How to TEACH ONLINE
This is the final week of this MOOC and I’ve submitted my application for the badge, and filled the evaluation questionnaire of the course.
Thanks to the organizers for this opportunity to learn a bit more about «How to teach online».
20 October (post 3)
Week 5 topic addresses authentic learning, which translates into experiential learning, problem-solving, inquiry-based learning. Prof. Jan Herrington summarizes 9 elements of authentic learning.
The interview with prof. Jane Ostander addresses the same issues. One of the ways one learns is by doing. Learning in context of real-world issues/problems is the way to engage learners.
- Authentic context – Provide authentic contexts that reflect the way the knowledge will be used in real life.
- Authentic task – Provide authentic tasks and activities.
- Expert performance – Provide access to expert performances and the modelling of processes.
- Multiple perspectives – Provide multiple roles and perspectives.
- Collaboration – Support collaborative construction of knowledge.
- Reflection – Promote reflection to enable abstractions to be formed.
- Articulation – Promote articulation to enable tacit knowledge to be made explicit.
- Coaching and scaffolding – Provide coaching and scaffolding by the teacher at critical times.
- Authentic assessment – Provide for authentic assessment of learning within the tasks.
There are other resources on authentic assessment, like this toolbox – http://jfmueller.faculty.noctrl.edu/toolbox/index.htm
In this toolbox we can find definitions for «authentic assessment»:
“A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills” — Jon Mueller
“…Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field.” — Grant Wiggins — (Wiggins, 1993, p. 229).
“Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered.” — Richard J. Stiggins — (Stiggins, 1987, p. 34).
A Prezi on criteria and rubrics to assess assignments/activities – http://prezi.com/jiba8x4brwbw/criteria-and-rubrics/#
October (post 2)
Discussion questions for Week 4 Critical Thinking addressed pratical issues like how can a teacher foster critical thinking posts in a forum? How to encourage interaction and deep reflection?
It suggests that a way is to present an ill-defined problem. However it requires that the teacher has well defined learning objectives and outcomes for learners to achieve. How to guide and facilitate the process of learning and how to help students not to loose one’s path (off track)?
Critical thinking deals with higher level cognitive skills (Bloom’s taxonomy). How do questions, problems, or cases help in engaging students in some higher order intellectual activity? What is a “natural critical learning environment” and how to create it in the courses one teaches?
I decided to gather some of the resources on critical thinking and community of inquiry in a livebinder – http://www.livebinders.com/play/play?id=1104387
In Debbie Morrison’s blog there are suggestions how to foster critical thinking in online learning:
- Discussion forums that include meaningful and thought-provoking questions that get students to think and apply the course content. Clear participation guidelines and expectations for students are an important part of the activity. Instructor involvement will be needed to monitor and guide the discussion.
- Small group activities where students discuss a topic, even a complex one – with the goal of creating something together – for example, a [unified] position statement on a controversial topic OR an analysis of a problem [in the form of a presentation] that involves applying the course content and drawing upon other resources.
- Forum structured for a debate – this takes some upfront work – but is worthwhile. For example, the instructor assigns each student one of three points of view on a given [controversial] topic, prompting students to engage in discussion/discourse through an asynchronous discussion forum [or live chat] defending their assigned point of view, even if they do not personally support that point of view. This can be effective, as it encourages students to appreciate diversity, acknowledge others’ perspectives and points of view different from their own.
- Reflection Activities – having students create a blog for to work on throughout the course is one example, where students discuss and write about what they’ve learned in class. This is effective in promoting thinking, and getting students to internalize content. Other reflection activities could be as simple as students creating a Slideshare presentation, blog post, or forum posting at the end of the course describing the critical things they learned from the class, how the class might have changed his or her thinking and/or how they will apply the new knowledge beyond the class.
I’m just about to launch an online course on Accessible OER, whose participants will be invited to join, among teachers who deal with SEN pupils.
To encourage group work, the idea is to ask for the intervention of national network of SEN ICT/AT Centres who will address the invitation to colleagues to constitute teams that will work together, hoping that an online course, delivered at central level, will bridge a more engaging F2F peer support, starting to get familiar with Moodle platform (normally used in schools) and the structure of the course.
So week 1 will be devoted to discuss the course guidelines, the constitution and introduction of groups and the exchange of eportfolios URL (and respective creation).
ePortfolios will be essential for final certification, since they will have to show evidence of participation, gathering reflections and works and final self evaluation. Each week topic will involve discussion in forum and an assignment, like the production of an artifact.
