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Keynote Address

Interactive Teaching Online: Myths & Truths June 1, 2012

Judith Rényi & Susan Digironimo

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Myths About Distance Learning#1 Real teaching always includes meeting with students face to

face.

#2 Our students can’t learn just through technology. They at least need blended learning (partly face to face, partly online).

#3 Our students need to learn the digital skills before they can manage online learning by themselves.

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Truths About Distance Learning

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Truths About Learning

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Truths About Learning Online

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Distance Learning Theory & Best PracticeFour levels of interactions must be present for high-quality distance learning:

I. Learner to interface

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Distance Learning Theory & Best Practice

II. Learner interacting with teacher (or facilitator)

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III. Learners interacting with learnersDistance Learning Theory & Best Practice

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IV. Learners bringing external resources and expertise into the learning environment

Distance Learning Theory & Best Practice

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Most software available for adult literacy is based on the first level of interaction

(Learners interacting with the interface)

•WIN•Learner Web

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Only when the three other kinds of interactions are used does real education become possible.

• Learner interactions with the teacher or facilitator are also fundamental. • IBM Reading Companion depends on both interactions with the

interface and with the tutor.

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…but real education is always learner-to-learner, whether face-to-face or online!

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Pièce de résistance: Learner to external resources

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1.The teacher gives the student URLs that

will take them to examples they can explore about Line.

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Here is an example of a URL that takes the student to The MOMA where a

curator explains a painting using Line.

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2.The teacher shares

an example of Line with the

rest of the class and gives

prompts to have the students

discuss the painting

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3.The student then shares his or her own example of Line

with the rest of the class

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How do you create a lively, interactive, rich learning environment online?

Build trust among the students in the cohort.

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The first prompt is the most important…

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Student-centered learning:

• …means the students are the workers• …introduces students to each other through the course topic.• …allows students to demonstrate prior knowledge.• …allows the facilitator to build her first lesson from STUDENT

work (their responses to her prompt).

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First, model the behavior you are hoping for.Tell a story about a time when you learned how to do something hard.

Let me begin with my story about how I learned how to use a computer. When I first started using a computer, my teenaged daughter was showing me how to use the mouse. I was having trouble getting the cursor to move around to where I wanted it. She got impatient with me, and grabbed the mouse, and moved around really fast. I couldn’t follow what she was doing and felt clumsy. And then I started practicing by myself. That was when I realized why I was having trouble. I was using the mouse right-handed, but I’m left-handed. I asked my daughter if she could set up my computer so I could use the mouse with my left hand. She did that for me, and I had far less trouble, and quickly learned how to move the cursor around easily.

What’s your story about learning something you found hard to do at first, but now you can do it without even thinking about it? Post your story by Monday at midnight; respond to at least three (3) other posts by Wednesday at midnight; and on Thursday, respond to everyone who comments on your post. You are encouraged to keep on responding to any posts or replies that interest you.

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You know you have a good prompt when the learners do all the talking.

Stay out of the discussion!

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Prompts and Ways of Using Them•Prompts must stimulate discussion. •A prompt to which there is only one correct answer will kill discussion. •The first person to answer the question correctly will inspire nothing more from everyone else than “yeah, what he said.”

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Prompts must stimulate thinking and writing based on shared knowledge.

Use video or other media as the basis for the prompt.

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Prompts should:

Example: http://gedtutortraining.weebly.com/9/post/2012/05/writing-discussion-question.html#comments

• Draw on what learners have been working on • Stretch them to creating the next step.

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Good online teaching connects the cohort through a variety of interactions…

Asynchronous discussions

Blogs Wikis

ProjectsSocial Networking

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Good prompts stimulate learners to take risks with their writing, reading, analysis, and logical thinking

in a safe environment.

The topics must – have real-world applications– start from shared knowledge and allow the

learners to push the boundaries of that knowledge– stimulate learners to add value to the discussion.

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All learning takes the form of actually doing what you’re trying to learn.