Lessons from the Cyberspace Classroom
Buchvorstellung im Rahmen des Projekts „Multimediales und vernetztes Lernen – Studierplatz
Sprachen“
http://call.tu-dresden.de/fortbildung/buch
Palloff, Ena M. and Keith Pratt (2001): Lessons from the Cyberspace Classroom. The Realities
of Online Teaching. San Francisco: Jossey-Bass.
Inhalt
Seite
1.
Art of Online Teaching _________________________________________________ 1
2.
Faculty Control over Academic Process___________________________________ 1
3.
Administrative Issues __________________________________________________ 2
4.
Tools of Online Teaching _______________________________________________ 3
5.
Transforming Courses for Online Classroom ______________________________ 3
6.
Working with the Virtual Student _________________________________________ 4
7.
Empfehlungen ________________________________________________________ 4
8.
Diskussionsforum _____________________________________________________ 4
9.
Kontakt ______________________________________________________________ 4
1. Art of Online Teaching
The key to well-developed classes is training faculty not only in the use of technology but also in
the art of online teaching
key issues
willingness to give up some control of the learning process
use collaborative learning
allowing for personal interaction
build reflective practice into teaching
other factors
pairing faculty (different levels of online experience), lab situation and consultants (students)
faculty develop a course/lesson to be critiqued
include faculty before their first online course
include techniques for course development, facilitating learning online and building a learning
community
electronic pedagogy
access, familiarity with technology, guidelines and procedures, maximum participation, collaborative learning, triple loop learning (reflection on learning, themselves, process)
2. Faculty Control over Academic Process
guidelines
presented along with syllabus / course outline to create structure
once course begins, instructor needs to make assessment of group for possible modifications
(to clarify guidelines + expectations)
Lessons from the Cyberspace Classroom
20.02.2002 Buchvorstellung © SPS 2002
2
first discussion item in class (assessment + grading are not an issue but e.g. deadlines)
participation guidelines
not just 2 postings a week but what is meant (substantive contribution, comment on other post
or begin new topic)
time requirements
teach how to learn online
as instructor be model of good participation (balance between too little / too much learning
community, e.g. jump in, make a comment, ask another question, redirect discussion)
step in + set limits (if participation wanes or takes wrong direction)
invite non-participating students
create warm atmosphere (develop sense of community)
humanize the environment (present yourself in text)
new paradigm teachers
facilitate collaborative processes by promoting creativity, critical thinking, dialogue
promote reflection (learning, technology, participants)
exams may not be the best measure of student performance (e.g. to measure critical thinking
skills) – online performance better indicator whether learning objectives have been met, ongoing
course evaluation needed (not just at the end)
student training necessary
why are students not participating, not taking initiative?
why is most interaction between instructor and students and not between students? F
faculty + student training is more than software, they need to build a learning community online
3. Administrative Issues
faculty training
incentives – personal, intrinsic rewards, innovative instruction, new teaching techniques, recognition
obstacles – need for time, training, support
premises for technology in education
learning not bound to place, time, speed, style
student engagement helps learning
with appropriate incentives faculty respond positively
Content presentation without lectures
one-screen web pages
collaborative group assignments
research assignments (on/offline)
simulations
students experts on one topic (present in class)
discussion forum for course topics
students post papers to course site
limited use of audio/video
student orientation
faculty need to think outside the box, help students learn online
face-to-face orientation
orientation online as first discussion item
FAQ list
basic info on navigation on welcome screen
orientation info via e-mail to each student
Lessons from the Cyberspace Classroom
20.02.2002 Buchvorstellung © SPS 2002
3
4. Tools of Online Teaching
innovation
address various learning styles (audio, video, forum)
modes of assessment (for student empowerment)
integration
facts, concepts, theories, application of knowledge
case studies, print exercises, role-play (e.g. forum-based)
information
knowledge + understanding as prerequisite to move forward, (interactive opportunities)
levels of training (faculty/students)?
faculty incentives for course development?
technical support to faculty/students?
Instructional strategy
programmatic, course, and learning outcomes?
how will technology assist?
evaluation of students learning outcomes?
5. Transforming Courses for Online Classroom
as if course was taught for the first time (content know. + best practice), not convert old course
course authoring software: functional, simple to operate/navigate, user-friendly and appealing
degree of web delivery
web courses (material on web site, little interaction)
web-enhanced courses (both f2f and web based)
web-centric courses (interactive exclusively on the web)
Develop online course
learning outcomes
appropriate reading material/assignments
(e.g. f2f: case studies, simulations, presentations, experiment / online: discussion of material)
course guidelines, e.g. ask for discussion entries deadlines
deliver material (e-textbook with study guide/activities? assignment for research skills? collaborative assignments for teamwork? assignments for expert knowledge with presentation?
release control to students? (e.g. 2-3 group projects, discuss readings, feedback on each
other's assignments, alternate facilitation assignments
organize course site? (software)
assess student performance? (minimal tests, but collaborative process with ongoing evidence of
student work, i.e. substantive posts, papers commented on, final exam: take home reflective
essay (e.g. 20%), attendance (weekly meetings=posts)
beginning
intro to software before course begins (guidelines/etiquette). Welcome message
Lessons from the Cyberspace Classroom
20.02.2002 Buchvorstellung © SPS 2002
4
middle
Instructor entries in detail (no. of questions, examples). Lack of participation comes from question types - use real examples, expansion, relate course material to their lives
ending
time for reflection team efforts
6. Working with the Virtual Student
role of learner
knowledge generation
develop original thought, construct own knowledge and meaning
collaboration
deeper levels of understanding + critical evaluation, webliography (students provide materials)
meaningful feedback (question gaps, omission, inconsistencies, dialog with other learning
communities - colleges)
process management
students are active learners who learn with minimal guidance/structure, interact with one another, take responsibility for their learning and online learning community
role of instructor
leave behind traditional power boundaries (empower the students and step out - often one of
two students take over role of process managers, others assist)
use best practices from f2f classroom to promote participation online, keep individual contact,
support, keep discussion moving, ask broad questions that stimulate thinking to promote participation
Technology doesn’t teach students, effective teachers do
7. Empfehlungen
Das Buch ist beim Dresdner Projektpartner einsehbar. Besonders empfohlen werden die
“Tips Sections”:
Tips for a Successful Online Course (p 36)
Tips for Creating a Technological Infrastructure (p 48)
Tips for Adopting and Working with Courseware (p 62)
Tips for Successfully Moving a Course from the Classroom to Cyberspace (p 92)
Tips for a Successfully Teaching a Class Developed by Another (p 106)
Tips for a Successfully Working with the Virtual Student (p 124)
Tips for a Working with Online Classroom Dynamics (p 150)
8. Diskussionsforum
Ihr Forum für Anregungen, Fragen und den Ideenaustausch
http://forum.foren-net.de/sps/
9. Kontakt
Udoka Ogbue <udoka.ogbue@mailbox.tu-dresden.de>
Lessons from the Cyberspace Classroom
20.02.2002 Buchvorstellung © SPS 2002