AB on Online Teaching Techniques

I started this AB with a new challenge: improving the first AB with the tips and experience of Professor Paulsen and my colleagues on the first one. Secondly, I directed my research to the directives provided by Professor Morten F. Paulsen: including the approach of the web 2.0 in the theme “teaching techniques”.

Online Teaching Techniques, by Morten Flate Paulsen.

In this article, the author elaborates a framework for Online Teaching techniques, based, initially, on a bibliographic review on adult teaching techniques, whether FTF or online.

This framework is organized according to the “four communication paradigms used in computer-mediated-communication (CMC): information retrieval, electronic mail, bulletin boards and computer conferencing and it results on four classes on techniques:

The author finishes listing some techniques that, not being used nowadays in CMC, are, for him, suitable for this type of communication: in-basket exercises, panels, committee hearings, cognitive networks and jigsaws.

Please access the article to complete description of each technique.

Regarding the same article, Helena Prieto, student form MPEL'03 class, guides us through the online teaching techniques presented by professor Morten F. Paulsen, in a very pleasant vídeo.


Online Teaching Activity Index (from the Illinois Online Network)

Through this link we can access a list of 50 Online teaching activities. For each activity, one can consult: description of lesson, appropriate content areas, examples, goals and objectives, prerequisites, materials and resources, guiding questions, lesson outline and procedure, teaching strategies, accommodations, timeline and ideas for lesson evaluations and teacher reflection.


The State of Social Learning Today and Some Thoughts for the Future of L&D in 2010, by Jane Hart


In this article Jane Hart presents and discusses the urged need to include, promote, encourage, support and allow informal learning (as a learning technique) in enterprises.

For this, employers must be aware that in informal learning monitoring is difficult (or even impossible) to manage, like in formal learning environments, so this kind of learning must be understood as a way of facilitating communication, collaboration and information sharing within the organization.

Even for the more sceptical, findings point out that informal learning should be promoted more everyday: promotes grater conceptual understanding, once it is driven through autonomous motivation (Dan Pink).

Jane Hart organizes her research on social media tools/tools for learning in 5 categories, taking in account different concepts of learning. With Harold Jarche’s help, Jane Hart organized the 5 learning categories taking in account 4 spectrums. Please find this organization in the table below:

Vídeo – Social networks and the web 2.0 revolution

In this video, the author, Nik Peachey, explains, in a very clear and focused way, what is the Web 2.0 and its implications and power to the teaching and learning practice.






Final reflection:
Although I tried to improve the process of “ABing”, I still found it difficult to manage the “infinite” information one can find in the web. I’m still working on the “being able to effectively select web information” skill. Also, the limited time doesn’t help and my “objectiveness” skill is still “in progress”. Ufff…