ASSIGNMENT

Subject : ICT on ELT

Semester : IVA (4A)

Lecturer : Khoerul Hadist, M.Pd

Name : Endah Wahyuni

METHODS OF TEACHING WITH AN ONLINE FOCUS

1. ONLINE LEARNING AND TEACHING METHODS

Online learning is increasingly influencing both classroom/campus-based teaching but more
importantly it is leading to new models or designs for teaching and learning.
2. OLD WINE IN NEW BOTTLES: CLASSROOM-TYPE ONLINE LEARNING
Classroom teaching methods have been moved into a technological format with little change to the
overall design principles.
2.1 Classes using lecture capture
was originally designed to enhance the classroommodel by making lectures available for repeat
viewings online at any time for students regularly attending classes – inother words, a form of
homework or revision.
2.2 Courses using learning management systems
Learning management systems (LMSs) are software that enable instructors and students to log in
and work withina password protected online learning environment.
2.3 The limitations of the classroom design model for online learning
It is important then to look at the design that makes the most of the educational affordances of
new technologies,because unless the design changes significantly to take full advantage of the
potential of the technology, the outcomeis likely to be inferior to that of the physical classroom
model which it is attempting to imitate.
3. THE ADDIE MODEL
 What is ADDIE? have been many books written about the ADDIE model (see for instance,
Morrison, 2010; Dick and Carey, 2004).ADDIE stands for: Analyse, Design, Develop, Implement,
Evaluate.
 Where is ADDIE used? Many open universities, such as the U.K. Open University and the OU of
the Netherlands, Athabasca Universityand Thompson Rivers Open University in Canada, have
and still do make heavy use of ADDIE to manage the design ofcomplex multi-media distance
education courses.
 What are the benefits of ADDIE? One reason it has been so successful is that it is heavily
associated with good quality design, with clear learningobjectives, carefully structured content,
controlled workloads for faculty and students, integrated media, relevantstudent activities, and
assessment strongly tied to desired learning outcomes.
 What are the limitations of ADDIE? The ADDIE approach can be used with any size of teaching
project, but works best with large and complex projects.Applied to courses with small student
numbers and a deliberately simple or traditional classroom design, it becomes expensive and
possibly redundant, although there is nothing to stop an individual teacher following this
strategy whendesigning and delivering a course.
4. ONLINE COLLABORATIVE LEARNING
 OCL theory provides a model of learning in which students are encouraged and supported to work
together to create knowledge: to invent, to explore ways to innovate, and, by so doing, to seek the
conceptual knowledge needed to solve problems rather than recite what they think is the right
answer. While OCL theory does encourage the learner to be active and engaged, this is not
considered to be sufficient for learning or knowledge construction……In the OCL theory, the teacher
plays a key role not as a fellow-learner, but as the link to the knowledge community, or state of the
art in that discipline. Learning is defined as conceptual change and is key to building knowledge.
4.1 Core design principles of OCL

Harasim emphasises the importance of three key phases of knowledge construction through
discourse:

 idea generating: this is literally brainstorming, to collect the divergent thinking within a group;
idea organising: this is where learners compare, analyse and categorise the different ideas
previously generated, again through discussion and argument; Intellectual convergence: the
aim here is to reach a level of intellectual synthesis, understanding and consensus (including
agreeing to disagree), usually through the joint construction of some artefact or piece of work,
such as an essay or assignment.
4.2 Community of Inquir

Garrison, Anderson and Archer argue that there are three essential elements of a community of
inquiry:

 Social presence” is the ability of participants to identify with the community (e.g., course of
study), communicate purposefully in a trusting environment, and develop inter-personal
relationships by way of projectingtheir individual personalities.” teaching presence is “the
design, facilitation, and direction of cognitive and social processes for the purpose of realizing
personally meaningful and educationally worthwhile learning outcomes”. Cognitive presence “is
the extent to which learners are able to construct and confirm meaning through sustained
reflection and discourse“.
4.3 Developing meaningful online discussion
such as written codes of conduct for participating in discussions, and ensuring that they are
enforced;

 student orientation and preparation; clear goals for the discussions that are understood by the
students; choice of appropriate topics; setting an appropriate ‘tone’ or requirements for
discussion; defining clearly learner roles and expectations; monitoring the participation of
individual learners, and responding accordingly, by providing the appropriate scaffolding or
support; regular, ongoing instructor ‘presence’; Ensuring strong articulation between discussion
topics and assessment.
4.4 Strengths and weaknesses of online collaborative learning
This approach to the use of technology for teaching is very different from the more objectivist
approaches found in computer-assisted learning, teaching machines, and artificial intelligence
applications to education, which primarily aim to use computing to replace at least some of the
activities traditionally done by human teachers.

5. COMPETENCY BASED LEARNING

 Competency-based learning begins by identifying specific competencies or skills, and enables
learners to develop mastery of each competency or skill at their own pace, usually working with a
mentor.

