CHAPTER 1: Lesson 3- The Computer Technology | 47 Educational Role and Functions of a Computer You have just shared your personal ex a computer. At this stage of your academ must have extensively made use of computers primarily to do you " as homework, reports and other research activities, Hence a i ie ve a the many computer applications and programs to carry out your vating ae requirements. In the course of exploring these computer applications, you toll ve much the computer technology has made your academic tasks easy and fasts erience fi Periences with your first exposure to ursu P millennial student, you classroom, you must have observed some of In the Dm, you must have observed some of your teachers using the computer to deliver instruction, and others still make use of the chalk board in teaching Just like you, teachers likewise attempt to explore and discover how the use at computer can facilitate teaching and learning, In order to understand the evolution in terms of functionalities of computers, Taylor (1980) introduced the tutor, tool and tutee model to illustrate the and functions of computers in education, -ducational role Computer as a Tutor The computer takes the role of a tutor when it is used to teach users specific skills or concepts. Tutorial programs are designed to guide users in acquiring and understanding a particular skill. As a tutor, the computer simply dictates what the user should do and the user in return follows as directed. Computer as a Tool When the computer plays the role of a tool, this involves the use of more general- purpose applications such as word processing programs and database programs used in preparing reports and in organizing information. As a tool, a computer simply facilitates these tasks and helps users work efficiently. The use of Excel program in sorting, organizing, and managing pertinent data and presenting them visually, the use of Word program in. writing and research, PowerPoint and other presentation programs are examples when the computer is working as a tool.wis in EQUCATIONAL TEC PepacoacA. FOUN 18 Computer as a Tutee The third role or function of a computer is when it ste the such as teachers and students design programs that will instruct or dictate the computer what to do. For example, a computer becomes your tutee when you design your own PowerPoint presentation for the delivery of your lecture in class. In this example, the computer simply reads what you have designed or programmed and, therefore, plays the serves as a tutee. Here, user, role of a tutee. Given these tutor-tool-tutee role and functions of computers in education, now you ess your current usage of computer. Do the following learning activity. Directions: (Self-Assessment of Personal Usage of Computer) * Three roles or functions of computer are presented in the upper boxes, “Fill up cach box below with your personal usage of computer. State briefly the way you use the computer. As a Tutor As a Tool AS a Tutee*APTER Leon 3-Tm Commie Teceoy | 18 rhe tuior-tool-tutee functions of computer provide the basie concept on how move your computer usage from a tutor, to a tool and eventually to a tutee. Howe using a computer requires more than simply understanding its role and functions: in education. Numerous research studies in the last decade have been conducted primarily to examine how the use of computers can transform teaching and learning. These scholarly crags seem to share common Observations on teachers’ perceptions and apprehensions works mputers inthe classroom. Many teachers view computers as a teaching device mei get other teaching devices they use in he classroom, According 19 Thomas and Hy cnd)s the computer i not just another form of media like a film projector o Boxset nit These gadgets can dispense information but cannot address individual reaming needs of the students and cannot motivate and engage them in higher cognitive leant: The true potential of the computer is in providing a medium through which thinkthdent can learn rather than a medium through which the teacher can teach im nas & Boysen, na). This should cal for empirical stulies tht should look at dpmoloay not as a simple delivery medium but as “the learner actively collaborating eh ie medium to construct knowledge” (Kozma, 1991). Teaching and leaming today have gone beyond leaming from prescribed textbook with the emergence of computers in the classroom. As a student in teacher education, you find it easy and quick to satisfy your search for additional knowledge using the internet. But soon you will shift your role from being a student to a teacher. How a student views computer technology will not be the same as how a teacher perceives the role and functions of computer in teaching. The latter is the primary objective of your course in Educational Technology. If you continue surfing in the internet you will encounter a hundred and one ways of citing other roles and functions of computers in education. But for the purpose of your present lesson, let us focus on the significant advantages of using computers in education. Scholars and practitioners in the field cited the following: Advantages and Benefits of Computer in Education ‘* Computers facilitate an efficient storage of information in data management. Use of PowerPoint and other presentation software like Flash make lecture presentation interactive and meaningful. * Computers can facilitate an audio-visual representation of information, hence, learning becomes realistic. * Computers provide easy access to knowledge and information via the internet. Homework, take-home tests and other academic requirements may be submitted in soft copies, and therefore, save paper. ° Computers provide access to online instructional materials, thereby, eee and enhancing delivery of complex and difficult concepts and20 PeDAgooicaL FOUNDATIONS IN EDUCATIONAL TECHNOLOGY J Computers provide efficient storage and rendition of information for quict information processing. (Banate, 2014). In addition, particularly in teaching and in any given learning environment computers offer extended learning opportunities access to the wide array of online instructional materials which teachers can use to reinforce delivery of content. If we have cited positive contributions of computers in education, they likewise have the following negative effects or disadvantages. Disadvantages of Computer in Education + Computers have negative effect on one’s health, “Computers affect the social growth and development of many users especially the young. 24/7 or prolonged access results to social discomfort in face-to-face interaction. Computers give access to inappropriate pornographic and violent websites. 4 Irresponsible use of technology results to cyber bullying which is rampanl today. 4 Easy access to information made cheating easy, too, «> There is a significant drop in students’ attention in cl lass. Students ar focused on their mobile technologies. fe - mony ae Technology dependence led to a decline in students? abi / Computers brought about diverse computer skills among the acai Some may come vith prior knowledge and skils on com applications cil OA ope ime oo EMGTCMRE™E, celucaee ad spelling and writingMEN TERT Lesson 4 - Inewuctons Sommers | ao Lesson Instructional Software 4 Learning Outcomes Identify and describe the five categories of instructional software, in terms of their features, characteristics and applications in teaching and amin ing activity using the appropriate instructional software. > Design a lea Apply the use of instructional software in other academic disciplines. P>INTRODUCTION revious lessons about computer technology, You have just learned from your p ts, If you can further ts role and functions in education, its benefits and negative effec call your Lesson 1 on the definitions of educational technology, several key words find concepts have been mentioned such as selection, design, implementation and valuation, In principle and in practice, educational technology really encompasses hese four major processes that focus on effective learning, Selecting from among an array of technology-driven instructional resources is crucial in integrating technology in the delivery of content. Lesson 4 introduces the five categories features, characteristics and applications in education. software can aid teachers in the selection process. of instructional software, their specific Knowledge of instructional Understanding System Software, Operating System and Functions is a type of computer program that is designed to run a If we think of the computer system as ween the hardware and user System software ‘computer's hardware and application programs. d layered model, the system software is the interface bet applications. The operating system (OS) is an example of system software. The OS manages all the other programs in a computer. ‘A computer's operating system is one of the most important softwares because it allows the different components of the computer, such as its memory, disk storage devices and display output, to function together while allowing the user to run applications. Computers cannot function without the Operating System. There are two types of software. They are the application software and systemm {CHNOLOGY Pepasooica, FOUNDATIONS IN EDUCATIONAL TE 24 rograms that perform specific tasks fy, mail program, or Web browser. System, he operations of a computer and jy, software. Application software consists of pl users, such as a word processing program, ¢~ software consists of the programs that control # devices. (What are Examples of System Software? n.d.). While it is important that you have a foundation knowledge cers aig