Goodyear, P., Salmon, Gilly, Spector, M., Steeples, C. and Tickner, S. (2001) ‘Competencies for online teaching’, Educational Technology Research & Development , 49(1), pp. 65-72, [online] Available from: http://learn.open.ac.uk/mod/resourcepage/view.php?id=90970 (Accessed 11 November 2008).
Compared with Hillier, this piece provides a more systematic approach to identifying the different competencies of an online teacher. It starts by identifying the many roles an online teacher may be asked to assume. Then it looks at the skill set / tasks required to carry out these roles to produce a comprehensive "competencies" list for an online teacher.
Roles involved in online teaching
- researcher
- assessor
- adviser
- process facilitator
- content facilitator
- technologist
- designer
- manager / administrator
Under one of these roles .... we might have "tasks" listed
- process facilitator
- welcoming
- establishing ground rules
- creating a community
- managing communications
- modelling social behaviour
- establishing own identity
- challenge participants but support them individually and as a group
- tolerate ambiguity when working with individuals and groups
- etc.
Noted by Goodyear was how it was implied in the final lists an educational philosophy . One valuing
- democratization of learning
- inclussiveness
- increasing student responsibility for learning
No mention of the word excellence... but definitely inferring the need for someone who aspires to becoming an online teacher or who already calls themselves one - to reflect on how well they feelthey understand and have mastered these many competencies. Produce evidence to support their development in these area
I can also well imagine for those who came up with the lists, that the task would have been an equally demanding one - demanding a great deal of reflection on one's practice.
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