What are the current main challenges about teaching online in your opinion?

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Из курса от партнера UNSW Sydney (The University of New South Wales)

Learning to Teach Online

210 оценок

UNSW Sydney (The University of New South Wales)

Learning to Teach Online

210 оценок

Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies? The Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson. Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context. This course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.

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Question and Answers

Simon and Negin answered the top questions asked of them in previously run versions of this course via video. Although from previous courses, the questions raised and the discussions that follow, are very relevant, and they may answer some questions that you have about the course. In the videos Simon and Negin, did reference learners' names and the week in the course, but this is not important in this version of the course. These Q&A videos have been collated according to their relevance to the Modules of the course.

How do you keep a teacher's presence in an online environment?3:55

The dangers of teaching online.4:09

What are the current main challenges about teaching online in your opinion?5:49

What do we do to recruit, motivate and retain teachers?4:44

What resistance do teachers have when they begin teaching online courses?6:57

Who can help if you are a trailblazer?4:14

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Associate Professor Simon McIntyre
Associate Dean Education
UNSW Sydney | Art & Design
Dr Negin Mirriahi
Academic Developer, Learning and Teaching Unit (formerly)
Adjunct Lecturer, School of Education

What are our three main challenges [CROSSTALK]?

>> Three main challenges about teaching online from Raphael, thank you.

Will I go first?

>> If you want, go ahead.

>> [LAUGH] Okay, I'll go first.

For me if I'm thinking about this, and it is for new people?

No it's just about challenges.

I think one of the biggest ones for

me is understanding that online is a very different space, and

what I mean by that is that people tend to operate differently in their space.

Time works differently so people don't like to go in and stay in

one spot online for three hours straight that would be with a tutorial or a class.

It's really about understanding the people are dipping in and out, and

that the levels of attention and engagement are very different.

So, for me one of the big challenges I’ve seen working with different

colleagues is the fact that they try and take exactly what they've done in the face

to face classroom, and move it across and plug it into that online space,

and then wonder why students aren't really engaging in that in the same way.

So, for me it's just understanding time is very different, they engage very

differently, so spend some time yourself in these spaces to understand that.

It is very a different experience, and

then think about how you can redesign your approach to fit into that.

>> Time actually lends itself fairly well to how I would have responded to that

question.

But it's taking it more to do with student's motivation in the course and

the types of courses.

So a fully online course for, say, a post graduate program where

the students are very motivated to be in the program, very engage on the program.

That sense of being able to stay on top of all the discussion post,

all of the activities, all of the online content.

In general,

the students in a post graduate program tend to be more motivated.

Not all the time, however it's not necessarily for

everyone that they would be motivated.

But I think that idea of how do we motivate our students, whether they

are in post graduate, and even more so if they are in an undergraduate program, and

how to we instill those self-regulated learning skills,

those motivation skills in order for them to stay on top it.

Because if you take a face-to-face class, you need to be there say Monday at 9

o'clock, and you have that, there's more of that drive.

Of course not everyone will, but

more of a drive that you need to show up at 9 o'clock.

When it's online you don't need to show up at a certain time.

So that particular motivating factor isn't there.

It's more of instilling more of that intrinsic motivation and

having the students know okay they need to be posting online,

maybe it's through some participation marks at the onset or

something, but it's really that time commitment.

Because if you aren't, and you might be finding this in the MOOC as well,

if you haven't gone in say for two days, three days or

maybe you're just starting to explore the MOOC now as we're getting into week two.

It could be very overwhelming when you go in and say, wow,

there's so many discussion posts already, how am I even go in and start engaging?

I reply to one person, next hour somebody else has already responded.

>> Yeah.

>> It's really trying to stay on top of it all.

>> And, sorry I'm jumping up and down,

because it's something I want to say with that.

>> [LAUGH] Sorry. >> Someone in one of the other threads,

and I can't remember which one.

But they said, okay, that's fine for people who have students who are there,

and they're being assessed.

So there is a motivator there that they're accountable.

What happens when they're not?

So if I'm doing a training program or if it's a younger student,

that sort of thing.

And I think that's a really good point, because it's about doing

okay if students aren't doing this why am I trying to make them do it?

So it's about coming back and reassessing your desire, you curriculum and

going is this really relevant?

>> Exactly.

>> Is it going to actually help them more?

Am I just asking them to keep going through all this stuff?

That you have to do, and that's their motivation.

They want to come out the other end with the end result.

And then you stick this thing on top of it that is not providing them that

direct benefit.

So we talk a lot about constructive alignment,

and that sort of thing throughout the different modules.

So it is really taking the time to step back and go am I doing this in a way which

will directly help my students engage in this and get something out of it.

I think that's really important as well.

>> No definitely.

And also making it clear to the students why it is useful for

them, and why it is important for them.

And if you can't answer that question then maybe it's not.

>> And I think we need a third one.

>> We need a third challenge.

>> Mine might be the technology, I think, obviously we can't ignore that.

>> No, we can't.

>> So this course, this particular MOOC, focuses mostly on

understanding learning design and teaching practice in this space.

>> That's right.

But we can't ignore the technology, because if you can't use the tools well

yourself, you're not going to actually be able to plan well with it.

But what we're suggesting that people do is really look at their local networks.

The local, their colleagues, whatever support mechanisms you have around you,

to make sure that what you're going to try for the first time,

is something you can supported with.

So, the technology will always change.

It will always update.

It's going to be out of date before you finish learning it.

So, get the principles right first, but make sure you've got someone who can help

with the tech and that will actually follow.

And that comes right back to

William I think in the first question who answered about think of the task first.

What's we have to do and then tech will support it.

Yep.

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