The Learning to Teach Online (LTTO) MOOC is designed to help existing educators establish or improve their own online or blended teaching practices. The target audience is primarily teachers in higher education, K-12, community college, and vocational or private education.
Get the free ebook The Theory and Practice of Online Teaching and Learning: A Guide for Academic Professionals, brought to you by Routledge Education and featuring hand-picked content from some of our leading titles.
Short summary of advice (including video clip) from Larry Ragan, director of instructional design & development at Penn State -- focuses on the 3 dimensions of instructor presence: persona, social and instructional.
This section includes a collection of links by topic targeted to faculty, instructors, K-12 educators, and instructional designers looking for ideas, inspiration and/or skill development specific t...
Catherine Cronin's insight:
Excellent collection of resources from Debbie Morrison re: online teaching: skills for online teaching, establishing online presence, interactions with students, giving personalised feedback, fostering asynchronous student discussions, and more.
At Stage 1, our new online learner Mo is still transitioning into his cloud-based learning environment. Mo is used to being able to access learning everywhere and integrated into his everyday life...
Catherine Cronin's insight:
This model, developed by Gilly Salmon, is a simple but helpful way of conceptualising the stages or steps of online learning from 'Access and Motivation' through to 'Online Socialisation', 'Information Exchange', 'Knowledge Construction', and 'Development'. Each stage requires different skills from both learners and facilitators.
The peer-reviewed, open-access JOLT journal shares current research and practice in online learning and teaching. One of its main aims is to "enable faculty to develop effective, evidence-based practices in online learning and teaching by learning from a community of researchers and scholars".
Excellent, short article by George Siemens (2002):
"If the process (communication through variety of interactions) or core objectives (increased student learning) don't change from classroom to online, what does? The biggest change is the role and function of both the teacher and the student. The teacher needs to shift perspective from the "provider of knowledge", to a "facilitator of knowledge". The student needs a similar shift - from passive learner to active learner."
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