By Judith V. Boettcher
The on-line instructing Survival advisor provides an outline of theory-based options for on-line instructing or for a technology-enhanced path, together with direction administration, social presence, group development, and debriefing. in response to conventional pedagogical concept, this source integrates the newest learn in cognitive processing and studying results. From a realistic procedure, this guidebook provides tutorial options in a four-phase timeline, appropriate for any on-line or combined direction. college with little wisdom of academic concept and people well-versed in pedagogy will locate this ebook a key to constructing their functional on-line instructing abilities
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Extra info for The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips
Content knowledge Learners are creating content as they learn and sharing with others in wikis, blogs, projects. Environment Learners are actively using course tools and may be expanding beyond and personalizing tools and bringing results back to the community. In the third phase of a course, subtitled, “Letting Go of the Power,” the learner begins to focus on particular case studies, scenarios, and other discipline or course issues. 4 summarizes the behaviors and goals that are characteristic of a stimulating late middle of a course.
Learning should not only take us somewhere; it should allow us later to go further more easily” (p. 17). The focus of this thought is twofold. First, Bruner Teaching Online—the Big Picture 15 emphasizes that learning should be purposeful, for example, developing skills to serve us in the future. Second, every time we learn something, we add links or nodes to a cognitive structure on which we can build more later; as we build, we are able to learn more and to learn faster. In this view, the more one knows, the more one can know, and know quickly.
Chapters Four to Eleven go into detail about how to accomplish the goals of each of these stages. In the first phase of a course, the goals are to launch the course well, laying the groundwork for a learning community in which learners and faculty support one another in the accomplishment of course goals. 2 describes some of the behaviors and goals that are characteristic of a good course beginning. In the second phase of a course, subtitled, “Keeping the Ball Rolling,” the primary goal is for the learner to become deeply engaged with the content, laying the basis for more complex learning and course projects in the latter half of the course and for the development of the learning community.