Blurring the boundaries of online teaching

image

Perry Samson of the University of Michigan gave a very lively and engaging presentation at ALT-C about LectureTools, the software he has developed with Echo360. The session was titled ‘Deconstructing the Large Lecture Environment Through Technology‘ and as Perry talked about students using mobile devices to make notes, ask and answer questions or just signal confusion, the potential of the technology to close the gap between lecturer and learner in large lecture classes was very clear.

He also talked about this suite of tools meaning that students, or even himself, did not have to be physically present in the lecture theatre – raising the possibility of distance learning.

And then it occurred to me that we can no longer really draw distinct lines between classroom/f2f  teaching and online teaching. Certainly where I work we already record lectures and in the interests of inclusivity it is standard practice to post lecture notes on the VLE in advance of teaching sessions. Every module has a VLE site so there is an online component, though the extent to which this is used varies.

The tools being demonstrated today were impressive, but mainly because they brought together things that we already do or could do, in one place: there was the ability to set questions and poll answers from students (as with response system ‘clickers’, Socrative, PollEverywhere etc.) and take questions from students (as with Textwall or Twitter). Students could make notes on the screen side by side with the slides (it looked like videonot.es but was practically the same as downloading a PowerPoint and annotating it). There were a few nice additional features like the ability to put a pin on an image slide,  a ‘star’ icon to mark a particular point as important and a ‘flag’ to signal confusion (enough raised flags would elicit the lecturer’s attention). The whole thing would then be available for students to save and review later.

The fact that so much of this is familiar, albeit in fragments, made me realise just how ‘online’ even our most traditional form of teaching, the lecture, is becoming and how blurred the boundaries are.

This blog post is partly a contribution to the How to Teach Online MOOC and reflecting on this morning’s session has given me a new perspective on what it might mean to ‘teach online’ at this point in the development of UK university teaching.

Advertisements
This entry was posted in tomooc. Bookmark the permalink.

4 Responses to Blurring the boundaries of online teaching

  1. fulchiero says:

    Great observations, I am learning so much in this MOOC!

    Like

  2. Each day the advantages of online education is being realized by learners and my feeling is that its growth will see an exponential curve.I teach online ( http://www.wiziq.com/teaching-online/ ) and can feel the growing awareness of the positives of this mode.

    Like

  3. Pingback: Am I a hybrid teacher? | Teaching Talk

  4. annehole says:

    Here’s another example – in this case, a classroom based course became virtually online even though the students were still physically in the room with the lecturer. Then the whole thing was spun off into what is being called a SMOC (Synchronous Massive Online Course).

    http://www.insidehighered.com/news/2013/08/27/ut-austin-psychology-professors-prepare-worlds-first-synchronous-massive-online#ixzz2gtz1zXZM\”

    Like

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s