operating systems and the like, however, our lesson will mainly focus of tstnctions software, their nature, characteristics, and their pedagogical applications i elivery of specific content. |nstructional Software From the discussion about system software and application software, we can readily cite instructional software as an example of application software. Instructional software is a computer program designed to assist in the delivery of instruction. The primary purpose of instructional software is to support teaching and learning. (Roblyer & Doering, 2012). However, it is more than just simply Supporting and assisting in the delivery of instruction, the appropriate choice of specific instructional software is a major consideration. _/ Five Categories of Instructional Software With the recent explosion in technology, today’s classroom is transformed into an exciting and interactive learning environment where the students are active and are engaged in meaning-making In educational application, instructional tutorials, simulations, drill-and-practice, educ: (Grabe & Grabe, 1996), softwares come in five categories namely; ‘ational games and exploratory environment Te are commercially available understanding of som? fers an array of tutorial Programs may b&SS eee —-S,—“‘“OC— e imulations \ simulation 1s another type of instructional software. It provides a © \ yaing environment that replicates | key elements of real-world environment lation software is designed so that the actions @ student takes within the simulated ev smment produce results similar to those that would take place in the real-world, ine student acts, and the simulated environment reacts (Grabe M. & Grabe C.1996) ample, children can lear about properties of physical or biological objects the use of simulations. Teachers may use simulations 10 introduce a new lesson “previous knowledge about the topic or after they been ‘ontrolled for exa roug order to activate student posed to a new topic. tn addition, the simplification allowed by simulations can help leamers focus +s eritical information or skills and make learning easier. Use of simulations 1s cost Hective, and safe, It provides control and concrete learning experiences A typical Sample of simulation is the vitual dissection of a frog Traditionally, dissection of frog in a biology class is done with a live frog. Today, the simulation instructional ofiware on frog dissection took its place in some schools. This shift is mainly due to ‘vironmental concern prohibiting further killings of frogs. rill-and-Practice Drill-and-practice instructional software is commonly used to reinforce mastery sf specific skills. Traditionally, teachers make use of drill-and-practice activities for ‘iudents to gain mastery of specific content or skills. Teachers need to understand that as a software, drill-and-practice has a more limited focus and therefore, should not be used to introduce a new area. Some critics believe that due to its limitations, drill- sind-practice software cannot develop higher order thinking skills among our students. Therefore, teachers need to be aware of this limitation and use this type of software only when their learning goals are for skill fluency. An example of drill-and-practice sofiware is Math Magic. In a traditional teaching, drill-and-practice exercises particularly in Mathematics are done using flash cards where the teacher flashes them before the students. Today, this traditional approach has shifted using drill-and-practice instructional software, Educational Games Educational games are very popular among our students mainly because this type of software challenges and excites them. Instructional activities are labelled games. when they are designed to emphasize competition and entertainment, Teachers may use educational games in many ways. Like simulations, games may activate prior knowledge and can spark learners’ interest. A carefully designed educational game should emphasize cooperation and teamwork rather than competition. Teachers must _ be sensitive in selecting the appropriate educational games that can engage students in meaning making and higher order thinking. One example of an educational game is|. This game engages students to make some decisions in the course Of the Oe nday, gatmes fascatte not only the young but also our elders as well. Thery re hundreds of games apps available in mobile technologies such asin eellular phone” are hundreds S apps Several empirical studies have been conducted to look into the effectiveness. of educational games. Dorn (1989) reviewed the use of simulation games and he maintained that simulation games are based on the model of experiential learning In this model, learners first act in a particular instance of application. In the second stage, they attempt to understand the effects of their behaviors and decisions in the Particular instance. Thirdly, they seek to understand the general Principles under which | that instance falls Finally, they apply the Principles to new circumstances so that the Ieaming is useful to their future behavior (Dom, 1989 as cited in Hays, 2015). Exploratory Environment Software | Exploratory environment software is designed to Provide manageable and responsive computer-based worlds for learners to explore and manipulate. This type of Software offers elements for learners to work with and a setting where Manipulation of these elements will enable them to explore a body of information or a rule system (Hsu. Chapelle, & Thompson, 1993), Exploratory environments present information but Not directive like tutorials. There is a high degree of leamer control, active leaming ig anchored on realistic situations and ex, Tiences, and therefi it is i ee cee ‘per Tefore, it is considered Student- What makes exploratory environment software diffe " h xplk F ferent from instructional software is its manipulative features. Elements can be Tanipalte, explorston os °F interacting with this type of sot This outstanding fa, 0% the exploratory environment software enhances students’ creativity and decision Ate of a Maki: ine Otheref The Internet and the World Wide Web Every time this author introduces this topic about the internet to her class ip Educational Technology, she usually begins with this simple question, “Is intemet g place? The usual answer she receives from the majority of her students is the Shaking og their heads to convey their “No” answer. While a few will outright say “yes”. For those who expressed a “yes” answer, this author pursues this with her follow up question if it is a place, then where is it located?” A long silence prevails in the class because those who opted to say “yes” cannot cite the physical or the geographic location of the internet. But suddenly someone cried out his answer and said” Out there in space! Yeg the internet is located out there (making a hand gesture to refer to a space). So is jt really in space? Where can you find this space? How do we define internet? Several users of internet may express their definition of internet in different perspectives depending again on their orientation. A computer Programmer and technical people may define the internet from a technical point of view, They would probably say “‘/nternet is a collection of wires, cables and networks. It is a network of networks connecting thousands, millions or even billions of other networks, Jt is a global system of interconnected computer networks that use the Internet protocol suite (TCPAP) to link billions of devices worldwide (Internet, n.d.). So the internet is not a place and, therefore, does not have a specific physical location. How about the World Wide Web or the WWW? The Web for short is basically a system of Intemet servers that support specially formatted documents, The documents ae formatted in a mark-up language called HTML (HyperText Markup Language) that Supports links to other documents, as well as graphics, audio, and video files (Beal nd.) ‘ Historical Development of the ___ September 2, 1969 is on this day that ress K inv (Cellania, 2995), “85 SMC in 1971 ant ReCHAPTER 2: Lesson ‘The intemet and the World Wide Web | 35 The World W “ wes the key to the development of the Information Age and is the principal tool that billions of people use today to interact with the Intemet. The speedy acoess 10 the intemet gave rise to the emergence of social media which today is the buzeword for both the young and the old. According to an infographic from social ineaia monitoring Platform Simplify360, there are three eras to show the development rf social media, namely; The Primitive Era, The Medieval Era, and the Golden Era. See Figure | In 2001, there was already a continuous stream of social innovation that started with the first crowd sourced encyclopedia ~ the Wikipedia. This was followed by Friendster, MySpace, Facebook in 2004, and Twitter in 2006. While Facebook and Twitter are the two top social media platforms today, MySpace has undergone several pivots and is still in quiet operation, There are several launch of apps as shown in Figure | info graphic, however, it did not show the impact of mobile technologies on the increased use of social media all over the world. Let us take a closer look on the three (3) eras of social media as shown in Figure 1. The Primitive Era Posts news to newsgrou BBS (Bulletin Board System) Late 70s, first site with Login option for interaction ‘CompuServe First chat introduced Prodigy Commu Corporations pioneered onlineay Chat Introduction to Internet Re h g in touch. File Sharing, link sharing ig in tou Introduction to ICQ Multi user messaging, Multiplayer games, made emoticons & abbreviations such as “LOL” and “BRB” became