Tracey Johnson: My dream: Learning design project proposal - Teaching teachers to teach online
Teaching teachers to teach online
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11 January 2013
Describe a learning situation you are involved in, a change you would like to see in that situation, and how you think you can bring about that change.
My situation (context)
I am an Educational Designer at the University of South Australia. I provide advice and support to Academics teaching online or in blended deliveries.
All courses must have an online presence. I can describe the Academics as ranging from reluctant hostages through to innovative champions, with the majority fitting somewhere in between. There are time issues balancing research/publishing with teaching and a broad lack of digital literacy skills.
Traditional workshops have been held to train staff but the focus has been on the technology and not how to teach online. Often staff attend the workshop but don't use the tool soon enough and need 1:1 followup later on.
Knowing how to add a forum demonstrates a skill. But not participating in the forum regularly demonstrates they don't understand how to teach with a forum.
The change I would like to see (challenge)
Develop an "ideal" online course which teaches Academics how to teach online.
It needs to be productive, re-usable, collaborative. Include both technical support using the tools as well as pedagogical. Include case studies, show case exemplars.
Allow staff to start, pause and continue. Easily find what they're looking for so it can't all be linear.
How you might go about bringing that change
|Developed in Moodle with adobe connect, mahara and echo360 as the tools.
Just read this:
Mor, Yishay (2011). Context is what we take for granted: addressing context in design-centric teacher training. In: ”Context and Technology Enhanced Learning (ConTEL): Theory, methodology and design” workshop, EC-TEL 2011, 21/9/2011, Palermo.
and realised I didn't adequately describe the context for which I want to design - therefore the design will be inadequate. "When we set forth to train learning designers, we need to develop their ability to notice, describe, and analyse context, and systematically refer to it in the solutions they propose.... else we [rely] on [our] intuitive familiarity with the natural work environment, and substitut[ed] ad-hoc responsive tweaks for pre-meditated design.
The first task of our group should be to refine the context of the problem we're trying to solve!
Force-mapping: a practitioner would present her design narrative to her group members, and they in turn would interrogate her to identify the forces in play in the situation she describes: the actors, their beliefs, constraints, desires and the environment in which they operate. They would then sketch visual representations for these and note the relationships between them – marking “+” for supporting relations and “-” for conflicting ones.
12:10 on 18 January 2013 (Edited 13:43 on 18 January 2013)