Peer assessment and facilitators’ feedback will be the model for formative assessment.
Contents regarding concepts of open and openness, free resources and how to find them, free licences (GNU, CC), accessibilities and how to produce accessible resources will be constitute the subjects.
As the course will have a short duration (1 month) I hope that participation will keep on track and other professional duties won’t be a major barrier.
Another video on Critical Thinking – http://youtu.be/9oAf3g5_138
After some absense from this MOOC, owing to professional reasons, I got back to the week 4 webinars and activities.
My last post was about the COI model and Debbie Morrison presentation, and this week I dedicated my attention to the webinar about Critical Thinking by Linda Elder, who develops the relationship between content and thinking.
She is one of the founders of Critical Thinking Community, a website with rich resources – http://www.criticalthinking.org//
«Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life.»
Several definitions are disclosed in wikipedia article on «critical thinking». The etimology comes from the greek – kritikos– which means discerning judgment.
Critical thinking breeds on socratic heritage:
«Socratic method is defined as “a prolonged series of questions and answers which refutes a moral assertion by leading an opponent to draw a conclusion that contradicts his own viewpoint» (wikipedia)
Definitions of critical thinking in wikipedia:
- “the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion” 
- “disciplined thinking that is clear, rational, open-minded, and informed by evidence” 
- “reasonable reflective thinking focused on deciding what to believe or do”
- “purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based”
- “includes a commitment to using reason in the formulation of our beliefs”
- in critical social theory: commitment to the social and political practice of participatory democracy, willingness to imagine or remain open to considering alternative perspectives, willingness to integrate new or revised perspectives into our ways of thinking and acting, and willingness to foster criticality in others.
A definition of critical thinking is given in an article by Richard Paul of 1986 (http://www.criticalthinking.org/pages/defining-critical-thinking/766 ):
Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
Prof. Elder highlights how important it is to go beyong the learning of facts, learning that ‘ this is this’ and that is that’. One must understand by thinking, construct by thinking, modify by thinking, apply by thinking, question by thinking and assess by thinking.
She questions: «How effectively are we teaching students at HE?» And very often the answer is «at low levels of cognitive skills». Rather than actively involving students HE lectures and retention from lectures i slow. We tend to emphasize recall of memorized factual information rather that intelectual challenge and tests reinforce fact-orented memory learning, of limited value to either them or society.
And prof. Elder continues explaining that one understands science when one can think scientifically, which is true for any other discipline:
- formulate scientific questions,
- pursue scientific purposes,
- gather relevant scientific information,
- make reasonable scientific inferences
- follow out logical scientific implications,
- think within a scientific point of view (or mutiple points of view),
- clarify and use scientific assumptions,
- clarify and use scientific concepts.
And she also highlights other correlated issues like ethical questions.
Then she focus on a framework of critical thinking and its dimensions where she relates elements of reasoning, intelectual standards and intelectual traits/vitues.
Posing the question which intelectual standards are more relevant for one’s scientific questions? What’s a teacher’s purpose of teaching. What questions may a teacher raise to foster learners’ critical thinking?
Another issue raised by prof. Elder is the intelectual humility, since there’s a natural trend for human mind to assume one knows more than one actually does and a natural state of intelectual arrogance.
Searching for youtube vídeos on Critical Thinking I found these ones:
A series of videos on critical thinking assessment by Prof. Richard Paul (Part 1 of 8) – http://youtu.be/3WyozpvBKmA
The webinar of this week, led by Debbie Morrison, focused on critical thinking skills, aligned with the higher pedagogical objectives of Bloom’s taxonomy: Synthetizing, Summarizing, Reflecting and Creating.
The presentation highlighted the «Community of Inquiry Model» (Garrison, Anderson, Archer, 2000)
An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding.
The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence.
Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.”
Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse
In online teaching some methods help to support higher order thinking, such as:
- Online discussions (analysis, reflection)
- Case studies (analysis, synthesis, application)
- Group assignment (solution to a problema, production of an artifact)
- Debate (controversial issue, different viewpoints)
- Live discussions (recorded) – synchronous guided discussions
In each case the tutor has an important role as moderator (getting the feeling of his presence), not to take sides or hegemony of the discussion. To moderate is necessary some preparation in the construction of the questions, guidelines for discussion, feedback after discussions, summarizing.
Debbie gives some examples how to conduct this moderation. I think this role may be demanding, to keep the distance and objectivity and not to get involved personally in the discussion.