famous Six Degrees Glimpse of first social media resembling that of today's features like create profile and add friends. Live Journal First to introduce dynamic content on the blogs and forum Create groups and interact ;EEE The Golden Era of Social Media Wikipedia The online free encyclopaedia was launched. Friendster Operated by allowing people to meet new people and increase their network His Included photo sharing, user groups, social gaming and status update. MySpace comments posted to user’s profile, bulletins sent to friends. Private messaging, publicFacebook For Harvard University students use only Orkut Owned by Google, meet old and new friends, rate friends change themes, ete. Flickr Photo sharing platform. YouTube First organized video streaming and v; ‘deo sharing platformReddit ind social networking platform. Facebook Best performing social media platform till date with 1.44 billion active users. Twitter A microblogging platform with a question and answer format. Tumbir Live streaming and microblogging platform.WhatsApp | Windows based application fop Wp chat Snapehat New platform for c hatting by posting pictures Tinder social discovery application for iOS and Android devices Vine multiple platform video sharing social application Pheed A social platform with live broadcast optionjasic Web-Related Terms and Concepts ne basic internet related cole if one does nat have iarity with some baste internet related terms and concepts: Trg sure some of th cords are already familiar to many of you, and you must have encountered ied rem in your computer subjects in Ba uel Education. Let’s have a short review of these erms Bandwidth refers to the amount of informat tion your connectioy n to the ured in bits per second ne Internet can short for “Internet Service Provider,” it’s the : © company that provide ith access to the Internet YH aNGImO ES yo URL is the abbreviation of Uniform Resource Locator: URL is ff documents and other resources on the World W: s called a protocol identifier and it indicates what s called a resource name and it specifies the IP ad esource is located. The protocol identifier and ‘olon and two forward slashes the global address ide Web. The first Part of the URL ldress or the domain name where the the resource name are Separated by a Domain name is a name that identifies a ¢: hese names appear as a part of a Website’s UR) com - bkmediagroup is the domain name. ‘omputer or computers on the Internet. L. For example, in’ www.bkmediagroup. Fold is the line past which someone has to scrol that shows up when a page first loads is “ fold” refers to the content further down the Il to see more content. Everything ‘above the fold” and “below-” or “after the page. This is a web-design term. Browser is the software you use to view web pages such as Google Chrome, Mozilla Firefox, and Internet Explorer. These are some of the more common browsers, although there are others like Safari and Opera. HTML Short for “HyperText Markup Language,” HTML is a cross-platform language for creating and formatting web pages. Elements and tags are used to affect copy, images, sounds, frames, animation and more. Hyperlink is an electronic connection between one web Page to either other web Pages on the same website (internal linking), or web pages located on another website (external linking). Navigation refers to the process by which users access information on the internet. Usually when we use the term, we’re talking about the menus, links, icons and buttons on your site, along with where they are and where they take a use. PDF is short for “Portable Document Format,” they were first developed by Adobe. The idea behind the PDF was to create a file format that is not dependent on applications, software, hardware or software for proper viewing. Every PDF file has @ complete description of a document, including the text, fonts, graphics, and other information needed to display it. : Search Engine is a program that searches documents (ie. web pages, which are documents) for specified keywords and returns the list of documents. A search es ae Word Wide Weis ae ~ Cn— a) : ; +r and an indexer. The spider is the program that fete] Parts oie reads the documents and creates an index based On the jocument, (Glossary of Website Terms, n.d.) gine has (WO the documents, and the indexer ; ine or ideas contained in each d ry of Web Terms and those Mentioneg r Mts basic terminologies every user especially students and teachers Need ty in yw to optimize the instructional value of the internet and the Web. re other terms cited in the Gle Instructional Value of the Internet and the Web In this era when access to knowledge and information is just a touch away, delivery of education has dramatically transformed. There is so much talk about virtual schooling and indeed this has been what many schools, colleges and universities worldwide are trying to face as the greatest challenge of the 21“ century teaching and learning. The onset of online learning programs gain popularity and acceptance in the educational arena as another innovative approach in the business of education, In addition, the Wikipedia is swiftly gaining legitimacy today in the academic world. One cannot, therefore, negate that these developments are immeasurably attributed to the Internet and the World Wide Web, The following are the instructional values and benefits of the Internet and the World Wide Web, Access to knowledge and information Access to instructional resources Extended learning opportunities Support lifelong learning Support Computer-Based Instruction Support delivery of distance learning Programs Promote, facilitate and Support other academic functions such as; enrollment, access to program of instruction, and Serves as communication tae in between and among parents, teachers and 5 Students. * Support social media apps su Reh SHS eS ich as Facebook, Twitter, Instagram and others. heat a4S t— websites Evaluation Criteria As a student in teacher education, you spend longer time our school work, homework and other research activities: counter numerous and what seem or information, surfing in the interne In the course of to be countley these website, to do y ‘ navigating in the internet, you en ‘websites. If you are looking for a specific knowledge Teves po can create confusion on your part because you cannot tell ete Hr ue no the correct information or data you need. So how does one decide vs a nok bs authentic and correct information? What indicators should one look for in a pa lay site before making the final choice? Due to the rapid development in information and communication technology, it is difficult to define standards in web evaluation. Abdullah (1998), suggests the following checklist derived from the summary of criteria for eval % Technical considerations “ Purpose > Content Authorship and Sponsorship + Functionality “ Design/ Aesthetics luating websites: The technical considerations include among others, the website’s features and capabilities, such as use of graphics and animations relevant to the subject matter and the stability and the consistency of the pages because some sites require the use of more advanced browsers. The purpose or the objective of the website should be clearly stated and content should support the purpose. It should define whether the purpose is to educate, entertain, advertise or evangelize. Advertising should not outshine the presentation of the content. The content should be comprehensive and easily understood by the visitors of the site. Information should be current and updated. There should be a logical order in the Presentation of the content. Copyright information should be reflected for guidance to i — of the site. Links should be provided for additional information to support Authorship and sponsorship are relevant information th: tm every authentic site. Name of ind: ee se spelled out. The site shoul Rteaal : oie, contact information. References or other sources of information should be j reac covers ‘an the use of appropriate language i stated ily understood guage in messages, and direction shape and ee eae by the visitors of the site. The navigatio® fonts and color. ent along with the use of features such ividual or group responsible for creating the sil? _ id likewise reflect the author or manager of the sil?cH 'APTER 2: Lesson 5 - The intemet and the Word Wide Web | 45; Design is one of the criteria that can hold visitors’ a and appealing 0 the intended audience. The design elem Tike the searchable databa tention. It should be simple ea wuciedl lents and features on the site ab S, animations, graphics, sound files, and transitional pages, should be labeled. Large images should be presented in thumbnail, with links to the larger vers The use of ‘Appropniate: color is equally important in a website. The ple of contrast in the choice of color should be observed princi while the above mentioned evaluation criteria cover the overall elements that make upa website, it is more important for you teachers to focus on the evaluation of the web resources or materials you find in the website. After all, the very purpose of surfing js to search for the correct knowledge, information and data. Alexander and Tate (1996-1998) cited five criteria for evaluating web resources, namely: authority, accuracy, objectivity, currency, and coverage + Accuracy - How reliable “and free from error is the information? Are there editors and fact checkers? Almost anyone can publish on the web. Many Web resources not verified by editors and/or fact checkers. Web standards to ensure accuracy not fully developed. % Authority - What are the author's qualifications for writing on the