Demonstrating online teaching in the disciplines. A systematic approach to activity design for online synchronous tuition

Abstract

The introduction of new online technologies in Higher Education brings many challenges for staff, not only in learning new functionality, but in deciding how to use tools in pedagogically effective ways. This case study describes an initiative at the Open University (UK), which set out to provide professional development in the use of an online synchronous tool. It focuses on the teaching potential in a number of different disciplines. The account describes the development of this resource, together with the perspectives of those engaged in producing it. We have illustrated a systematic approach to activity design inspired by threshold concepts and troublesome knowledge. We found that the demonstrators appreciated both the approach and the peer support available. The approach helped with identification of appropriate areas for intervention as well as in the design of activities and authentic use of tools. We suggest that the protocol adopted here is of great relevance to those adopting a blended approach, when deciding what tutor-student interventions should take place, and when. IntroductionSome authors argue that university students will need to learn in new ways because of the availability of online tools. Indeed, Säljö (2010) suggests that the introduction of digital technologies is changing interpretations of what learning is. On the other hand, Selwyn (2011) argues that the extent of students' use of learning technologies will depend on their context and priorities. It is probably true to say that whatever the context, educators need to pay more attention to deploying technologies in pedagogically effective ways, and this brings many challenges. For those institutions that are using online technologies to underpin a blended approach, Garrison and Kanuka (2004) argue for a radical re-conceptualisation of teaching and learning, for which new demands are made on teaching staff. For example, there may be a need for teamwork in the development of content rather than individual enterprise, and the role of lecturer or instructor becomes closer to that of facilitator or mediator. It will also be important for staff to identify points of the course where facilitation is most needed.Inevitably, academic staff satisfaction with online teaching is related to a variety of factors, and de Freitas and Neumann (2009) remind us that an understanding of pedagogic strategies must be central to effective use of the technology. Indeed, Ottenbreit-Leftwich, Glazewski, Newby and Ertmer (2010) point out that teachers will not spend time on new tools unless they can first see

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