Have your initial philosophies about online communication (as it relates to online teaching and learning) changed? If so, how?
My Online Teaching Philosophy
Behind every teacher is a set of beliefs that influence what and how students are taught. As a resource developer, my teaching philosophy revolves the purpose of the course, the content, the method of delivery and evaluation. I have already jumped on the portfolio band wagon; I see the benefits of assessing achievement over time. I’m not a firm believer in testing, although I recognize its place in some subject areas. My teaching philosophy values individual development acknowledged through a learner’s skills and abilities to analyze and apply knowledge. Through recent research and learning experiences, I have to acknowledge that there is much more than this to learning. My philosophy has grown from providing innovative learning opportunities that are authentic and relevant, to also include the 3 presences: social, teaching and cognitive.
As presented through the Community of Inquiry (CoI) Model social presence fosters a real sense of belonging, providing student satisfaction. Developing instructional materials and activities to allow for experiential learning has proven be more challenging in online courseware than the traditional classroom, but not impossible. The upward spiral of online tools and platforms have paved the way for more real experiences in a virtual world. Real world connection aids in promoting cognitive presence and establishing online learning communities. Through curriculum development and instructional design, I tend to see myself as taking on more of a back stage role. In turn, I neglected to incorporate ways in which the teacher can develop presence in the virtual classroom. In an online environment, responsibility for learning is on the student as the teacher role has shifted from “sage on the stage” to “guide on the side”. Developing and maintaining teacher presence is crucial to deep learning and retention of both the learner and the knowledge they create. Thus, allowing for students to identify with and sustain their online community through social and cognitive presence.
With constantly innovative e-learning platforms, teachers have the ability to go back and check students learning, monitoring discussions, give immediate feedback and re-design or modify existing instructional material. Establishing a presences as a teacher facilitates a sense of belonging, although virtual, makes the learning experience real. This ties into the CoI description of social presence as “the ability of learners to project their personal characteristics” into the online community. Teaching presence is attained though instructional design, organization and management. A developed teaching presence holds all three aspects of the CoI together.
#OLTD503selfie
My Online Teaching Philosophy
Behind every teacher is a set of beliefs that influence what and how students are taught. As a resource developer, my teaching philosophy revolves the purpose of the course, the content, the method of delivery and evaluation. I have already jumped on the portfolio band wagon; I see the benefits of assessing achievement over time. I’m not a firm believer in testing, although I recognize its place in some subject areas. My teaching philosophy values individual development acknowledged through a learner’s skills and abilities to analyze and apply knowledge. Through recent research and learning experiences, I have to acknowledge that there is much more than this to learning. My philosophy has grown from providing innovative learning opportunities that are authentic and relevant, to also include the 3 presences: social, teaching and cognitive.
As presented through the Community of Inquiry (CoI) Model social presence fosters a real sense of belonging, providing student satisfaction. Developing instructional materials and activities to allow for experiential learning has proven be more challenging in online courseware than the traditional classroom, but not impossible. The upward spiral of online tools and platforms have paved the way for more real experiences in a virtual world. Real world connection aids in promoting cognitive presence and establishing online learning communities. Through curriculum development and instructional design, I tend to see myself as taking on more of a back stage role. In turn, I neglected to incorporate ways in which the teacher can develop presence in the virtual classroom. In an online environment, responsibility for learning is on the student as the teacher role has shifted from “sage on the stage” to “guide on the side”. Developing and maintaining teacher presence is crucial to deep learning and retention of both the learner and the knowledge they create. Thus, allowing for students to identify with and sustain their online community through social and cognitive presence.
With constantly innovative e-learning platforms, teachers have the ability to go back and check students learning, monitoring discussions, give immediate feedback and re-design or modify existing instructional material. Establishing a presences as a teacher facilitates a sense of belonging, although virtual, makes the learning experience real. This ties into the CoI description of social presence as “the ability of learners to project their personal characteristics” into the online community. Teaching presence is attained though instructional design, organization and management. A developed teaching presence holds all three aspects of the CoI together.
References:
https://coi.athabascau.ca