subject? How reputable is the publisher? It is often difficult to determine authorship of Web resources. If author’s name is listed, his/her qualifications are frequently not mentioned. Publisher's responsibility is often not indicated. % Objectivity - Is the information presented with minimum of bias? To what extent does the information sway the opinion of the web visitor? Web often functions as a “virtual soapbox”. The goals/aims of persons or groups presenting the material are often not clearly stated. * Currency - Is the content of the work up to date? Is the publication date clearly indicated? The dates are not always included on Web pages. If included, a date may have various meanings such as: © Date first created © Date placed on web © Date last revised Coverage - What topics are included in the work? To what depth are topies explored? Web coverage may differ from print or other media coverage. It is ofien hard to determine the extent of web coverage.eva’ Challenges of Web The following are ® coping strategies: ¢ * o za, FOUNDA d their corresponding Resources Web resources an ditional challenges OF original Webpag = Webpages linked to ality of Webpages 1 quality Webpag may be linked to poor dependently. ¢ webpage. Each frame should The qu pertext Links. The qual ‘ ish quality Webpage evaluate each Webpage i « Each frame displays @ Sep ely. Use arate Use of Frame: likewise be evaluated separat Search Engines can retrieve pages out of context. Always try to return to the “home page” to determine the source of information. Marketing-Oriented Web Pages, In other media, there are usually clear visual and/or audio distinctions between advertising and information. In the Web, distinctions between advertising and information can become extremely blurred. Try to determine if advertising and informational content are supplied by the same person or organization. Blending of Entertainment, Information and Advertisi) 4 #! tising. The Infomercial” concept to new heights, Feet a Software requirements may |i) yh : ional i wy limit access. Full access may require additi Instability of Wes, J Pages. Web Ser may not be able to an ee May move or q of Your source, Document the isappear without notice. oa w Source to mepaee, Try to determine the stability Susceptibil llest extent possible acc Of Web ; accidentally al Pages 10 alteration “ered. Verify information aes deliberately altered or other soure es, en and guidelines, Howey, ty tee] logy is vy Tesources a al developed by Al er, Ma A Tate (1996. yin litional ypqci8 the ability to eres” enticity Of Web regan tn iM 2001) can ge tluation technique’ urces, “eve as basic techniquéLesson Introduction to Web- Based Instruction 6 Learning Outcomes » Explain the pedagogical principles behind the development of web-based instruction. Identify and differentiate the three (3) categories of web-based instruction. Relate the instructional value of Web-based instruction in promoting non- formal education and in functional literacy programs The discovery of the World Wide Web in 1993, gave rise to the development of leb-Based Instruction. When you think of Web-based Instruction, you outright create a ental picture of the Web as the source or the medium used to deliver instruction. You ‘an also think of Web-based instruction to connote time and distance in learning. Lesson 6 introduces Web-based instruction, its brief historical development and the arious categories and teaching approaches. It covers the similarities and differences of ditional instruction with Web-based instruction. efinition of Web-based Instruction The use of Web resources has immeasurably increased since the introduction of e World Wide Web in 1993. The web-based-instruction or the WBI is defined as a hypermedia based instructional program which utilizes the attributes and resources of Ihe World Wide Web to create a meaningful learning environment where. learning is fostered and supported” (Khan, 1997). ‘According to-Lebow (1993), and Perkins (1991), Web-based Instruction or WBI is lefined as the application of a repertoire of cognitively-oriented instructional strategies implemented within a constructivist and collaborative learning environment, utilizing .¢ attributes and resources of the World Wide Web. Distance education is one form of web-based instruction that makes use of web sources. The concept of distance learning, however, is not new in the educational a, Historically, it started with the use of correspondence, use of audio and video nology, use of television satellites and finally the internet and the World Wide Web. |As distance learning continues to evolve, so are the factors that define it.- prionas. TECHNOLO anc0acn, FOUNDATIONS aw EOUCATIONAL arning: Pe distance Ie lowing components Of earners, identifies the fol rent Zwacek (2004) "ai Ne stance tha ates teachers an * Physi! distance separates svgeliver cont & Use of mec janicé 4 Interaction betwee! se The influence ofa of the participants, © As the internet and the web continue t : veb-based instruction js beginning to gain popula gher learning insti smerging educational practice. In the Philippines. several hi : version of WBI programs. We can also observe bi ation institutions adopt tended learning ‘opportunities to the students. The onset pEd to use the blended blended Teaming to provide © of Ktol2 program prompted the Department ‘of Education oF De] grams. This is seen asa Yearning approach in the delivery of senior high school Pro! positive development 10% Jity education and in addressing the learning | oF electron teachers ane formal educational ot xpectations and expect tudents: and | . nization that outlines the roles ted ‘outcomes. speed and functionalities, 9 advance in spec? ity an worldwide acceptance as an tutions started offering their own wards attaining qual styles of our digital students. Categories of Web-based Instruction, ‘There are several broad categories of ; categories of web-based T eee (2009) cited three broad categories of web-based instructional grams, 'y; augmented, blended (distributed and hybrid) and online (distance). Dea Augmented The term augmented came from the “ improve, . root word i te .prove, expand, to amplify and increase. Hence, in ae vie means to % ied category, web based instruction i n is used to . face-to-face instructi extend the physical cl: z struction. classroom in orde! . to. supplemet! instruction. Siemens and Blended Learning There are sev 7 eral termi 5 " hive heard or Gaertn cveBics pemueiated pith, blend your readings, concepts su 4 led learning. You mus ich as distribut i ed learning: e-learning, hyb » hybrid lea Blended learning is eee the’ HEE DE Weestoraca inst 7 tional ay, in rucion wit fae o- See asset Ga RR ae the same thing! instruction. combines. web-bas Online Learning In online or di listance : asynchronous or in ean category, lear epted by adult Rs CoM ee space. learners as this jnatracHotst Online Mec remotely method off ing is commot!) fers flexibility in ti lity in time enefits of Web-based Instruction The tum f thi « MP tet Tetra vat tion Te entury 5 communication einolony eee a the fist devel Phenomenal growth a cutshine ant gimemet, and pment in asl Ms le ‘elopments, have challenged oracle neared educstiong fo, et Suieeeae tutions hereER 2. Lesson _ 2 Lessor Wroduction to Web-Based Instruction 1 ——— proed to transform tet tind ts w ange abrod digital leamers. Today, many eduestnees’ mee the ever growing demand of i anlage of the benefits offered by web-based S and organizations are taking adva ‘struction. r omnes 88 popularity and worldwide accep hus Web-based instruction co . everal studies were conducted to investigate the bes instruction or the WBI. Some scholary and ‘ech td enti ir benefits and advantages of web-based instruction: ig “+ Unparalleled access to instructional “Improvement in learning outcome: + Offers engaging and interactive learning experiences that are open, flexible and distributed (Kahn, 2001); Can be conveniently modified and redistributed, readily accessed, and quickly linked to related sources of knowledge, thus establishing canytime, anywhere” learning (Fletcher & Dodds, 200| )s + Support management of large class: Allows interactions between facul sharing, and collaboration; + Offers a learner + Cost effective. resources; (Fletcher, 2001); fy and students through email, resource “driven collaborative leaming environment; and Application of WBI in Trait ing and in Industry-Based Organizations Web-based instruction has long been adopted in training and in other industry- based organizations, E-banking started in carly 90°s and the practice became widely ited. The following are some web-based application programs used in business industries, Prodmode is a modern full-featured, the “pparel and fashion industry. Prodmode ictivity and greatly reduces error, Push the cloud-based ERP system dedicated to offers a better experience. It increases merchandising and sales campaigns. by having mobile The Ei ed data. a fs ‘’stic solution ig another Web- hawe uilder, Online Order Entry wit pee lent Planning and White Boardi © it feel like your B2C (Busines: Oday ¢, ‘ fon Regaamtent Providers in trainin, based program that features a Digital/Custom th live ATS and ERP integration, OrdeVisual ing tools. It also leverages the Marketing Assets 's-to-Client) site (Elastic Suite, n.d.). 