization and structure of the course•identify the sequence of the learning units•identify the main topics they have to review•identify the learning objectives they have to meet•identify the sequence of the instruction•identify the learning activities they have to develop•identify the learning materials they have to interact with•identify the workload they are expected to undertake•identify the readings they need to review•identify the assignments they need to develop and submit•identify the evaluations and/or examinations they need to undertake

• Course Map / MAIS 626 Arts and Crime http://mais-devel19.lms.athabascau.ca/mod/book/view.php?id=3516&chapterid=1393


LearningLearning

Back to List

Strategies

EMDEMD

http://mais-devel19.lms.athabascau.ca/mod/book/view.php?id=3516&chapterid=1393

Strategy Effective Teaching Effective Learning Facilitate

Interface Design

OrganizationStructureSequence

Instructors need to:•explain the course organization and structure•Present the sequence of instruction•Present the sequence of learning units•Present the course resources: communication tools, external links, etc.•Present a clear sequence from the beginning to the end of the course•Provide access to course learning materials

Students need to:•Identify organization of the course•Identify the instruction sequence. •Identify where the resources available in the course are•Identify the communication tools•Identify the access to learning materials•Identify the access course materials•Identify when and how they are expected to submit the assignments

•Student follow the course more effectively

Course Manual (HIST 209) http://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=520&chapterid=1341 Modern China http://gsa-devel19.lms.athabascau.ca/course/view.php?id=44


LearningLearning

Back to List

Strategies

EMDEMD


http://gsa-devel19.lms.athabascau.ca/course/view.php?id=44


Course Manual

Instructors need to present the general information of the course in detail:•Overview/introduction•The learning objectives•The course materials•The course structure•Study schedule •Study methods•Evaluation model•The course materials•Etc.

Students need to identify and get familiarized with the:•organization of the course•learning objectives•course materials•course structure•study schedule•study methods•evaluation model•course materials•Etc.

•Student follow the course more effectively•Students understand the structure and organization of the course from the beginning of the course•Students know tutors expectations•Students know the workload scope•Students know the general scope of the course•Students start thinking about the course content•Students may recall prior knowledge and experiences•Students may organize better their own working/studying agenda

Course Manual (HIST 209) – Course Manualhttp://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=520&chapterid=1341 MAIS 626 - Art and Crime http://mais-devel19.lms.athabascau.ca/mod/book/view.php?id=3516&chapterid=1384


LearningLearning

Back to List

Strategies

EMDEMD


http://mais-devel19.lms.athabascau.ca/mod/book/view.php?id=3516&chapterid=1384


Learning Units

For each learning unit, instructors need to explain and present:•the learning objectives, •study questions,•introductions,, •commentaries, •study methods•reading assignments• learning materials •learning activities•assignments•reading files•etc

At the beginning of each unit, students need to:•get the big picture of the learning unit •read the learning objectives they are expected to meet•get the SME’s commentary•access the learning activities•access the learning materials•access the reading assignments•access the supplementary materials •Etc.

•Student follow the learning unit more effectively•Students understand the structure and organization of the learning unit from the beginning •Students know tutors expectations•Students know the workload scope• for the learning unit•Students know the general scope of the learning unit•Students start thinking about the learning unit content•Students may recall prior knowledge and experiences•Students may link what they just learned in the last unit•Students may organize better their own working/studying agenda

Audio presentations (Soci 335)Books (HIST 209 Unit 4)http://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=527 (Introduction, etc etc Supplementary videoshttp://www.learner.org/vod/vod_window.html?pid=2149 )


LearningLearning

Back to List

Strategies

EMDEMD

http://moodle17-gsa-devel.lms.athabascau.ca/mod/book/view.php?id=527

http://www.learner.org/vod/vod_window.html?pid=2149



Strategy Effective Teaching

Effective Learning Facilitate / promote

Participants presentations

At the beginning of the course, the tutor asks students to introduce themselves

At the beginning of the course students introduce themselves, share their interests, and their expectations in the course

