Pedagogical Techniques for Computer Mediated Comunication
What about it‌? By Teresa Rafael
Teaching online for the first time is a little like trying to drive a car in a foreign country. You know how to drive, just like you know how to teach, but it sure is hard to get the hang of driving on the left side of the road … you’re not quite sure how far a kilometer is … and darn it if those road signs aren’t all in Japanese.
An insider’s guide to teaching and learning in the online classroom http://www.facultyfocus.com/free-report/principles-of-effective-online-teaching-best-practices-in-distance-education/
Traditional college classroom/Online classroom
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In the traditional college classroom today, faculty and students arrive with a set of expectations, shaped largely by past experiences.
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In the online classroom, an entirely new set of variables enters the equation. Variables that, if not managed properly, can lead to frustration and an overall bad experience for teacher and learner.
The use of computer mediated Communication (CMC) in distance education
has increased exponentially
can bring learners to knowledge and knowledge to learners
can be used successfully for distance education
Efficient pedagogical methods for CMC
The nature and characteristics of the changes brought about by CMC place crucial responsibilities upon education professionals
The need to try to understand these phenomena as forms of thinking-doing from pedagogical (teaching methodologies) and didactical (teaching practices and techniques) perspectives, is as urgent today as it was in previous decades
http://www.ufpi.br/mesteduc/Revista/N%2013/artigo4.pdf
Its necessary find efficient pedagogical methods for CMC courses to increase performance
Quality online teaching
reflects the attributes of any effective teaching, whether in the traditional classroom or online.
Both traditional classroom teachers and online teachers need to know their subjects and how to teach them.
They also must know their students, stay up to date in their subject areas, manage and monitor students’ academic progress to ensure success.
Computer mediated teaching strategies
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Each prospective learner needs to feel as an integral part of the learning community by accepting his/her contributions, and directly responding to each of these contributions.
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Instead of adopting a unilateral instructional strategy, maintaining the pulpit posture, instructors need to depend upon amore Socratic style.
Computer mediated teaching strategies
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merely seem to eliminate spatial distance, because space is reinterpreted and transformed into educational benefits. ď Ž
It becomes contexts in which information, production, collaboration, and assistance become possible (PAQUETTE,1998).
Computer-Mediated Communication (Cmc)
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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
Computer mediated teaching strategies ď Ž
How to most effectively get CMC as an intermediating forum for helping develop a learning process that is socially integrative of diverse groups is another point of reference whose importance must be seriously considered.
mediated teaching strategies Computer
Diversity, principally based upon cultural factors, becomes crucial when we remember that this phenomenon and its varied consequences, most meaningfully define today’s educational systems and processes.
Several studies have reported cases related to the use of blogs to promote student collaboration and reflection
Some researchers also have promoted
the use of wikis for online student collaboration, podcasting for instructional use
Process of adult education
Verner(1964, 35) discussed three components constituting the process of adult education:
organizing people for learning,
helping the participants to learn,
selecting from the multitude of devices available ... to facilitate the operation of the first two.
These three components are identified as methods, techniques,and devices
Principles of Effective Online Teaching:
Show Up and Teach
Think Before You Write
Practice Proactive Course Management Strategies
Help Maintain Forward Progress
Establish Patterns of Course Activities
Safe and Secure
Quality Counts
(Double) Click a Mile on My Connection
Plan for the Unplanned Response Requested and Expected
Students appreciate regular communication and timely feedback on their progress.
About Teaching Online
It’s a lot of work. Feedback helps students know what their strengths and weaknesses Many great tools exist but aren't always necessary. Assignments and activities take more time online. Students need extrinsic motivation.
Give deadlines.
Online courses are not right for all students.
Ask students what works and what doesn't.
Share ideas, collaborate, and commiserate about the online teaching experience.
Teaching online can inform what you do in the classroom if you have opportunities to teach both online and classroom-based courses.
http://www.elearnmag.org/subpage.cfm?section=best_practices&article=57-1
A pedagogical technique is a manner of accomplishing teaching objectives.
The techniques are organized according to the four communication paradigms used in computer-mediated communication. information retrieval electronic mail bulletin boards computer conferencing.