8 Organizations deliver online trail ing programs. Professional level ‘anagement organizations use blended learning to deliver their "0 Cut cost on pe Programs. The primary objective of using blended learning is “Lexpenses and optimize Productivity time of their employees.Lesson The Practice of Blended Learning 7 g Learning Outcomes » Identify and describe the various models of blended learning, » Name and critique the different forms of online interaction. > Demonstrate station rotation model of blended learning in a simulated leaning environment a (D>wrmooucron el Much has been said and written about blended leaming. As an emerging « developing teaching approach, it has attracted the attention of both the academic a corporate practitioners in education and in trainin, in many educational institutions worldwide, debates Continue to question the nobility « this teaching practice, Ag future teachers, the call is timely for YOu to acquire empiri nd Sonceptual knowledge and understanding about the Promise and practice of blend leaming g- While it has Started to take its rom b itt ait,TecHnoLocy ATONAL joa. FOUNOATIONS in EDUCAT Pepacosi =i ming vious le: Blended Leal - the previous lesson Definitions and Development of or BL for short was cited in the pi . led Learning The term Blend. instruction. Briefly, it was defineq ne o} fhree broad categories of Web-based instructi ml coca ae se ata et or delivery that combines web-ba “i rded other definition, an instructional method o! rover the body of literatur rw u i cee sic peepee and viewpoints of other scholars and pra expressing the varied pers Pp ioners ‘ is the convergen, feel. to Charles Graham, blended leaning in the 7 ae Historically, see environments. and_computer-mediate = tion mae en . Fi oe in: ict Wi between face tofice Ie Blended learning is bridging face-to- ae ins binatio, af 5 ening mediated instruction. Others describe blended learning as the comi N of computer-m . i a ironments. j virtual and physical learning enviror gist and a practitioner of blended learning, this author As an educational technolo, joner “ " would like to view blended learning as “a combination of strategies and approaches in the process of teaching and learning using web-driven instructional resources It is mixing or combining two or more delivery modes in engaging students in active es coming from the teacher and the use of Web Tesources is not what blended learning is all about. It calls for a sound Pedagogical foundation to design, develop and deliver Courses online. Models of Blended Learning As discussed in the Previous lesson, there i : i: are three (3) cate, ories of web- Tas tsttin, namely: Augmented, Blended ang Online as citeg by Siemens and "Ber (2009). In the case of blended learning, this teaching approach comes in m and § nine 2014), rant UP With the following Sraphic visual Tepresentation t! : Horn an of blended leaming. The i x Sraph ith i classroom Tepresenting the ae ae a " ne 7 on shows the four (4) models of bigs oe "struction with blended learning. It further Fig ' Ala Carte Model, and Enriched Viet fon namely: Rotation Model, Flex Model. ‘our sub-rotation model, ea NelY: Station Rotgy; wt the Rotatig rf b-r : > S 3 n Model are the othe! and Individual Rotation, ao Fev: aa Rotation, Lal Otation, Flipped Classroom.2 Laser 7— The Pracca ned Leaning | 57 Classroom-based Learning BLENDED CT Rotation Flex A La Carte Enriched- Model Model Model Virtual Model Station-Rotation model rl Lab-Rotation model | Flipped-Classroom model rat Individual-Rotation model Figure 2. Blended Learning: Using Disruptive Innovation to Improve School (Horn & Staker,Proasoaroa, Founnarions m Eoueationan TREIMOROGY Rotation Model sna fixed schedule or at the teacher, least one of which is online learning at leas . a struction, ZTOUP Pprojeg jude small-group or full-class iret group a These activities may include sm Pe nie: Learctngl individual coaching, and peneil-and-paper Se except for any homewey mostly takes place on brick-and-mortar campus, : tation model assignments, There are four sub-models under this Fo In this model, the students rotate diseretion between learning modalities, Station Rotation “aoe, te nation at In this station rotation model, the students tans eee a contained classroom or group of classrooms. The statior ation mde fiom the individual rotation model because students rota hough all a stations, not only those assigned to them, This model answe ‘ a ; ‘ many who would wish to use blended learning approach that ey ¢ actually use blended learning right inside the traditional classroom. This approach observes the following simple steps: Step I - Create Collaborative Learning Stations or CLS. Ideally each CLs must have at least a maximum of eight (8) and a minimum of five (5) member. Each CLS must have at least one or two computers, laptop, Ipad or mobile technology preferably with internet access, Step 2 - Assign specific leaming task for each collaborative learning station One condition for the station rotation model is that at least one or two learning tasks must be web-driven or make use of instructional Web resources. Step 3 - Give clear and simple directions, Refrain from giving directions orally as this can create confusion and disorder in the classroom. The best way o do this is to write the direction for the learning task in a piece of paper ot hand-out ‘0 complete their assigned leaming how long each CLS will be abl See the given t teacher should refrain from talking or giving sonal directions to the class as soon as the § $ i their assigned learning task, ie ae should be able to estimate Fotation to the differet! 12 experi, the teacher asi) Stations. This is the teacher-led meee 9 the lass fr ay: the students. Put in context the learnin,CHAPTER 2: Lesson 7 - The Practice of Blended Leaming | 59 The teacher can further direct the students to go online or visit a website for enrichment or assessment. Station Rotation Model of blended learning is today widely used both in the basic education and in higher learning institutions. The delivery of the Ktol2 program may adopt this model to provide extended learning opportunities for the student + LAB Rotation Model The Lab Rotation Model is the same as the Station Rotation except that the students rotate to the computer laboratory or in multimedia room for the online learning stations. This approach may be used for older students who are more responsible and those with longer class schedules because the physical rotation may take longer time. ‘Flipped Classroom This model allows students to participate in online learning off-site in place of traditional homework and attend the brick-and-mortar school for face-to-face, and for teacher-guided practice or projects. The content is primarily delivered online which makes flipped classroom different from the other rotation models where the students simply do their homework online at night. > Individual Rotation In this model, the teacher gives each student enrolled in a particular course or subjects an individualized playlist and does not necessarily rotate to each available station or modality. The teacher provides the individual student schedules. Flex Model Online learning serves as the primary source of student learning although at times students are directed to perform offline activities. This model provides the students with an individualized and customized mobility on more flexible schedules among learning modalities. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework and assignments. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring assignments. A certified teacher may be around to supplement the online learning on a regular basis, while in others, minimal face-to- face enrichment is provided. There are several ways this particular model may be implemented. A La Carte Model y This focuses on a course that a student takes entirely online along with the other experiences that the student is having at a brick-and-mortar school or learning center. The teacher of record for the A La Carte course is the online teacher. Students may have two options either on the brick-and-mortar campus or off-site. This is different from full-time online learning because it is not a whole-schoolPEDAGOGICAL FOUNDATIONS IN EDUCATIONAL TECHNOLOGY a »rs face-to-face at a brick, experience. Students take some courses a la carte and others face and-mortar campus. Enriched Virtual Model In this model, a course or subject in which students have required face to-face learning sessions with their teacher and then are free to complete their remaining coursework remotely from the ce teacher. When students are located remotely, online learning serves as the backbone of learning. The practice of enriched virtual model of blended learning started as full-time rotation onling schools and later on developed blended programs to extend students’ school experiences. The Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual model, students seldom meet face-to-face with their teachers. It differs from a fully online course because face-to-face learning sessions are optional and only when required (Horn & Staker, 2014). TEC Directions: (Individual Activity) * Choose one from the four Write on the correspondi and the drawb; Sig rawbacks ce-to-fe (4) rotation models of blended learning, sn ing columns what you believe are the benefits ea a chosen rotation model. : rovide ‘OW, Construct 3 hi, ‘ iti ms matte acacia Ree higher Cognitive questions you ‘are your output in class. Check Beets ate niCommunication, as Wiener (195 er (1950) essages “between man ) defines it, schine and machine.” Communication : is the driv The asynchronous communication does not requ re file transfer, email and the World Wide Web. tn associated with | : 4 constant bit rate. Examples alr In saline learning, asynchronous nis a ime and anywh the use of @ discussion forum tool or other tools in a ‘carly aaa neat See janagement system. ynline teachers and students can post learning activities and can retrieve the t