1) Who uses competency-based learning? Competency-based learning is particularly appropriate

for adult learners with life experience who may have developed competencies or skills without
formal education or training,
2) Defining competencies? A feature of most competency-based programs is a partnership
between employers and educators in identifying the competencies required, at least at a high
level.
3) Course and program design? Students who already possess competencies may accelerate
through their program in two ways: transferring in credits from a previous associate degree in
appropriate areas
4) Learner support? Student mentors assist students in determining and maintaining an
appropriate pace of study and step in with help when students are struggling.
5) Strengths and weaknesses
Proponents have identified a number of strengths in the competency-based learning approach:

 it meets the immediate needs of businesses and professions; it enables learners with work or
family commitments to study at their own pace; it speeds up time to completion of a
qualification by enabling prior learning to be recognized; students get individual support and
help from their mentors; tuition fees are affordable (US$6,000 per annum at WGU);
competency-based education is being recognized as eligible for Federal loans and student aid in
the USA; Consequently, using a competency-based approach, at least as part of their operations,
have seen annual enrolment growth in the range of 30-40 per cent per annum.

Its main weakness is that it works well with some learning environments and less well with others.
In particular:

 it focuses on immediate employer needs and is less focused on preparing learners with the
flexibility needed for a more uncertain future; it does not suit subject areas where it is difficult
to prescribe specific competencies or where new skills and new knowledge need to be rapidly
accommodated; it takes an objectivist approach to learning; constructivists would argue that
skills are not either present or absent (pass or fail), but have a wide range of performance and
continue to develop over time; it ignores the importance of social learning; it will not fit the
preferred learning styles of many students.
5. Communities of practice
Definition:Communities of practice are groups of people who share a concern or a passion for
something they do and learn how to do it better as they interact regularly. (Wenger, 2014)
 Designing effective communities of practice ; Most communities of practice have no formal
design and tend to be self-organising systems
 Design for evolution; Ensure that the community can evolve and shift in focus to meet the
interests of the participants without moving too far from the common domain of interest.
 Open a dialogue between inside and outside perspective; Encourage the introduction and
discussion of new perspectives that come or are brought in from outside the community of
practice.
 Encourage and accept different levels of participation; From the ‘core’ (most active members),
from those who participate regularly but do not take a leading role in active contributions.
  Develop both public and private community spaces; Communities of practice are strengthened
if they encourage individual or group activities that are more personal or private as well as the
more public general discussions
 Focus on value; Attempts should be made explicitly to identify, through feedback and
discussion, the contributions that the community most values.
 Combine familiarity and excitement; By focusing both on shared, common concerns and
perspectives, but also by introducing radical or challenging perspectives for discussion or action.
 Create a rhythm for the community; There needs to be a regular schedule of activities or focal
points that bring participants together on a regular basis, within the constraints of participants’
time and interests.Subsequent research has identified a number of critical factors that influence
the effectiveness of participants in communities of practice, these include being
 Learning through communities of practice in a digital age; Communities of practice are a
powerful manifestation of informal learning. They generally evolve naturally to address
commonly shared interests and problems.
6. 'AGILE' DESIGN: FLEXIBLE DESIGNS FOR LEARNING
 The need for more agile design models
Adamson (2012) states: The systems under which the world operates and the ways that
individual businesses operate are vast and complex – interconnected to the point of confusion and
uncertainty. The linear process of cause and effect becomes increasingly irrelevant, and it is
necessary for knowledge workers to begin thinking in new ways and exploring new solutions.
 Core features of agiledesign models
Describing the design features of this model is a challenge, for two reasons. First, there is no
single approach to agile design. design buttheylacksomeof the most important characteristics
outlined below: Light and nimble, Content, learner activities, tools used and assessment vary,
according to the changing environment, The design attempts to exploit the affordances of either
existing or emerging technologies, Sound, pedagogical principles guide the overall design of a course
– to a point, Experiential, open and applied learning
 Strengths and weaknesses of flexible design models
The main advantage of agile design is that it focuses directly on preparing students for a
volatile, uncertain, complex and ambiguous world.
8. Making Decisions about Teaching Methods

 Choosing a model; Your choice of teaching method and the design of the teaching within that
method will depend very much on the context in which you are teaching.
 Choosing design models
1. Choosing design models
It can be seen that the only method that ranks highly on all three criteria of 21st century
learning, academic quality and flexibility is online collaborative learning.
2. Design models and the quality of teaching and learning

Lastly, the review of different methods indicate some of the key issues around quality:

First, what students learn is more likely to be influenced by choosing an appropriate teaching
method for the context in which you are teaching. Second, different teaching methods are likely to lead
to different kinds of learning outcomes. Third, quality depends not only on the choice of an appropriate
teaching method, but also on how that approach to teaching is implemented. Lastly students and
teachers get better with practice. If you are moving to a new method of teaching or design model,