Orientation

Using technology tools for teaching online

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Introduction

Learning outcomes:
Completing this screen will introduce you to the contents and purpose of this course.

Welcome to 'Using technology tools for teaching online'.

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Pods

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The purpose of this course is to explore the role of technology tools in online and blended teaching and learning, and to establish a framework within which to identify, evaluate, and integrate technology resources into online and blended teaching and learning environments. Along with an overview of technology tools and approaches to using them, this course will provide guidance on how to unite teaching and learning-applied effective practices with the selection and implementation of online technology tools.

As you progress through this course, you will learn about technology tools that support three key areas: providing content, developing interaction, and performing assessment. The activities throughout the course are designed to deepen your understanding of these topics and to provide scenarios for you to work through and think about within your own context. By the end of the course you should feel comfortable exploring new technology tools and finding appropriate avenues for integrating these tools into your teaching.

The following video will provide you with an overview of the course, and insight from the course author on the role of technology tools in online teaching and learning.

The following interview with the course author will provide you with an overview of the course, and insight from the author on the role of technology tools in online teaching and learning.

Click 'Play' to watch the video.

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The role of technology in higher education and online education

Phylise H. Banner
Director of Online Teaching and Learning, Union Graduate College

So educational technology and educational theory have evolved sort of hand in hand as we went from a behaviourist model, where a student got a question right and was allowed to progress on, through B. F. Skinner's teaching machines, as an example. 'Student is correct. We go on to the next.' Well, that really shaped education. It shaped teaching and learning. So technology first is helping to provide content, then next it's, sort of, helping to shape a learning path. And I think that the most important thing that technology has really enabled, especially in online learning, is access. That anyone, anywhere, can have a learning experience – whether it's a certificate or just a course or a full degree programme. This technology has enabled access to learning, and access to quality learning, around the world.

A brief overview of the course

In using technology tools for teaching online, we focus on five core areas, the first one being content, content development and delivery, including content curation, which is a fantastic new topic because now we all have access to content and we can become content providers. The second topic is interaction, the development of interaction. So, how do we have a conversation? How do we engage our students? How do we develop community, create community in the online environment? The third one is assessment. How do we assess student learning? What tools can we use to look at achievement? How can students assess themselves? What technologies can we integrate there? The fourth one is my favourite, which is exploration, and how do you, as an instructor, become an explorer, and look for new technologies, and share what you've found, and test things out with your students? Then the fifth one is an integration and communication piece. So now that you've done something, maybe now that you've found something that you like, how do you share that out? How do you integrate it? Where do you find support? Where do you go next?

The challenges of the course

When you're doing anything with technology, the biggest challenge is that it's always changing, and there's no way to stay ahead of the trends. There is no crystal ball, there really is no way to know what's around the corner. But it's really important to wear that explorer hat, to put on that explorer hat, and, you know, be curious about what does lie around the corner. So the biggest challenge when you're working with technology tools in online learning or anywhere, is to find ways to stay informed.

What should participants keep in mind as they progress through this course?

So as you progress through, think of ways that you can integrate little things into your teaching and learning. And even if you don't have access to all of these technologies, think about how they could possibly help what you're doing online. The most important thing is that we always focus on what it is we want our students to learn, how we're going to get them to learn it and how we'll measure their learning. Keep that in mind as you progress through this course.

An exciting learning journey lies ahead! Remember to take notes as you progress, and that you can return to the content at any time for review and reflection.

The Community of Inquiry framework

Key terms

Social constructivist pedagogies: Teaching strategies grounded in...

Reference will be made during this course to the Community of Inquiry (CoI) framework (Garrison, Anderson & Archer, 2000). Based on social constructivist education theory, the Community of Inquiry model serves as one of various frameworks for online teaching and learning, which inform methodologies and approaches to course design and delivery. CoI is used throughout these courses to provide us with a particularly useful framework for thinking about three elements critical to a successful online learning environment – social, teaching, and cognitive presence.

social presence

A constituent of the CoI model; referring to the degree to which participants in online environments feel affectively connected to one another.

teaching presence

A constituent of the CoI model; referring to the design and organisation of course materials and activities, facilitation of learning, and direct instruction in online courses.

cognitive presence

A constituent of the CoI model; referring to the extent to which learners are able to construct and confirm meaning in online courses.