Overview of Possible Pedagogical CMC Techniques Rekkedal and Paulsen (1989)
Distribution of information
Two-way communication between tutor/counsellor/administration and student
An alternative to face-to-face teaching, introduction of group discussion and project work
The public tutorial
Peer counselling
Free flow discussion
The library
Overview of Possible Pedagogical CMC Techniques
Seminars
Small group discussions
Learning partnerships and dyads
Small working groups
Team presentations/moderating by the learners
Simulations or role plays
Debating teams
Peer learning groups
Informal socializing: the online cafe
Mutual assistence for help
Access to additional educational resources
Harasim (1991 and 1992)
Overview of Possible Pedagogical CMC Techniques McCreary and Van Duren (1987)
1.
The notice board.
2. The public tutorial. 3. The individual project. 4. Free flow discussion.. 5. The structured seminar. 6. Peer counselling. 7. Collective database. 8. Group product. 9. Community decision making. 10. Inter-community networking.
Overview of Possible Pedagogical CMC Techniques Kaye (1992)
The virtual seminar
The online classroom
Online games and simulations
Computer-supported writing and language learning
Multi-media distance education adjunct
Lecture-room adjunct
The education utility
Techniques classification According to how the techniques prescribe student interaction with learning resources
one-alone one-to-one one-to-many many-to-many
One-alone Techniques
Online applications
Online journals
Software libraries
Interviews
Software libraries Online interest groups
One-to-one Techniques Apprenticeships
Correspondence Studies
Learning contracts
Internships
One-to-many Techniques
Lectures
Symposiums
Skits
Many-to-many Techniques Debates
Simulations or games
Role Plays
Case studies
Transcript based assignments
Discussion groups
Delphi Techniques
Brainstorming Nominal group techniques
Forums Project groups
Techniques that have been found effective online
Small working groups.. Learning partnerships and dyads
Team presentations/ moderating by the learners. Debating teams Simulations or role plays
Small group discussions
Peer learning groups Mutual assist for help
Access to additional educational resources
Seminars Informal socializing
Simon Fraser University, Harasim (1991 and 1992)
Distance educators challenges
Today’s distance educators face unique challenges that require a willingness to experiment with different teaching strategies :
1.
What is considered “reasonable” student access to online faculty members?
2.
What criteria should be used when conducting online peer reviews of faculty teaching?
3.
What type of instructional strategies can online teachers use to humanize the educational process?
New opportunities… and so?
Educators around the world are experimenting with and laying the foundation for new opportunities for learners to access education through connections and technologies that did not exist 10 years ago. How will these new options affect our understanding of the educational process?
What provisions should we be making now to prepare ourselves and our students to use this new technology of CMC in the most pedagogically sound and cost effective ways?
Online information about distance education
Online information about distance education comes from many sources and is available in many forms.
Effective design is essential to the success of an online course.
Moderators should identify their preferred pedagogical styles, based on their philosophical orientation, their chosen moderator roles, and their preferred facilitation techniques. Paulsen assigns the moderator role three functions:
the organizational, the social, the intellectual.
Various computer-based media ď Ž
Email, electronic bulletin boards, video conferencing, etc. are new communication media.
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How do these various computerbased media influence knowledge communication?
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Computer-mediated knowledge communication may be facilitated by choosing the most adequate medium for the individual scenario and by adapting the media interfaces to the specific knowledge communication purpose.
References
http://promitheas.iacm.forth.gr/i-curriculum/restricted/Docs/Teaching/Muirhead.pdf http://www.ibiblio.org/cmc/mag/1995/apr/berge.html http://web.archive.org/web/20000817200012/http://www.hs.nki.no/~morten/cmcped.htm http://epub.ub.uni-muenchen.de/263/1/FB_155.pdf http://www.nettskolen.com/forskning/19/cmcped.html http://c4lpt.co.uk/handbook/examples.html http://www.nettskolen.com/forskning/22/icdepenn.htm http://www.emoderators.com/moderators/flcc.html http://www.ead.fea.usp.br/paedist/ONLINEPAP.htm
http://www.tec.hkr.se/~chen/webresources/cmcined.html
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PPEL – Mpel09
Made by Teresa Rafael UA - December 2009