How to generate community in an online course that students start whenever each one enrols?

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

Learning to Teach Online

184 calificaciones

UNSW Australia (The University of New South Wales)

Learning to Teach Online

184 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.

Building relationship with students3:56

Do rubrics guide students behaviour?5:07

How can I best support younger students to use classroom social media appropriately?4:26

How can you best develop online learning for learners with low levels of independence?4:07

How do you engage reluctant students?5:02

How to generate community in an online course that students start whenever each one enrols?4:31

Means to check for digital literacy level3:45

What about 1 - 1 tutoring online?3:31

What tips would you give to private online teachers?2:44

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

[BLANK AUDIO].

Another question from an anonymous participant this week,

and it's a tricky one.

It's about how to generate an online community

in a course where the people can start at any time.

So basically there's no one fixed duration for

that course where everyone is necessarily together.

>> Yep.

>> What do you think about that?

>> Good question, and it is a challenge, because if you have a cohort of

students you are tracking through a course together then you can actually

engage them around talking about the same topics week by week.

Which can foster a community quite nicely.

But if you're having them come in and

out as they please, you just have to design a little bit differently, I think.

I think first you have to think about what you want them to get out of the community,

so is it a place where they go and

they ask some questions, and they wait for someone to respond.

How many people are going to be in there at one time, is something to think about.

If there is going to be a general, say, you know, 15 or

20 people in at the same time, then maybe there could be a bit of a community.

But if there's less than that it might be hard.

Or if it's optional they might be less willing to engage.

>> Hm. And I think also ask the question,

do you need that community there?

So again, it comes down to what the learning outcomes are for the course.

>> Yeah, absolutely.

>> And what the learning style you're trying to design is, as you're saying.

But if you don't need it, maybe trying to force it might be difficult.

For example,

in this current learning to teach online MOOC, the forums are completely optional.

>> Yes. >> We have many participants coming in,

learning at their own pace, and I've seen Facebook posts saying,

you know, I've finished the whole course in two days.

And that works really well for them, but

we haven't made it an integral part of the design.

>> It's not a required part.

>> Yes, it's a very valuable part,

but because we can't depend on everyone's motivations, we've made it an option.

So you might need to think about that and actually have,

is it a support system that's on the side for those who want a richer experience?

And if it is part of an activity,

how critical to failure is having that interwoven in there?

And you can also start thinking about how you might develop your cohort,

your student's personal learning networks as well outside of your course.

So if they're coming into your course to learn something over whatever set

period of time that they happen to choose to be in there, are there networks that

they can then access later when they're in the work force or doing something else?

Regardless of what discipline they are.

There's lots of different personal learning networks out there where people

can share ideas and communicate outside of a course.

So maybe it's more about opening up

their view to other networks that they could potentially get involved in rather

than forcing a community in your particular course.

If it's so fluid.

>> Other things might be about making sure that there is real value

to be had by engaging in that community.

So the issues of constructive alignment that we talk about in

Planning Your Online Course in Module Two or Three,

it really is about making sure that Going and making the effort of joining

that gives them something they couldn't get otherwise that they can bring back in.

So I think looking through some of the modules will give you an idea about

the constructive alignment of those different elements.

Making sure that it's valuable for people to go there.

But also take into consideration the risk

of not having one person in there talking to themselves.

So it's a difficult question, but just go back to that,

goals of the course, and be practical about it from there, I think.

But sorry, just before we cut, just reflecting on our MOOC again.

We're not making it mandatory, but

there are some wonderful things happening in there.

But discussion forums are fabulous and people are learning from each other,

sharing great ideas.

Not only in the Q&A forum, but all the forums across.

And in different module-related forums as well we've got engagement going on.

In the eighth module around evaluation and the first one and people coming and

going as they like.

>> And that's just it.

People are starting and stopping this MOOC as they like so it can work.

It just make it something worthwhile.

>> Yeah.

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