TALK 5

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TALK 5
Course Design 2 PART A
The pedagogic media - continued

• Anita Pincas

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Pedagogic Media
1. Narrative media   2. Interactive media 3.
Experimental media 4. Communication media   5.
Productive media
PRESENTATION
PRACTICE
PRODUCTION
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Communication media - Group work
Co-operative Joint work on one task
Collaborative Individual work with shared
experience
Or
Assessed
Non-assessed
Or
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Dynamics of co-operative activity

• Stage A. Coming to grips with the data -
  preparatory discovery?
• Assign questions that elicit initial
  observations about
• the topic itself
• approaches to it
• ways of dealing with it
• what information needs to be collected, and so
  forth
• what different members of the group will do
• e.g. keep records, will lead and organize the
  work
•  
• Stage B. Arriving at some generalizations -
  getting the project done
• E.g. The group may discover
• there are no right answers
• there has been disagreement among them that they
  cannot resolve
• they need to reach compromise solutions in order
  to generate the final product/outcome

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Group types

• fragmented
• associative
• integrated
•  
• Tips
• Try to ensure
• a. No competitive features in the task design
• b. Enough time to think, plan, and communicate
• c. Task is actually do-able within the given
  constraints
• d. Non-threatening forum for the co-operation
• E.g. contributions to the process will
  not be marked or judged by the teacher

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Communication media Collaborative groups
Free asynchronous discussion - is dominated by
a small number of people - develops threads
and thus splits into subgroups - is limited
by features of the software - allows anyone to
talk frequently. Therefore it is too
uncontrolled for practice activities too
difficult to follow online
Moderating (Salmon) 1 Access and Motivation
2 Online Socialisation 3 Information
Exchange 4 Knowledge construction 5
Development
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Structured asynchronous discussion
Problems Threading Turntaking Referring
back or ahead Solutions Allocation of tasks
Subject headers Benefits
SYSTEM Equal opportunity to take part
Time to prepare and reflect Record kept
Material shared and used in learning
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Allocation of tasks
Teacher feedback
Teacher feedback
Teacher feedback
Teacher feedback
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Subject headers
 
ltgroup namegt ltcourse modulegt ltblock number gt
lt task number gt Group A Economics Theory
week 1 task 5 Subject header A ET 1
5 Subject header A ET 1 5 comm
  Notices Timetable change or Café Happy
Christmas
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Types of tasks

• Brief discursive Comment on the
  followingTools are x..
• Comprehension Distinguish briefly between x and
  y
• Interpretation What is the main argument of the
  article?
• Experience In your experience, is it true
  that...?
• Opinion Do you agree that....?
• Exercises Check on these kinds of "opposites"
  white/red
• big/smallhot/cold
  dead/alive lend/borrow.

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Collaboration Management The goal is to cut
down tutor intervention.

• Give precise instructions
• Make tasks directly relevant to the students
• Make tasks of obvious practical value
• Do not assess tasks
• Where appropriate make tasks compulsory
• Establish role relationships
• Consider group numbers
• Allow some flexibility
• Select best discussion tool

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CHAT
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PRODUCTION ASSESSMENTUniversity of Maryland
University College http//www.umuc.edu/virtualte
aching/module1/strategies.html
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ASSESSMENT
 
Formative feedback Summative assessment CBA
(Computer Based Assessment)  
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THE TEACHING CYCLE