The inquiry and questioning dates back to socratic approach and is a way to develop deep thinking, finding arguments. « It is a dialectical method, often involving a discussion in which the defense of one point of view is questioned; one participant may lead another to contradict himself in some way, thus strengthening the inquirer’s own point.» (in Wikipedia)
One of the questions of this week’s activity is: «What is a “natural critical learning environment” and how can you create one in the courses you teach?» – to propose activities that involve synthesis and critical views and to have peer review. If one has to analyse a thematic issue or an academic article, or to make an artifact and each participant/group is required to comment on one or two other peers’ works, this is an enriching way to learn from others and to analyse and compare. It’s a responsibility that a participant takes in judging and assessing other colleagues’ works . And sometimes one takes great pleasure to recognize the quality of peers’ works.
A year after getting my masters’ degree, I recall a former colleague praising an artifact a colleague and I had done, which consisted in evaluating a website. I told her the merit was more his than mine. The result was quite good – http://desafios.com.sapo.pt/expertise/index.html . I contributed choosing a great website on the US criminal justice system and working on the analysis of its contents, and my colleague did the great job of working the technical presentation. The graphic design was inspired in the original website (which has changed a little bit since then – see flash version – http://www.360degrees.org). It has a creative menu and the personal stories are very interesting. For a website produced by 2001-2002, it’s quite amazing. My colleague added a smart submenu with the pile of papers. I believe that he dedicated a lot more hours to this work than I did.
One of the posts in the discussion wall presented some comics about education, which I think are usually very critical of the education system, I have found these as well
Another discussion thread for week 3 was about synchronous and asynchronous communication – Live Interaction
- What are the benefits and limitations of emerging types of synchronous online learning?
- How can asynchronous and synchronous e-learning complement each other in learning online?
I must confess that I have great difficulty to follow synchronous communication, for professional reasons, for reasons that one forgets the timings. So, most of the synchronous events I watch as recorded sessions.
The issues for discussion this week regarding teamwork raise some reflections from the perspective of the student and from the perspective of a tutor.
As a student I find teamwork more challenging and stressful. Usually there are deadlines and when one works on one’s rythm one can control better the development of an assignment or a project. However, working with a team that has already a good connection and previous experience has many advantages.
When groups are formed with people who don’t know each other, it takes some time to settle. There’s always the fear not to rush things so that one may understand what is on other people’s minds, afraid to take over leadership and it may hurt feelings. There’s a certain amount of uncertainty.
When the groups work well, the results are richer, with more ideas and contributions. If the members have different skills that complement each other so much the better. I believe that the results of group work tend to be much better than individual work. Working in pairs may be also a good alternative.
Donelson R. Forsyth’s definition of a group as ‘two or more individuals who are connected to one another by social relationships’, brings together three elements: the number of individuals involved, connection, and relationship. (http://infed.org/mobi/what-is-groupwork/)
Working in group means to cooperate, discuss, establish relationships, taking mutual responsibility. It involves some sophisticated abilities of members. The process of working together is a social and psychological learning process, more than the product or result the group aims to.
Kenneth Benne and Paul Sheats, who wrote an influential article titled “Functional Roles of Group Members” (1940s), defined 26 different group roles that can be played by one or more people within a group. These are the roles that relate to getting the work done. They represent the different roles needed to take a project step-by-step from initial conception through to action. (Individuals may fulfill many of these roles during the life of a project.)
- Initiator/Contributor – Proposes original ideas or different ways of approaching group problems or goals. This role initiates discussions and move groups into new areas of exploration.
- Information Seeker – Requests clarification of comments in terms of their factual adequacy. Seeks expert information or facts relevant to the problem. Determines what information is missing and needs to be found before moving forward.
- Information Giver – Provides factual information to the group. Is seen as an authority on the subject and relates own experience when relevant.
- Opinion Seeker – Asks for clarification of the values, attitudes, and opinions of group members. Checks to make sure different perspectives are given.
- Opinion Giver – Expresses his or her own opinions and beliefs about the subject being discussed. Often states opinions in terms of what the group “should” do.
- Elaborator – Takes other people’s initial ideas and builds on them with examples, relevant facts and data. Also looks at the consequences of proposed ideas and actions.
- Co-ordinator – Identifies and explains the relationships between ideas. May pull together a few different ideas and make them cohesive.
- Orienter – Reviews and clarifies the group’s position. Provides a summary of what has been accomplished, notes where the group has veered off course, and suggests how to get back on target.