•The community of learning•Communication•(Social )interaction•Collaborative learning

Students Introductions – MAIS 626 – Art and Crime


LearningLearning

Back to List

Strategies

EMDEMD

Back to List

Strategies

Strategy Effective Teaching Effective Learning Facilitate Promote

Diagnostic Evaluations/Self Evaluations

•Multiple Choice/•True–False•Short Answer•Numerical•Calculated •Matching•Essay •Embedded short answer•Random short answer

•at the beginning of the course tutors may place a set of questions in order to evaluate the knowledge students bring to the course•at the middle of the course, or before an examination, tutors may let students self evaluate

•At the beginning of the course students may take a diagnostic evaluation which lets them know how familiarized they are with the course, if they are missing some knowledge or skills required for the course, or simply identify and pay attention to the knowledge and skills they need to develop in the course•Before taking an examination, students find it useful to go through questions they may find in the exam

At the beginning•Students may recall prior knowledge and experiences•Students may link prior learning•Students detect the knowledge, competencies and skills they need to acquire •Students self evaluate their performance and may take decisions to conduct their studying•Students reinforce learning and retention•Students get orientation and (right and wrong feedback )

EMD test 1.9 server Diagnostic Evaluation•http://emd-devel19.lms.athabascau.ca/mod/quiz/attempt.php?q=28&forcenew=1


LearningLearning

Back to List

Strategies

EMDEMD

http://emd-devel19.lms.athabascau.ca/mod/quiz/attempt.php?q=28&forcenew=1

Strategy Effective Teaching Effective Learning Facilitate/promote

Illustrate ideas

Instructors need to explain concepts, explain models, explain discussions, illustrate processes, etc

Illustrations, videos, animations, simulations, fixed images, and charts are some of the visual materials which help students to identify, understand, organize, and grasp knowledge.

•Retention•Association•Understanding•Internalizing

Video (How to implement video) http://www.irrodl.org/index.php/irrodl/article/view/587/1134 Slide shows : Video: Confederation: The Creation of Canada http://www.youtube.com/watch?v=hph52hbhYZQ&feature=related Power point presentationsText, illustrations, links (Geography 201 Introductory Human Geography)External links (Dictionaries http://dictionary.reference.com/browse/owe , Interactive maps MAIS 626 – Art and Crimehttp://gazette.athabascau.ca/ Interactive Timelines http://www.athabascau.ca/courses/musi/310_timeline/composer/index.htm


LearningLearning

Back to List

Strategies

EMDEMD

http://www.irrodl.org/index.php/irrodl/article/view/587/1134

http://www.youtube.com/watch?v=hph52hbhYZQ&feature=related



http://dictionary.reference.com/browse/owe



http://gazette.athabascau.ca/



http://www.athabascau.ca/courses/musi/310_timeline/composer/index.htm


Effective Learning Facilitate/promote

External Experts

Instructors may invite or interview external experts who bring up-to-date knowledge and enrich discussions

•Students need to diversify their knowledge with other experts’ opinions who are working, researching and practicing in other institutions and/or universities•Students need to get first hand up-to-date information

•Diversity and enriched discussion•Brings first-hand up-to-date information to the course•Students can consult experts

Interview with Experts: Terry Anderson: Discover New Technologies http://www.youtube.com/watch?v=EIjPy-4E20s Teaching is so damn ... intensive! REVISED Dick Lucier, emeritus economics prof of Denison University http://www.youtube.com/watch?v=Okzi48bW_n4


LearningLearning

Back to List

Strategies

EMDEMD

http://www.youtube.com/watch?v=EIjPy-4E20s



http://www.youtube.com/watch?v=Okzi48bW_n4




ReadingResearch

Instructors need to identify and recommend adequate, if not excellent, course literature and learning resources

Students need to access excellent academic and learning materials, and academic publications that help and walk them through the learning process. If publications are in electronic format, this facilitates delivery.