In the following activity, click 'Next' to reveal more about the three presences required for a successful online learning environment.

The following bullet list gives more information about the three presences required for a successful online learning environment:

Social presence relates to the establishment of a supportive learning community, providing a venue for communication within a trusted environment where students can express individual identities and establish social relationships (Garrison, Anderson & Archer, 2000).
Teaching presence relates to the design and development of teaching and learning materials, enabling students to construct and confirm meaning through related reflection and discourse (Garrison et al., 2000).
Cognitive presence relates to the process of design, facilitation, and direction and leadership throughout the learning experience in order to realise desired learning outcomes (Garrison et al., 2000).

Portfolio activities

Additional activities are provided throughout the course in 'Portfolio activity'...

Research has shown that all three presences need to be cultivated in online and blended courses for communities of inquiry to develop and higher-order thinking to take place.

Occasionally, explicit reference will be made to the potential for a particular technology tool or approach to support one or more of these elements, but do be aware that all the tools and approaches highlighted in this course will support the social, teaching, and/or cognitive presences needed to develop a successful online community of learners.

A note on terminology

Blended learning

As you work through this course, think regularly about the balance of your...

In this course, the term 'technology tools' is used in a broad sense to describe generic tool types such as forums, blogs, and wikis; specific applications such as Skype, Pinterest, and Google Docs; physical, digital devices such as smartphones and tablets; and the various facilities offered by a learning management system/virtual learning environment.

The term 'technology' is used to describe the broader concept of using digital devices and/or software applications in teaching and learning.

Various terms are given to teaching professionals within higher education institutions – including 'teachers', 'lecturers' and 'tutors'. For clarity and simplicity, the term 'teacher' will generally be used throughout this course to encompass all higher education teaching staff.

Screen duration

At the top of each section you will see an icon showing the suggested minimum time it will take to complete the core content. These estimates include time to watch videos and complete activities in the central part of each section (main course content), but not to complete the supplementary activities provided throughout the course, which have their own durations. Please note that these time estimates are indicative only.

Pods

Throughout the course you will find 'pods' at the end of the section, including quotations, 'Portfolio activities' (see separate pod below), documents to download, useful advice, key terms and links to further reading. These are designed to supplement the course material and encourage you to read and reflect further. Please take the time to explore them.

Key terms

Social constructivist pedagogies: Teaching strategies grounded in the idea that learning is a social enterprise resulting in the construction of knowledge in individual minds, therefore emphasising facilitation of learning, learner-centredness, social interaction, and the development of learning environments (as opposed to teaching environments).

Portfolio activities

Additional activities are provided throughout the course in 'Portfolio activity' pods. They are designed to help you reflect, apply your learning to your own context, and develop skills and practical plans at key points of the course.

You can record the outputs of these activities in the individual documents provided in each 'Portfolio activity' pod, or you may wish to download and complete the Teaching Online portfolio provided with this programme. This provides space to record your responses to all the 'Portfolio activities' for this course, and incorporates all of the downloadable supplementary documents provided in the course. Once completed, your portfolio will form a record of your work, and a tool to assist you in your online teaching.

The 'Portfolio icon' is also used throughout the course to indicate when downloadable documents or the results of activities in the main course might be incorporated into your portfolio.

Blended learning

As you work through this course, think regularly about the balance of your own online teaching. For each new approach and practice, consider your own context, reflecting on the proportion of learning that will take place fully online and the proportion that will be blended to combine online and face-to-face elements. When you consider the blended context, think carefully about the level of the desired learning outcomes, the possible ways of assessing these and how (and which) face-to-face and online learning activities can be woven together in a planned, pedagogically sound manner.

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