girections posted in the forum tool at any time. car rer lommunication i In contrast, the synchronous communication is the opposite of asynchronous. ynehronous communication takes place in realtime, The word synchronous means ommunicating and doing specific task at the same time. In online learning, this type Pmmunication calls for the use of chat rooms and online conferences. This is a yhallenging and demanding type of online communication because it takes place in cal-time. The problem in access to the internet can, however, serve as a drawback in ynchronous communication Today’s mobile technologies and use of social media allow users to communicate oth asynchronously and synchronously hree Forms of Online Interaction Interactions play a crucial role in online Kearsley, “Active learning will not take place in interaction is deliberately planned and the teacher encourages it Thurmond (2003) further defined interaction as: learning. According to Moore and an online environment unless the the learner's engagement with the course content, other learners, the instructor, and the technological medium used in the.course. True interactions with other learners, the instructor, and the technology result in a reciprocal exchange of information. The exchange of information is intended to enhance knowledge development in the learning environment. Depending on the nature of the course content, the reciprocal exchange may be absent such as in the case of paper printed content. Ultimately, the goal of interaction is 10 increens, understanding of the course content or mastery of the defined goals (p- 4): tion in distance ¥ Moore (1989) cited and defined three (3) forms of interachio® Ot on, and cation: namely: learner-to-content interaction, leamer-to-leamer interac! leacher- ' her-to-learner interaction.ww Epucat 62 Teacher to Student Interaction hen the online teacher for example conduct DOO social media technologie, ction takes Pla ing the chat room, an det wh te det wing DE a oa res real ig pr online cOnterenee sous, The chat room is one basic tool Where tis takes place. Developers of learning managemen : “Chat Room” and the name outright connotes f the chat room conducts casual conversation, If This form of interai and other tools fo n communication and, therefore, 1 1 teacher-to-student interaction norma systems name this particular tool i hence, many users \ tg ance learning programs, it should be named “Virtua informal chatting, i this tool is to serve delivery of dist classroom”. In practice, an online teacher serves as a guide and a coach, therefore, they should refrain from delivering prescriptive lectures, instead, focus on providing guidance in the course of teaching online. The role of online teachers as what pr: only challenging but demanding in terms of time in preparing instructional plans for online delivery and responding to the other concerns of online students which may be actitioners claim, is not technical or content related in nature, Student to Content Interaction ___In its most basic definition, student or learner-to-content interaction refers to the tne the Teamer spent interacting with course content including. textbooks, PowerPoin lecture presentations, web pages, ; iu, Pena Pages, and discussion forums (Su, Bonk, Magjuka, Liu, & ‘eacher directs the students to visi read a particular art the 'S to visit a website to Pi . icle that covers the content interaction, Brady's (2004) study of the benefits of interactivity i | in a particular subject, site enhances the dots of a _————————————7 ime -torasonns_| tudent to Student Interaction The student-to-student of leamer-to-| * “ arner interaction i of Moore's (1989) ec eraction is perhaps portant \ a ) three forms of online inter ictions, Th Perhaps the most nlace between and among ; . This lakes pla at abd ong online students. If you recall ve ore of interaction aching methods and strategies, de: Ir previous ¢ n teaching Tategies, designing leaming activities im a wadmeny arming environment requires your creativity to prompt activities in a traditional and sustain student-to- erect AMINE activities, Da airuction and other Teaming tasks” provide ong themselves and learn from each other ‘on. Use of online collaborative lea : problem solving, case-based Students the opportunities to interact in an online learning environment, similar learning activities may be applied jo some extent, however, they differ on the medium employed to prompt, promote Md sustain student-to-student interaction, In face-to-face classroom eee example, the physical presence of the students in engaging with one another is. more real because they can see and observe physical reactions through facial and hand gestures. The complexity of online environment such as the physical and geographic separation of teachers and students, the technological issues and concems on access and vailability, along with the pedagogical and technical orientations of online teachers and students make it more challenging to design learning activities intended to promote and sustain student-to-student online interactions. The proliferation and rapid growth of social media such as Facebook, Twitter, Instagram and others “yet to come” are today playing a vital force in online student-t- student interaction, The overwhelming usage of social media technologies today calls, for a more serious concern for online teachers and practitioners to be more cautious and guide online students in using social media communication tools considering the nature and characteristics of their applications. Other Forms of Interaction While Moore’s three forms of interaction serve as the basic framework where scholars and researchers focus their discussion on the subject of interaction, others, however, continue to argue that there are other types of interactions that are distinct and important in distance education The article on “Modes of Interaction” by Friesen & Kuskis (2012), cited other forms of online interaction, camer Interface Interaction the mee acta according to Pa pats and ae anipulating tools to accomplish a task. Learner-to- era a skits and etude of the Larner in the course of isTher ifeachon at in W Technology mediated learning. Teactions “were Taised on the learner-to-interface interaction, How on distinct and different from Moore’s three types of interaction? They all forms of interaction in web-based instruction particularly in distance Several this. iMeracti claim thatPepacocical FOUNDATIONS IN Eouc! 64 ed. Thus, Jearner-to-interface interaction Peof ‘tion, However, the acquisition op education are in principle technolog: tant in distance education. f erat may not be considered as a separate form of intra communication and technical skills are taken as oe ed by Sutton (2000). Just like in classroom a vas duc A o This form of interaction was introd merunity to interac direct ae setting, in online learning, not all students get the oP dents may interact vicariously other students or even with their teacher. But these stude \y a So what is vicarious interaction? Sutton (2000), defined vicarious a : an interaction that is taking place “when a student actively processes both sid« iret interaction between two other students or between another student and the instructor”, Vicarious interaction, therefore, is an act of reflecting, engaging and processing on the interactions taking place between and among students and the teacher. This action does not demonstrate active engagement or direct interaction or participation, The online student is learning from the on-going interactions and is just waiting for an Opportunity to interact. There are also several reactions on Sutton’s vicarious interaction. So far no evidence that vicarious interaction leads to improved learning in distance education, The measure of learning is demonstrated in active engagement and interaction with and among other students, with the teacher and with the content. This active engagement is seen in the regular posting of messages. Teacher-to-Content ‘\._ Another form of interaction is th e Teacher-to- ; i esen and Kuskis (2012). eacher-to-Content Interaction as cited by The teacher-to-content It involves teacher's skills the ‘concern of online teaches instructional Web materials, and. th i Selection of approprialé approaches. teaching strategies and . peheiter| lent of the Open Educati a ues and conc@ihs particularly t0 novice onli n the Web poses severtl content interaction comes into the pi iI ous #8 where the teacher instructional design, selection, i Hine teachers address the resol ir i i aust ‘o be used in the delivery of online cour m Of these online words you have untered in the vario, ie ‘hat these are the key have learned in Lesson |.CHAPTER 2: Lesson 7 - The Practice of Blended Leaming jstructional materials, and your creativity rojects. Considering copyright and other le; ‘ome Web-based instructional resources, teachers ultimately © their own instructional resources for online delivery. In the pro developing customized online instructional mate may hinder if not discourage those who might consi has been challenged th rough your course gal restrictions associ: fated with the use of ngage in developing cess of designing and » other technical skill considerations der online teaching. The teacher to content interaction is a vital element that immeasurably contributes to the success of distance education programs. This is the greatest challenge for pre- o ° . rvice in-service and future online teachers have to face as they prepare to become the 21st century educators (GE Learning Activi l Simulated Teaching Demonstration: Station Rotation Blended Learning Directions: *% Select from the class, a