•Access to up-to-date information•Update knowledge•Research skills•Discrimination of information skills•Access to high quality sources

Up to date Information - Feeds – Potcads MAIS 626 – Current information – What’s newhttp://mais.lms.athabascau.ca/course/view.php?id=190 Random glossaries Computer Science COMP 470 http://scis-devel19.lms.athabascau.ca/course/view.php?id=3 AU Library – Search engines (HIST 209 Unit 4)http://aupac.lib.athabascau.ca/search/t?SEARCH=On+the+Job%3A+Confronting+the+Labour+ Online articleshttps://aupac.lib.athabascau.ca/validate?url=http%3A%2F%2F0-www.informaworld.com.aupac.lib.athabascau.ca%3A80%2Fsmpp%2Fcontent~content%3Da713684529~db%3Dall~order%3Dpage Online Journalshttp://library.athabascau.ca/ejournal.phpE-Bookshttp://library.athabascau.ca/ebook.php Distance Education - Terry Anderson)


LearningLearning

Back to List

Strategies

EMDEMD

http://mais.lms.athabascau.ca/course/view.php?id=190



http://scis-devel19.lms.athabascau.ca/course/view.php?id=3

http://aupac.lib.athabascau.ca/search/t?SEARCH=On+the+Job%3A+Confronting+the+Labour



https://aupac.lib.athabascau.ca/validate?url=http%3A%2F%2F0-www.informaworld.com.aupac.lib.athabascau.ca%3A80%2Fsmpp%2Fcontent~content%3Da713684529~db%3Dall~order%3Dpage




http://library.athabascau.ca/ejournal.php

http://library.athabascau.ca/ejournal.php

http://library.athabascau.ca/ebook.php

http://library.athabascau.ca/ebook.php


Organize and construct knowledge

•Instructors recommend teaching-learning strategies that let students interact productively with content in order to organize and construct knowledge•Students work collaboratively and learn from one another while constructing, organizing and negotiating knowledge

Students need to work on specific activities that let them develop the skills and competencies identified in the learning objectives; organize information; construct and develop knowledge; develop the assignments; get ready for evaluations and meet the learning objectives.

Glossaries MAIS 626 http://mais.lms.athabascau.ca/mod/glossary/view.php?id=6837 Timelines MUSI 310 http://www.athabascau.ca/courses/musi/310_timeline/composer/index.htmDiscussion MAIS 626http://mais.lms.athabascau.ca/mod/forum/view.php?id=6839 Group evaluation (one another) – Databases – Thread discussionshttp://emd-devel19.lms.athabascau.ca/mod/data/view.php?id=1036


LearningLearning

Back to List

Strategies

EMDEMD

http://mais.lms.athabascau.ca/mod/glossary/view.php?id=6837



http://www.athabascau.ca/courses/musi/310_timeline/composer/index.htm

http://mais.lms.athabascau.ca/mod/forum/view.php?id=6839



http://emd-devel19.lms.athabascau.ca/mod/data/view.php?id=1036



Self evaluation

Instructors provide students with exercises, with hints, and right and wrong feedback that let students reinforce learning, promote retention, and take decisions related to their learning process

•Students need to self evaluate their learning experience•Students may know how they are doing•Students may evaluate their performance•Students may take decisions to balance their learning progress

•Metacognitive skills•Reflect and examine the own learning process•Take the right decisions to succeed and complete the course•Feedback•Retention

Quizzes ()Fill the blank http://gsa-devel19.lms.athabascau.ca/course/view.php?id=47 Drag inCrosswords Lessons


LearningLearning

Back to List

Strategies

EMDEMD

http://gsa-devel19.lms.athabascau.ca/course/view.php?id=47



Metacognition/tutor feedback

Tutors provide feedback to students related to questions and, problems related to students’ learning

•Students need a private space where they can reflect about their learning process, problems and questions they have related the course. •Students may get tutor’s feedback on their journal

