Online Pedagogy

W9: trying to catching up…

Back to class and trying to catching up with my assignments. Ko and Rossen, Chapter 7: Student Activities in the Online Environment, aims to group activities, activities that have a greater difficulty to drive, considering the isolated nature of online students.

As the book states, “collaboration doesn’t just happen“. It’s very important to deliver a clear and detailed description of the activity and the final product, (the what), the connection of the activity and the course subject (the why), the individuals and group responsibility (the who), and the proceeding (the how).

Some of the relevant recommendations, I consider valuable for my courses are:

  • A group of 4 to 5 is probably the optimum size.
  • Maintain the group composition for the duration of the course.
  • Assign and rotate roles within the group. The frequency should be between 2-3 weeks.

Another important aspect is the assessment of pro-activity. I liked the proposed rubrics for peer evaluation of group work.

I’m using the online activity about summarizing course readings, asking to provide their conclusions writing half sheet of paper. There are three reasons to limit the extension of these findings:

  • to reduce the web copy and paste
  • encourage summarizing
  • lighten the teacher’s work

I Bookmarked and highlighted, using Diigo, Terry Anderson and Jon Dron’s Three Generations of Distance Education Pedagogy (2011). An interesting reflexion about the reciprocal influence between the pedagogy, the technologies and the context.

By Jaime Oyarzo Espinosa

Jaime Oyarzo Espinosa -
Honorary Professor of Research University of Alcalá, Spain
Cátedra UNESCO de Educación Científica para América Latina y El Caribe EDUCALYC
Professor, Master in Experimental Sciences and Technology, National University of Córdoba, Argentina
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Awards for educational innovation, member of research groups and scientific councils of conferences and scientific journals.
Instructional design experience, advisor in virtual universities, curricular redesign and university online strategy.
European Union and European Universities projects for Ethiopia and Latin America. Coordination of workshops and courses in instructional design and digital teacher competencies.
I am passionate about the integration of technology and the contribution to a paradigm shift in education.
I maintain a network of contacts with specialists in different areas and countries. I consider education as a key factor for the economic development of developing countries and regions.