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

Macdonald, Janet and Campbell, Anne (2012). Demonstrating online teaching in the disciplines. A systematic approach to activity design for online synchronous tuition. British Journal of Educational Technology, 43(6) pp. 883–891.

DOI (Digital Object Identifier) Link: https://doi.org/10.1111/j.1467-8535.2011.01238.x
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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.

Item Type: Journal Item
Copyright Holders: 2011 The Authors
ISSN: 0007-1013
Keywords: online activity design; threshold concepts; synchronous online learning; staff development; blended learning
Academic Unit/School: Other Departments > Other Departments
Other Departments
Item ID: 35831
Depositing User: Anne Campbell
Date Deposited: 18 Dec 2012 10:38
Last Modified: 04 Oct 2016 11:23
URI: http://oro.open.ac.uk/id/eprint/35831
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