Resumen de Demonstrating online teaching in the disciplines. A systematic approach to activity design for online synchronous tuition.
Janet Macdonald, Anne Campbell
The introduction of new online technologies in Higher Education brings many challenges for staff, not only in learning new functionality, but in deciding how to use tools in pedagogically effective ways. This JOUR study describes an initiative at the Open University (UK), which set out to provide professional development in the use of an online synchronous tool. It focuses on the teaching potential in a number of different disciplines. The account describes the development of this resource, together with the perspectives of those engaged in producing it. We have illustrated a systematic approach to activity design inspired by threshold concepts and troublesome knowledge. We found that the demonstrators appreciated both the approach and the peer support available. The approach helped with identification of appropriate areas for intervention as well as in the design of activities and authentic use of tools. We suggest that the protocol adopted here is of great relevance to those adopting a blended approach, when deciding what tutor-student interventions should take place, and when. Practitioner Notes What is already known about this topic A wide range of factors influence the way a discipline is taught., Professional development needs to integrate these factors if it is to be relevant., Teachers need to understand why they should use online tools before they are likely to adopt them., Theories of threshold concepts and troublesome knowledge can help to identify significant or difficult areas of curriculum. This can be helpful in deciding when to intervene and facilitate learning., What this paper adds It highlights the teaching potential of an online synchronous tool using example activities within various disciplines., It illustrates a systematic approach to identifying areas of student need, before planning appropriate times in the course for facilitation using online activities., It highlights the potential for a community approach to online activity development and for sharing activities amongst tutors., Implications for practice and/or policy In blended learning strategies staff need to shift their thinking from presenting content in a lecture to putting content online and devoting their time to facilitation., This paper provides a systematic approach to deciding at what stages staff may need to facilitate understanding of significant concepts or skills in the course. It also helps in identifying the aims of any learning activities., Online activities for synchronous tools are time consuming to develop and benefit from collaborative effort in the development and sharing of resources. [ABSTRACT FROM AUTHOR]