student demonstrator. The class chooses a simple lesson Es Divide the class in three (3) Collaborative Learning Stations. Provide each CLS specific learning task. / %* Two (2) of these CLSs should make use of Web-based instructional Tesources (it can be a video clip, a simulation, a tutorial or a shot Teading material from the web). The other CLS is given a scenario, a case or a problem to solve. ¥ Atle CLS. The three (3) ; —" Hy ‘ast one laptop, or Ipad or any mobile device is provided for eac! CLS is given at least 7-10 minutes to complete their Caring task, (Depending on the nature of the learning task) ‘ > lessor All imstructional resources should center on the chosen topic lesson. Follow Blended Ao the steps you have leamed for the Station Rotation Model in Learning The assigned of the \ Student demonstrator will simulate the demonstration of NOM rotate " model of blended learnin: yg an class tliHAPTER 2 . essOn = Teaching in an Online Learning Environment Learning Outcomes > Identify and critique the various vine teaching Pedagogical principles and practices in online teaching >» Demonstrate the functions of the different tools and resources in a typical leaming management system yp » Design specific learning tasks to show the relationship of social presence, cognitive presence, and teaching presence in the Community of Inquiry The availability and the instantaneous access to knowledge and information in the tenet and the Web have dramatically changed the practice and the delivery of online ograms. There is a remarkable increase in the number of educational institutions today at offer online courses. In the local scene, the Department of Education (DepEd) has ired the use of blended learning in the delivery of Ktol2 Programs. How equipped © the teachers both the pre-service and in-service in shifting their traditional classroom ractices to teaching online? As pre-service teachers, you are currently preparing yourselves academically face the new breed of students who are not only technologically savvy but also }dvanced in knowledge and information about your subject matter. Teaching online and teaching in a traditional classroom are not the same. They dy share similarities and differences but teaching online requires sound Eee id technological knowledg ’ In the previous lesso lended leaming, and the ns, you have learned about web-based instruction, models of importance of online interaction. L a“ oe ig a etching 8 discusses the various pedagogical principles and practices in online i in 'ntroduces the Community of Inquiry Model, and the familiarity of the ols and resources of learning management system.fenn diagram down the similarities and differences of teaching ctions* Use of v a Venn diagrar nd classroom-base m write their similar ply write on the board your Venn Dire & Using online teaching 4” of the PowerPoint or sim discussion. m, write At the centel Venn diagra! ities. You may Use diagram for class Classroom-Based Teaching Online Teaching Duration: 10 Minutes Virtual Learning Environment To succeed it i | nature sue panseing online, one needs to first the playing field or i aaa learning environment. in i. foremost understand the there is physical and ge vironment-where you will ti we case of online teaching geographic separation of the iL teach is “virtual” which meats from the student ts. As you have learned fr . irom your previ role in online teaching and eats lessons, communication and i e. interaction it play a vit In your Venn dia; gram learni ot: a col eats ets ae Ya te cited sill fan lariti ¥ for both the ‘eat en of ‘online engine m-based teaching. U oa gt differences ‘ed the students but may rae offer ease iad a aia a feasible in and conven Teaching in this context offers ease i ae interaction. Online cont ted lent may be i Pi : een a eale the time and place of onlin® jultimedii : dia. There is provision for extended ious formats 4 we. and it ine web-based material®oS !eaming Enaronment sity of the net to access huge he capaclly Ze volumes of v qet’s enabling feature to of content 5 the to support hum: in practically all subjects, the and » ed asynchrone | an and mac gynchronous and asynchronous modalities (Anderson, on interaction both in munity of Inquiry Model understand the cies i teaching and learning in an onl json, Anderson and Archer (2000), developed the “communin of cae sae community of inquiry model”. According to this model ve cane eae s , genuine learnin, 2 can or the “eO™ priee fi viewed if there are sufficient levels of “presences” hs Presences”, The authors cited three (3) namely: cognitive presence, social presence, a y + and teaching presence. Comt esenceS> hat is ty of Inquiry Model? What is Communi ‘y el? Simply defined, the C : Model is a group of individuals who collaboratively cae of urse and reflection to construct personal meaning and = a Puposett g. It is an educational community of inquiry. im mutual Inquiry critical disc understandin The presences (cognitive, social, teaching) are the independent elements or should be sufficiently high to achieve meaningful online learning ‘he Community of Inquiry Model and how the three presences framework, This model is comprised of three overlapping circles | presence, cognitive presence, and teaching presence (Garrison, components that Figure 3 shows work within this representing social ‘Anderson & Archer, 2000). Community of Inquiry Social ‘Supporting Cognitive Presence Discourse Presence Setting Selecting Climate Content Teaching Presence Communication Medium Fgure 3, Th '¢ Community of Inquiry Model (Garrison, Anderson & Archer, 2000) Social ito Ge hes 7 Oe of Gagan |S “the ability of participants to identify with the community (€.2-, d develop "er, Ny), lain ers purposefully in a trusting environment, anc °<'” PS by way of protecting their individual personalities”iy EDUC HN ee 70 | _ Peoxooatea, Founnar _ 3 a supportive environment Wher os » establishment of \ a es ed can and share their disagreements an jarrison, 2009), It rel lish j oar can be themselves and can openly express students cd a“ nce established and carried out? In an onling social pre ctual practice, how $ : aaonmnent many students may feel isolated and others may not be confiden, in the discussion. This sense of isolation is felt mainly due to the absence of physical contact coupled with the nature of i eae used for communication and interaction. It is, therefore, important that online students cay lish a sense of belongingness within this community of learners. The studens should be able to relate to each other in a trusting and non-threatening online learning In learning r enough to actively participate i environment. Cognitive presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001). The term cognitive is not new to you. The author is sure you have encountered this word several times in your readings and in the courses you have so far taken in teacher education program. Cognitive refers to mental activity, reasoning and_thinking how continuous thinking, reflecting and discourse result to construction of knowledge and shared meaning. Teaching presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001), In the previous lesson, you leamed the importance of the role of online teach im prompting, promoting and sustaining interaction. In the same vein, we now talk about teaching Presence” as another component in building the so called ‘community Ieamers” in a virtual environment. Teaching presence includes teacher’s task it lesigning, organizing and facilitating learning experien ices that st | before the establishment of the learning smn ek eel | The followi ; lowing are the three (3) i ‘ i bo © (3) important roles of teachers in creating teaching * Design and organization of the learning experiences * Devising andJual Output) In the first column of the f the table below, are the thre ree presences Oppose presence, nat this presence In ne ot Jens ti an online environment. meres Se ees Share your output in class f ss for further disc ‘ussion and Processing. Check commonalities in your answers ers ‘Nami je Ways to establish or create each 3 Presences presence. social Presence % ‘ Cognitive Presence | Teaching Presence Duration: 15 Minutes Learning Management Systems As millennial and digital learners, you have mastered various computer applications and other mobile apps at the tip of your finger. You also learned from the previous lessons about system and software applications: With what you have initially leamed about web-based instruction and online teaching, this time you will probably ask yourself, how will I deliver my online lesson? What particular tools and resources ut online course delivery? Is there @ leamed abo! my online lesson? g Management Syste! 