- Evaluator/Critic – Evaluates proposals against a predetermined or objective standard. Assesses the reasonableness of a proposal and looks at whether it is fact-based and manageable as a solution.
- Energizer – Concentrates the group’s energy on forward movement. Challenges and stimulates the group to take further action.
- Procedural Technician – Facilitates group discussion by taking care of logistical concerns like where meetings are to take place and what supplies are needed for each meeting.
- Recorder – Acts as the secretary or minute-keeper. Records ideas and keeps track of what goes on at each meeting.
Week 3 activities addresses the issue of building community and connect learners.
The Prezi – highlights some features and statements I agree with, such as «Discussion boards are the heart of online courses». I think that discussions and reflections among learners are the rich part of an online course, so I’m very pro forum. It may pose some problems to people who don’t like to write more extensively, but it’s a pleasure to read some rich posts.
The webinar was conducted by Dr. Heather Farmakis, based on this Prezi.
The Prezi shows a table with grading rubrics for forum activities, which is interesting, though I think that qualitative grading can be exhausting with a large number of participants. Learning analytics tools may someday help in this task.
The presentation points out some problems that may occur in discussions (conflict, bullying, plagiarism, poor contribution, off topic…), however I think that controversy is good to stir up discussion and viewpoints. I think that there’s not much gain if everyone agrees with everyone or the posts are irrelevant. That doesn’t mean one shouldn’t keep respectful and decent.
Some icebreakers at the beginning of a course may be useful to establish rapport, as well as learners’ introductions.
To substantiate posts the facilitator can suggest «citations», «critique», «facts and figures» from reliable sources.
Other informal discussions may help to build community.
I think that a way to build community is to open help forum where peers help each other to solve some technical problems or other type of doubts.
Another way to build community is to foster group work, requiring activities that must be performed by groups and then comment on each other works.
Team work is always more demanding and time consuming, because people have to organize themselves, agree on terms of collaboration, distribute tasks and reach an output.
There’s some risk of uneven contributions, and as deadlines approach someone performing most of the work. But teamwork is something one has also to learn. The process is as important (or more) than the product.
In my masters’ degree one of the curricular units was about «Management of virtual learning communities» and the activities were planned for group work. One of the main books we had to analyse was Social Intelligence, by Daniel Goleman (watch Google Talk), but other authors were addressed such as Albert Bandura and his social cognitive theory and sefl-efficacy, Philip Zimbardo and his experiments «Lucifer effect». Some tools were used such as SYMLOG – Systematic Multiple Level Observation of Groups.
My final masters’ project was substantially inspired by «communities of parctice» (Lave & Wenger).
I’ve only parcially watched the videoconferences of this week, since they seemed too basic. I’ve read the introductory text of this week and downloaded the two articles «Rapport in Distance Education» (from IRRODL) and «What the best online teachers should do» (from Merlot journal).
From the summary of this week webpage I produced an animation with the main factors to take into account when starting an online course to build rapport with students.
Teachers that have a psychology background are usually familiar with icebrakers.Professional trainiers use them as well. In academic environments and more directive lectures this is not a major concern.
In online learning a «getting start» scene is useful, though with hundreds and thousands of participants it may be difficult to reach some level of personalization.
However, there are ways to keep the «approachability», the weekly newsletter we receive from this MOOC is a good idea. To have direct messages in one’s email is a good strategy.
I remember that in my 1st MOOC, the backup team used to send 2 email messages per week – one in the beginning of the week with a synthesis of the previous week activity and another one, at the end of the week, preparing for the following week. I was very impressed, because it worked, it helped to catch up with what was going on and makes one feel included.
A new animation on online learning with a brief referecence to Feri Facer’s book «Learning Futures» and emerging developments:
- the growth of new relationships between humans and technology
- the emergence of new intergenerational relationships
- struggles over new forms of knowledge and democracy
- the intensification of radical economic and social inequalities
The videoconference by Oliver Dreon (Univ. Pennsylvania) addressed online teaching-learning and focused on the flexibility feature and the individualization of online learning, the pedagogical changes that it introduces compared to F2F in learning outcomes, students learning at their own pace, different learning styles, interaction with peers/teacher, diverse course material.
These approaches are dear to me and I have been engaged in disseminating in the two last years, since I work in the special educational needs field. A recent video I’ve produced:
UDL concepts derives from Universal Design in architecture and products for people with disabilities, but nowadays the UDL approach apply to everyone and the diversity of needs that each person has, since each one of us has limitations and strengths. http://www.udlcenter.org/implementation/examples
UDL research has been developed by the Center for Applied Special Technology, which is a non-profit organization founded in the 80’s, with a large spectrum of partners – http://www.cast.org/index.html – http://www.udlcenter.org/.
