In this section, we are thinking about learning and teaching spaces from the point of view of the student.
The first task was to make a list of places where students might engage with learning, and here is what I came up with.
Module 1: The Edinburgh Online Model
In this section, we are thinking about learning and teaching spaces from the point of view of the student.
The first task was to make a list of places where students might engage with learning, and here is what I came up with.
Information about the Near Future Teaching Project can be found here: https://www.nearfutureteaching.ed.ac.uk/
Some very interesting issues were raised for discussion in the Near Future Teaching Project, relating to the roles played by technology in causing and adapting to various possible changes predicted in society. I have made notes on some of this below, but so far I still feel I have barely scratched the surface!
This is how the original authors described the Manifesto for Teaching Online:
Although there are many ways of reading the manifesto, one intention is that it be seen as productive in thinking through the design of online education and assessment – something that teachers might find useful and generative. It is intended to stimulate ideas about creative online teaching, and to reimagine some of the orthodoxies and unexamined truisms surrounding the field. Each point is deliberately interpretable, and it was made open so that others could remix and rewrite it.
Hey, that’s my old phone they’ve buried in a sandpit…!
…in the Manifesto for Teaching Online…
…and look at the caption…
…the irony!
The Edinburgh Online Model provides a foundation for those new to teaching online to quickly and meaningfully engage with the key areas that are essential to creating and sustaining engaged online education.
I’m not a teacher, but I do make use of online courses at work. Most of them are video courses and I work in a shared office, so I wear headphones for this.
The video we watched was ‘From the community: thoughts on teaching experiences’. The interviewees discussed overcoming the challenges of teaching large numbers of students around the world, working online, and taking advantage of the technology, digital materials and course format.
Main Image: Off to a good start with the online learning then…
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