How do you classify tools that sit between Open and LMS technologies?

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Del curso dictado por UNSW Australia (The University of New South Wales)

Learning to Teach Online

168 calificaciones

UNSW Australia (The University of New South Wales)

Learning to Teach Online

168 calificaciones

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.

De la lección

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 we keep pace with current Web 2.0 technology?5:03

How do you classify tools that sit between Open and LMS technologies?4:33

How do you stop being overwhelmed or paralysed by all the options?3:33

How to address risks associated with open access technologies while designing an online activity.4:43

Improving video production quality3:13

What about the 'not invented here' syndrome?3:51

What tools were used to make this MOOC?2:51

Which platform better allows the use of a MOOC with interactive activities?4:00

Conoce a los instructores

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

Question two this week comes from Michael, and he's asking a question about where

some technological platforms sit between open and institutionally supported.

Because there are a few things out there that tend to straddle both in some ways.

So he's talking about ones that are quite functional or

they may be adapted by an institution widely.

But they're not something that's necessarily supported.

So how do we actually classify those?

>> So not every technology, first of all, has to be classified neatly into whether

they're open or institutionally supported or closed, for example.

Some of the examples that came through in that particular thread were,

such as, Udemi, Skill Share,

the Pearson products, in terms of My Math Lab, My Econ Lab.

Those sort of things where students will have access to

the technology and often times are quite similar to a learning

management system because they have a combination of resources, quizzes,

sometimes even video, and students can only access it if for example,

they purchase the textbook that goes along with that platform or

the instructor provides a code for them to use.

So in a sense, they're closed in terms of it not being available for the public

to use, unless they bought the textbook for example or it's part of a course.

But they're not institutionally supported.

And I think that's one of the main things to consider when selecting

the technology you want to use in your course,

is whether it's institutionally supported or not.

>> So if I'm a teacher, the classification is one thing.

>> Yeah. >> It' nice to know but.

>> Yeah.

>> If I'm a teacher and

I'm trying to start something in one of these environments,

what does that really mean for me?

If it's institutionally supported for example, does that mean I walk down

the hall and see my IT team, and they can fix something for me.

And that's why that would be advantageous or.

>> So every institution's different so

I can't exactly provide an answer that would cover all institutions but

generally speaking if it's institutionally supported like if Moodle is supported by

your institution, Blackboard, anything like that that's actually supported.

Maybe even a Pearson product, who knows?

It's mostly your IT department is potentially hosting it or supporting it.

It's more likely that you have that kind of access to support readily available.

I can't say 100%, because it depends on your institution.

So for example institutions that I've worked at the IT units,

whether in my faculty or centrally are available to answer questions such as,

what happens if the quiz doesn't work?

What happens if I want to learn how to modify the quiz questions and

I don't know how to?

When they're non-institutionally supported, for

example, like MyMathLab that came up in the thread,

you may need to then go to that publisher or to that company to get the support.

They might provide great support, in which case, great.

You just need to pick up the phone and

maybe you even have a local representative that can help you.

But you just need to think of these kind of considerations when you're making your

decision.

Do you want to pick up the phone and try to get a hold of somebody?

Do you have access to somebody down the hall,

in your building, on your campus to get support.

If you do, you might want to use the institutionally supported ones.

If you don't, then you don't need to consider that.

>> So it's about asking the right questions.

And even thinking about what happens to the data if it's in a system that is

not hosted by your institution and you need it for seven years after the fact.

>> Yeah. >> Or something.

So just think about those sorts of questions in terms of whether it's

used or not.

The level of support, the access to the data, privacy.

>> The ease of use as well.

So if your students are doing quizzes, for example,

on different platform that's not integrated with your online grade book,

for example, you'll then have to manually put the grades in.

You just have to think, is that an issue for you?

It might be, it might not be.

So it always depends on your own circumstance, but you just want to make

sure that you're considering all the factors when making your decision.

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