They have many videos explaining UDL and applications – http://www.udlcenter.org/resource_library
I’ve watched the recorded webinar by Tony Bates and I totally agree with the flexibility and autonomy that online courses present – the big advantage of online learning.
He presents statistics of online enrollment in post-secondary courses in USA and there’s a growing trend to more online learning as can be seen in this infographic «Going Distance» by Pearson (2011) – http://dwicksspu.files.wordpress.com/2012/01/onlinelearningsurvey-infographic-12.png
In a recent report (2013) «Changing Course: ten years of tracking online education in USA»- http://www.onlinelearningsurvey.com/reports/changingcourse.pdf -, it refers to the number of students who are learning online
«The evidence: The number of additional students taking at least one online course grew as much this year as it did last year.
- The number of students taking at least one online course increased by over 570,000 to a new total of 6.7 million.
- The online enrollment growth rate of 9.3 percent is the lowest recorded in this report series.
- The proportion of all students taking at least one online course is at an all time high of 32.0 percent.»
As for secondary schools (K-12), INACOL also reports growing numbers on online learning at this level – In his brochure «Fast Facts about Online Learning» (2013) – http://www.inacol.org/cms/wp-content/uploads/2013/04/iNACOL_FastFacts_Feb2013.pdf
- «27 states have state virtual schools.
- 31 states, and Washington, DC, have statewide full-time online schools.
- There were an estimated 1,816,400 enrollments in distance-education courses in K-12 school districts in 2009 – 2010, almost all of which were online courses.
- 74% of these enrollments were in high schools. Online courses with the highest level of enrollment fall under the categories of credit recovery (62%), dual enrollment (47%), and advanced placement (29%).
- This enrollment estimate does not include students attending most full-time online schools—approximately 200,000 full-time students in 2009 – 2010 and 275,000 full-time students in 2011 – 2012.
- Single and multi-district blended and online programs are the largest and fastest-growing segment of online and blended learning…»
In fact, this is not surprising, with the expansion of Internet and the access to computers, tablets and other mobile devices by a growing number of students.
(The Horizon Report (2013) http://www.nmc.org/pdf/2013-horizon-report-HE.pdf – highlights 6 emergent technologies: MOOCS, Tablet Computing, Games/Gamification, Learning Analytics, 3D Printing and Wearable Technology)
Getting back to Tony Bates webinar…when I think of online learning and online courses, I’m not thinking about content delivery, rather in interactivity (with peers/teacher) and connectivity. I think of discussions and activities and production of artifacts. I’m thinking of learning models like Marcel Lebrun (referred in Google+, la francophonie) – http://youtu.be/2VlVEu-KCjQ
I think context and target-public determines much of learning design and learning strategies. I work pretty much on a community of practice basis, so issues of grades and accreditation are not relevant, but in a formal education institution this aspect is relevant and students enroll to get a degree to get a job.
In my context (dealing with a group of SEN teachers ) the major focus is on sharing information and resources and in training sets, the important is to discuss and exchange experiences and experiment some tools to produce resources .
Tony Bates refers «9 steps to quality online learning»
Tony Bates speaks also about the different kind of MOOCs: the more formal ones x-MOOC delivered by big consortiums of Universities and the more open and loose ones c-MOOCs (originated by Downes/Siemens).
MOOCS are very easy to access, no cost for participants, good quality, massive number, with good broadcast. Usually deal with high rate of non-completion and difficulties of accreditation, but I don’t think this should be a major issue, considering that MOOCs have different purposes than accredited courses, MOOCs should keep apart of formal and lecture based online courses. MOOCs have a special place for people who wish to learn from others and exchange experiences and knowledge.
The «grading thing» corrupts learning. Self assessment, peer assessment and teacher assessment should be based on outcomes, on activity/product evidences built in eportfolios, a way to witness progress and accomplishment.
My first experience with Pow Toon
I started watching PoW Toon tutorials in Youtube
and there’s one that advises to start by the script of the ideas – storyboard – before starting producing or editing. This is a very important step, because sometimes one is so eager to have a result that tends to invest in this first stage
5 September 2013
I hope next webinars will be more interesting than those of this week. I think that they are too extensive and boring (my black hat). What was told in this first presentation could be reduced to a max. 15min long screencast. As for the blogging tools you get short tutorials in Youtube that are much more efficient to get you to the objective than a webinar of over 1 hour.
