Teaching and Learning Subsystem Flashcards
most important aspect of the teaching and learning subsystem is __________
communication
7 things a person teaching at a distance must master
- variety of communication media
- pace and use time appropriately
- write clear, concise, encouraging and personable messages,
- project one’s self on video and speak clearly for audio recordings
- “connect” to people online
- promote interaction
- value diversity and acknowledge/respect differences in opinion
2 goals of the teacher in DE
- ensuring social presence, facilitating interaction and collaboration, presenting an array of meaningful learning activities using various media.
- Garrison and Shale as cited by Keegan, 1995 - help the student integrate new knowledge with existing knowledge and thus develop new perspectives.
The interaction of 3 bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
TPACK, or technology, pedagogy, and content knowledge
Most traditional pedagogical technologies are characterized by
Simon, 1969
- specificity (a pencil is for writing, while a microscope is for viewing small objects);
- stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and
- transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function)
Over time, traditional pedagogical technologies achieve ________ ;
- they become commonplace and, in most cases, are not even considered to be technologies.
(Bruce & Hogan, 1998)
a transparency of perception
3 characteristics of Digital technologies
- protean (usable in many different ways) (Papert, 1980),
- unstable (rapidly changing), and
- opaque (the inner workings are hidden from users) (Turkle, 1995 ).
teachers’ knowledge about the subject matter to be learned or taught.
Content Knowledge
teachers’ deep knowledge about the processes and practices or methods of teaching and learning
Pedagogical Knowledge
notion of the transformation of the subject matter for teaching
Pedagogical Content Knowledge
close to that of Fluency of Information Technology (FITness)
beyond traditional notions of computer literacy
understand information technology broadly enough
- to apply it productively at work and in their everyday lives,
- to recognize when information technology can assist or impede the achievement of a goal, and
- to continually adapt to changes in information technology.
Technology Knowledge
an understanding of the manner in which technology and content influence and constrain one another
Technological Content Knowledge
an understanding of how teaching and learning can change when particular technologies are used in particular ways
Technological Pedagogical Knowledge
an understanding that emerges from interactions among content, pedagogy, and technology knowledge
the basis of effective teaching with technology
Technological Pedagogical Content Knowledge
conveys the meaning of relating to the “the process or power of reasoning”, rather than the more social connotation of conversation
(Pickett, et al., 2007)
discourse
3 things facilitated by discourse
- the creation of the community of inquiry
- the development of a learner’s thought processes, through the necessity of articulating their ideas to others
- uncovering of learner misconceptions in their own thinking, or disagreements with the teacher or other students
an integral part of the online teacher’s function of facilitating discourse
timely and detailed feedback
important for both understanding and motivation to complete courses (Rekkedal, 1983)
rapid feedback
_ require students at the end of the course to illustrate both their contributions and evidence of learning by composing a “reflection piece,” in which they quote from their own posting to the course.
self-reflective assessments
3 models which illustrate the helping role for teachers, from their position of greater content knowledge, in providing instructional support to students
- Collins, Brown, and Newman (1989) cognitive apprenticeship model
- Rogoff’s (1990) model of “apprenticeship in thinking,”
- Vygotsky’s (1978) scaffolding analogies
2 descriptions of the role and functions of an “e-moderator
(Salmon, 2000)
- the teacher’s role in online conferencing is to facilitate learning.
- the e-moderator does not require extensive subject matter expertise
three sets of qualities that define an excellent e-teacher.
- First and primarily, an excellent e-teacher is an excellent teacher.
- second set of technical skills.
- the effective online learning teacher must have the type of resilience, innovativeness, and perseverance typical of all pioneers in unfamiliar terrain
8 elements of instruction for student centered learning
(Cercone, 2008)
- Active learning experiences
- Scaffold instruction to develop self-reliance
- Recognition of prior learning experiences
- Actively engaged instructor
- Guide learning from prior knowledge to new ideas
- Link learning to application and problem solving
- Provide a collaborative, respectful, informal setting
- Provide self-reflection opportunities
________ provide a positive experience in developing a Community of Learners
Icebreakers