2 Management System 15 ational and training program: Word program you use to write will use to translate what | have panicular software that will help me deliver d about “Learnin: m” ot LMS. What defined as course s online. Just documents, You must have read or hear ne learning management system? Leamnin replicas software used to deliver educ cr software applications such as theons, learning PowerPoint for designing and developing lecture presentation oo ‘ee system or LMS 1s a software Program that helps you eae imsierioad aa ™ edu 4) programs, (What's an LMS? n.d.) [tas simply ly course organizer ind FESOUFEES 10 help Ley As an online course organizer, LMS provides tools a ‘ design, develop, manage and deter online courses Tools and Resources of LMS and Tir Fmefions the market Which are aaj There are several leaning management systems in There are also once ind for educational institutions and ae, ee an use free of charge Example Samning management systems which institutions can use cational and dese tment Cine Blackboard, Wizlearn or IVLE fia ‘sibscriai satan ae nizations can avail of these LMSs throug f institutions and other organizations you have the Moodle and Sakai an many more if you wish to search for them in the Web they may call this with a different name My Workspace” is a place when you can keep personal documents, create new sites, maintain a schedule Store resources, and much more % Announcemenm, Tool ~ is another LMS tool Where online teacher may us class is alerted to check er Important notice 1S a tool designed to serve as a Tepository of all instructional materials such as journal articles, Powerp, ‘Oint lecture Presentations, videos and other multimedia materials. Other LM may call this a Workbin or by any other name but serve the same Purpose, * Slabus — This tool is where online COuFS syllabus IS posted. Some and online teacher sj ety, . \ w @synchronow to tlie students rat "Cher and yes Mat ad: between aad 1 . “a8 take place Other Ly 1001 as discussion board S can cal) this pariculatOnline teacl © teachers oj hers can likewise give online tests. Thi ests. This a Ips teachers rgani Post several types of tes : ps teachers to o 10 organize and post several types of tt . es of tests. Whisper! Teache may use this t y iS tool t studen io communicate to a particular at or a group of students for ni any parti them and not for the entire class, particular message intended only for and pevelopers igners of leaming mana vine ihe Feaares, tools and capabilities of LM! impr and organiz signin esiycted for online tea é ent systems today continue to thet online leaming programs, A special ainng it stall the grams. A special training is rs in using all these LMS tools and resources. of ow 4 classroom Management in a Virtual Learning Environment in your earlier lesson, you learned that synehr c that reavies teal time, In online learning, this raeay akon pce in ee roe ‘The teacher creates a chat time for the class and where class discussion is conducted on a specific top! ‘and normally given in advance to the students. In practice, the chat room serves as virtual classroom. The practice of communicating synchronously in an online environment is quite challenging for many online teachers. The very nature of the internet being fluid and demanding type of communication medium discourages many practitioners to use this tool for online class discussion. To conduct synchronous communication_requires_a_set of skills on the part of online teachers. These skills include among others, technological skills which refer to the application of the tools and resources of the learning management system, skills on designing course content, and selection of the appropriate instructional resources. ‘As pre-service teachers, you learned from your previous courses in teacher education about application ‘of the basic principles in classroom management. The use of the chat room for synchronous communication requires some set of rules or guidelines for effective teaching and learning to take place in an online environment. In the absence of these guidelines, synchronous session can create @ chaotic and disorderly class meeting in the chat room. ‘The students post anything and at any time, and the teacher or the online moderator may lose control of the flow of discussion. s and guidelines to be observed while inside the chat The following are simple rule room, Guidelines in Moderating Synchronous Session in a Chat Room 4 The teacher greets the students upon entering the Chat Room. % To check the attendance, you MY advise students to state theit name and location. majority of the students are not present. way of asking light and friendly| the Chat Room. Do not start the class discussion if % Spend time to socialize with students by questions while waiting for the others to enterne DUCATIONAL TECHNOLOGY ess they are asked to, * Advise students not to Post their answers unless they are asked to * Encourage students to reflect on the questions raised 2 the teacher, on the answers of their classmates while waiting for their tum to TEAC gy Participate in the disc: ‘ e discussiot % The teacher should follow up or sustain the di ion by encouraging the students to post their reactions. % Use the messages or whisper button to addre pecific needs or concems of 4 particular student or group of students. Avoid reprimanding students in the Chat Room. * Schedule chat session in a group of 10 to 12 students to promote ang Sustain online interaction. If you have a big class, you may divide them ang schedule specific chat session for each group. Try to use emoticons to Motivate the students and to enliv en the discussion This is one technique to humanize what technology has dehumanized, In the event of a need to leave the Chat Room, always post a note ‘SO that everyone is aware of your exit. Do the same when you retum. (For both the teacher and the students). * Always encourage students to think and Teflect at all times. ys ge Questions that will engage students in higher cognitive thinking, The teacher or the chat moderator 1s encouraged to use a different font style and color for ease in identification, * Predict the closing time for the chat. Summarize class discussions and conclude the meeting by way of commending the students for their Participation, ion. Way of * Asa general Tule, observe other pointers on Netiquette, * Guidelines must (Habulan 2004" be made clear to the students prior to a chat session It is Suggested that these giv idelj, BIS Prior to a chat session Biven rules or guidelines Must be made clear to the— | _ Definitions of Instructional Design 4 Lesson instructional Design in Online Course Development Learning Outcomes » Discuss and put in context the principles of instructional design. > Design an instructional plan for online delivery. * Illustrate the value and application of instructional design principles in materials development for lifelong learning, (Sono) (Prue Teachers just like architects, engineers, and other architects design houses do teacl professionals are designers, ig "S design roads and bridges, so wha and designing. In principle, no teacher enters a classroom without knowing what to teach and how to teach. The question on What to teach involves the mastery of the subject matter. On the part of the teacher, i entails having enough knowledge and understanding of the content The question on how to teach focuses on the Strategies, methods and the selection Of instructional materials that can best deliver the content. The pervasive influx of the new and emerging technology in the educational arena has prompted scholars, learning specialists, and educational technology practitioners ‘© explore and put in practice the principles of Instructional Design. Thig is another complex field of study that many may find it quite technical chnology calls for the understand, ‘gn in the process of Preparing instructi instructional materials intende 4 for both classroom-based © study of instruct and buildings, engin: ts design? Teaching calls for planning NB of the key principles of onal plans, and in developing and online delivery, onal design, its definition, m “ourse design and management, Lesson 9 explores th in the context of online ¢, + ie ‘a There are literature, JusLesion nscale Orin rom comecouenet | 1 ip atowing fe Some oF the denitions oF statin oe nal des Instructional Design is the systematic a reg using Teaming and eee develope treiications sing learning and instructional theory to eneare tional a to ensure the quality ~ nstruction. It is the entire proc: [ of instructio ire process of a1 of analysis of Lea y learning need: Sad the development of a delivery system to s meet ‘those nes seyelopment of instructional materials and a meet those needs, of all instruction and learner activities. structional Design is the : . str te nstrue nels ic process of translating general ! df learning and instruction into plans for instructional materials and oles al materials and learning. is and goals It includes tivities and tryout and evaluation sten + Instructional design is a systematic approach to planning and effective instructional materials. It is similar to lesson ima 7 aoe claborate and more detailed, oe & Instructional design is a systematic approach to course development that ensures that learning goals are accomplished. It is an iterative process that requires on-going evaluation and feedback. Instructional Design is the art and science of creating an_ instructional environment and materials that will bring the leamer from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem solving (Siemens, 2002). From the foregoing definitions of instructional design, let us look into the key concepts that can make our understanding of ID simple so that we can translate them in actual practice. Instructional design is a systematic process which means that it follows a procedural or sequential approach. It involves application of theories and principles in leaming: hence, it focuses on the act of learning and the understanding of how people leam, You can review some of the educational and learning theories and principles you have leamed from the courses you have taken in teacher education. ID also includes the production or design and development of instructional materials and the technologies to ning goals and outcomes. At rie the delivery and the achievement of the stated learn iD Point, you are beginning to create a mental picture of what instructional design oF 'sall about as you think of your future task as teachers and designers. To reinforce your understanding about instructional design, let us watch this video. ———