So far I think the Google+ community has been more interesting. Our colleague Jennifer has posted her artifact made in a cool tool PowToon. I’m going to try it!
I’ve also twitted but I’m not a fan. I prefer the forum approach to discussion. So, this community wall works better for me as well as my webpage.
I think that the newsletter-email is a good reminder to keep people alert and engaged. Good initiative!
Just to give some colour to this post here is an image that I’ve composed in Photovisi tool:
4 September 2013
I’m following the example of our colleague Frank Fulchiero and am going to answer the questions:
1. What is your intention for this course (why are you here)?
One of my areas of interest is e-Learning. in fact I’ve been directly involved with ICT pedagogical use programmes and initiatives since 1995.
With the potential of the Web, much learning opportunities are out there and we must exploit them.
I’m involved in the creation and validation of an online course and my main concern is to keep participants engaged along the course, interacting and doing the activities and sharing their artifacts.
I’m tempted to launch a MOOC next year, expanding that online course at national level.
2. What issues do you think are important?
Strategies to keep people involved. People usually have their jobs and professional responsibilities and may have problems catching up with. In spite of the characteristics of a c-MOOC and all the freedom one has to get involved or not, I think that tha package that is offered has to be consistent and attractive to keep people interested.
3. How will I contribute?
I’ll try to follow the guidelines and the activities proposals and to interact in the different tools – twitter, Google+… – through this webpage dedicated to this MOOC.
4. How would you like to see community develop among participants?
I suppose that people who get involved in MOOCs have curiosity about other participants experience and many are used to interact online . There are always a some people who invest more time in that exchange and participants usually have some kind of expertise to share with others.
How will you overcome the fear of learning in the open and the frustration of using new technology?
Sometimes I get frustrated when something doesn’t work out as fast as I wish, but I’m curious about new tools and new sources of knowledge and like to explore what colleagues suggest. The frustration may also emrge with so many interactions and no time enough to read every post. And for certain we miss things that should be highlighted.
How do you plan to courageously work through any setbacks, and not give up?
I usually like to go through the experiences till the end. The main problem may be how long and how far will I be able to invest in this MOOC. It has happened before in other MOOCs that after they finish I’m still exploring things.
Hi from Portugal. It will be hard to keep up reading every post in every tool that MOOCs usually use with so many participants involved, but I’ll try to read, explore, create artifacts and share what it’s within reach.
In the previous post I have my presentation, so I won’t repeat myself. I’ve participed in some MOOCs before and I’m a great enthusiast of all the opportunities accessible to everyone with a computer and a connection. We can’t neglect the fact that there are still many people in this world that hasn’t that chance.
There’s always some feeling of overwhelming with what we may miss in these MOOC interactions but I try to moderate my anxiety. Keep cool!
I’m not a teacher or a trainer, but I work in the field of education (MoE) and am involved in a european project which is also developing an online course, requiring validation. I wish to explore the online teaching-learning possibilities of engaging participants. I’m using MOODLE platform for this purpose, and though we promote the use of several Web 2.0 tools to create artifacts and activities, requiring each one to have an individual eportfolio, most of the action runs in Moodle. I still see some advantages in VLE. It’s easy to get dispersed and people may loose focus or get scared to miss what’s going on. I like the openness and kind of chaotic looseness of c-MOOCs but I believe they can be hard to handle on less experienced participants.
So I’m glad I can join you all!
I’ve just joined Google+ community – https://plus.google.com/#communities/118283242632204300192
1 September 2013
I have a personal space dedicated to MOOCs in wordpress, which I have been using to follow up some MOOCs – idabrandaomooc.wordpress.com. I’ve created a webpage for this MOOC – https://idabrandaomooc.wordpress.com/how-to-teach-online/
At present, I’ve enrolled in MOODLE MOOC, the plaform I use for professional reasons and in a MOOC on Disability promoted by the Northern Illinois University, since I work on ICT and assistive technology for special needs.
I don’t have the habit to enroll in so many courses at the same time, to avoid dispersion, but these ones were very tempting and seemed very useful.
I’ll use a Prezi to introduce myself – http://prezi.com/oc9nygvkceaj/?utm_campaign=share&utm_medium=copy&rc=ex0share
26 August 2013
How to Teach Online starts on the 9th September 2013, with a Week 0 from the 2nd September to get prepared, addressed to instructors: