Teaching in the Digital Age

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Inherent interaction

Control learners repond

based on behaviourist approach

Eg. adaptive learnining

Media Interaction Characteristics

Organizational Issues by Rodrigo

Institutions cannot afford new technologies

Institutions do not adjust the environment for technology

Teachers do not receive training

Institutions do no support the use of technology

User-generated interaction

focused on explicit interaction

No intervention of teachers

Based on constructivism approach

it leads user to interact voluntarity

Ease of use

Reliability

Use reliable softwares

Interface Design

Friendly and intuitive

Orientation

Training on the software that will be used

Computer and information literacy

Basic literacy skills on using the technological tools

designed Interactivity

Kinds of interaction

students & students

students are together in groups

students & teachers

higher learning outcomes

learners & materials

reflective interaction

5. Interaction

It is explicity designed

Eg. web pages

instructors have to intervene

provide feedback

design activities

encourage interaction

Teaching in the Digital Age

Cost by Marcela

Media increasing

compression of media

Rapid consumers development

Cost reduction of media distribution

Discriminator affecting technology

Students by karina

Student demographics

Technology and media depend on the student's needs when making decisions.

Increasing diversity of students requires approaches if their proficiency is to be achieved.

Diverse range of students in higher education is a fundamental change

Subtema

Security and Privacy

The need for balance

Some areas should be carried behind closed doors

Teaching is open and public

Public information has more risk

Cloud based services

Clear set of policies

Privacy is different from security

Social media companies are exclusively based in the US

Contract agreements

Unknown location

Massive servers

Privacy and security when teaching

Communications shall be managed 'in-house'

A strictly controlled environment to manage privacy

Protect students from online harassment or bullying

Private place to work online

Networking by Roque

Social Media

affects

Course Design in 5 ways

Instructor-Led Open Resources

xMOOC

Self-Managed Groups

cMOOC, Blogs, webinars, wikis

Student Generated Content

Exclusive Social Media

Wordpress, YouTube, Podcast

Suplementing "Standard"

e.g. Chat Inside MOODLE

Students

The info the teacher needs about his students. In order to make the best decisions regarding which media and technology to choose, we must know all there is to know about our students.

Must know the policy of the institution regarding the issue of access so that proper support can be given to SS who dont have access to that selected technology.

Subtopic

Main topic

DIFFERENCES IN HOW STUDENTS LEARN Information We Need by Rudolf

7. What are the previous experiences and attitudes that my SS will probably bring to the program. How likely are those pre notions to be useful and suitable?

6. If I am going to make it mandatory for my SS to pay for their own access to technology, will the teaching approach justify such expenses?

5. What are my expectations about the assumed skills that my SS are to have at the start of the program?

4. When some tasks are to be done on campus, what should the institutaions policies be that regulare the SS access to devices in class?

3. When some tasks are to be done off-campus, determine if SS will have a regular and reliable access to that technology.

2. Must consider the Demographics pertaining to the SS that I am going to teach in order to ascertain the appropriateness of the technology to be used.

1. Must know what the policy of the institution is regarding access issues and how that can affect SS who dont have have accesss to the selected technology.

Teaching and media selection

Aspects to consider

Desired learning outcomes

Complexity of context

Individual differences between learners

Discriminators in media selection

Strong discrimination: Student's access and ease to use multimedia.

Weak discriminator: Teaching effectiveness of multimedia

Principles

Keep it good

Quality of material

Keep it real

Decision making and problem solving

Keep it short

Fragments instead of long-lasting videos

Keep it simple

One idea at a time

Importance

The multimedia's design must lead to effective teaching.