•Register the process in their learning proposes•Metacognitive skills•Reflect and examine the own learning process•Get tutor’s Feedback

Online Assignment Journals – Log Books EMD 1.9 Test server http://emd-devel19.lms.athabascau.ca/course/view.php?id=210 Blogs


LearningLearning

Back to List

Strategies

EMDEMD

http://emd-devel19.lms.athabascau.ca/course/view.php?id=210


CommunicationInteraction

•Tutors need to be in touch with students permanently, synchronously and asynchronously •Tutors may interact 1 to 1 with students•Tutors may be in touch with the whole group

•Students need to interact with their peers • Students need to interact with their tutor during the learning process •Students need to interact with the whole learning community•Students may want to discuss with other students

•Collaborative learning (students learning from one another)•Discussion•Group Evaluation•Negotiating and constructing knowledge collaboratively •Mentoring•Modeling

Announcements http://moodle17-gsa-devel.lms.athabascau.ca/mod/forum/view.php?id=512 Emailhttp://moodle17-gsa-devel.lms.athabascau.ca/mod/internalmail/view.php?id=516 Chatshttp://moodle17-gsa-devel.lms.athabascau.ca/mod/chat/gui_header_js/index.php?id=22 Discussion Forumshttp://mais.lms.athabascau.ca/mod/forum/view.php?id=6844


LearningLearning

Back to List

Strategies

EMDEMD

http://moodle17-gsa-devel.lms.athabascau.ca/mod/forum/view.php?id=512

http://moodle17-gsa-devel.lms.athabascau.ca/mod/internalmail/view.php?id=516

http://moodle17-gsa-devel.lms.athabascau.ca/mod/chat/gui_header_js/index.php?id=22





MarkingGrade Books

Instructors need to mark assignments, provide feedback, organize all the information, store the information, and integrate the marks table

•Students need to get access to their marks, submit assignments, and get the corresponding feedback from the tutors •Students need to monitor their grades along the course

•Students negotiate and discuss assignments with tutors before discussion•Students submit assignments•Students get feedback from the tutor•Student monitor their marks along the course

Grade BooksMarking assignments http://gsa.lms.athabascau.ca/mod/assignment/submissions.php?id=249 Marks tablehttp://gsa.lms.athabascau.ca/grade/index.php?id=12


LearningLearning

Back to List

Strategies

EMDEMD

http://gsa.lms.athabascau.ca/mod/assignment/submissions.php?id=249



http://gsa.lms.athabascau.ca/grade/index.php?id=12




Record/Review

Instructors need to manage large numbers of documents generated during the course. They need be careful with records related to documents, marks, feedback and so forth.

•Students need to have the opportunity for recording, studying, and reviewing course content any time, anywhere.•Every activity in the course is registered in the system


LearningLearning

Back to List

Strategies

EMDEMD

Conclusions:Conclusions:


LearningLearning

Can we use Moodle to implement

effective online effective online teaching and teaching and

learning?learning?

Can Moodle be customized to match

my teaching and learning model needs?

Does Moodle fit well with the student-centered

model?Does Moodle fit

well with effective

teaching/learning at distance?

Do you think you can use Do you think you can use Moodle to implement the Moodle to implement the

effective learning-teaching effective learning-teaching strategy you identified (in the strategy you identified (in the

learning activity?)learning activity?)

EMDEMD

Conclusions:


LearningLearning

In order to select, design and implement effective online teaching and learning strategies:

•It is central to apply the underlying pedagogy

•It is important to know how the online teaching and learning framework works

•It is important to keep in mind the student-centered model

•It is relevant to know how the educational model you want to replicate is

•It is important to customize the LMSs to satisfy your teaching and facilitate learning

EMDEMD

Best Practices


Effective online Teaching and Learning

Thank you for your attentionPresenter: Luis Guadarrama

[email protected]

EMD

mailto:[email protected]

Best Practices

Education

Transcript of Best Practices