▰ Design for Relationships

▰ Design for Interaction

▰ Design for Feedback
 Design for Relationships

• In all forms or modes of education, relationship plays an essential and

foundational role in fostering a positive, respectful, and safe learning environment.

• In online distance learning, fostering this kind of relationship between the teacher
and the students serves to minimize the negative effects of the transactional
distance. Some students who are new to online distance learning will surely need
some time, more dedicated guidance, and constant assurance as they learn
the ropes of online learning.

• This design provides warmth and support for students (regardless of the distance).

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 Design for relationships by:
1. Establishing teacher presence
- can be felt in three ways: persona, social, and instructional
- Persona: unique approach to teaching online, interests, and even
personality
- Social presence: ways the teacher connects to build online
community
- Instructional: usual persona that students are familiar with,
shows that the teacher is the students’ guide in the learning
process

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 Design for relationships by:
2. Build and sustain a community presence
- Enables social interactions and establish a community of inquiry
for learning
- Harnessing the power of online tools, teachers can now build
online social communities to allow academic and non-academic
interactions to happen
- Eventually, once the sense of belonging is established, students in
the virtual group can now become a community of inquiry that
can share, discuss, and create new learnings.

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 Design for relationships by:
3. Help students develop online learning habits
- teachers can begin with manageable expectations and slowly set-
up learning routines
- can also mean setting a routine to go through online resources,
participate in discussions, and maintaining a healthy break time
from using the computer or their learning device
- The goal should always be to develop online learners who are
active, resilient, steady, reliable, and engaged in the online course

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6
Tech Tips: Using Video Conferences to Build
Community Presence

1. Be familiar with your video conference equipment. Learn how to operate them,
especially in navigating video conferences with several participants.
2. Send video-conference details to students or to parents when teaching younger
students. Include materials that they need at hand to be ready when you start the
video-conference. Keep all information private.
3. Send students your protocol for video-conferencing. This can include: having a
reliable Internet connection and device, having enough light, ensuring that the
student’s face is seen on the screen, having decent clothes, and muting one’s
microphone when someone is talking.
4. Have a plan B just in case technology fails. Having a plan C, D, and so on is much
better, too.
5. Know your students ahead of time when you are meeting them for the first time.

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Tech Tips: Using Video Conferences to Build
Community Presence
6. Log in the video conference platform 5-10 minutes ahead of the schedule to check
the set-up.
7. Remind students to have respectful behavior online. Remind them to mute when
someone is speaking during the video conference. Students should always practice
courtesy and respect.
8. Encourage respectful ways of speaking in the video-conference. Give a protocol
when students want to speak and share ideas. You can encourage the use of the chat
feature of the platform, too.
9. If bandwidth is a problem, turning off the video camera is a good way to conserve
bandwidth.
10. If a student is not comfortable to show his face because of some reasons, it may be
good to allow the students to turn off his camera, but do spend time to know the
reason and process the whole interaction.
11. Always end with a recap with emphasis on key points discussed or presented.
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 Design for Interaction

• Interaction in online distance learning seeks to minimize the effect of

the physical, psychological, and pedagogical gap between the teacher
and learners.
• The most basic forms of interaction in online learning are “teacher with
students,” “student with other students,” and “students with the
content.”
• Twenty-first century education principles are still essential

• Teachers should design a good combination of synchronous and

asynchronous learning activities

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 Synchronous vs Asynchronous learning

Synchronous learning activities Asynchronous learning activities

- demonstration of or discussions on difficult - self-paced learning
concepts - learner independence
- structured brainstorming - students can contribute to the learning process at
- conversation with a guest speaker their most convenient time
- simply to check-in with the students

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 Synchronous Learning
Advantages of using real-time conferences include:
- ease of gauging student engagement and
understanding of the lesson
- instant giving of feedback or making
clarifications
- having a sense of connectedness and belonging.
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Also, take note of the following Disadvantages:
- being prone to technical problems especially
regarding Internet connection
- unexpected behavioral concerns from students
who may fail to practice respectful
communication
- difficulty of management when there is a big
number of participants
 Asynchronous Learning

Also, take note of the following Disadvantages:

Advantages of using asynchronous learning: - Sometimes, students lose track of the

- expectations and reply late to the prompts
Responses in activities usually include higher
order thinking - Some students may also become lurkers who
- neither post nor interact with the class
Interactions are mostly done in online learning
platforms that can record and keep student- - On the side of the teacher, giving feedback to
posted ideas for a long time individual posts may take some time
- Gives the students the chance to go back and - Discussion may also be cut when there’s a lack of
reflect on the posts or ideas of their classmates. interaction for a certain period

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 4Ds Instructional Approach

Discernment

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 Synchronous vs Asynchronous learning

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15
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 Important Reminders

1 2 3
Always think: “Minimal Activities, Focus on the essentials and non- Use clear and “hard” verbs when giving
Maximum Impact.” negotiable concepts and skills. Ditch the instructions.
nice-to-knows.

4 5
Use apps that are familiar (or easy-to- Provide communication or back-end
learn for) with students. channels for learner or home support.

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 Design for Feedback

• A very crucial part of online distance learning is the

presence of helpful formative assessments and timeliness of
feedback to the online learners.
• Teachers in distance education should ensure that the
structures in a distance education course promote sustained
interaction between the teacher and the learners.
• One way of fostering that interaction is through providing
timely and regular feedback to their learning through
formative assessments, which are strategically embedded
throughout the online course.

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 Design for Feedback

• Feedback
- ways that can help the learner to individually and
personally gauge his or her understanding of the content
in the instructional material, lesson, or unit
- serves as checkpoints for students
For teachers:
- the pertinent information from the formative assessment
helps in adjusting the content and process of instruction
delivery
- specifically target students who may need guidance
and assistance in learning
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 Some principles in designing and embedding online
formative assessments and feedback include:

1. Formative assessments should help in developing skills and

mastering concepts that students need to make sense of and
accomplish the summative assessment at the end of the online
course.

2. Formative assessments should engage and enable students to

individually construct and connect what they are learning to
what they already know.

3. Formative assessments should engage and enable students to

collaboratively construct and connect what they know with
what other students know.
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 Some principles in designing and embedding online
formative assessments and feedback include:

4. Formative assessments should provide proper feedback. In

giving feedback, Grant Wiggins recommends that feedback should
be tangible, transparent, actionable, user-friendly, timely, ongoing,
and consistent.

5. Formative assessments may also be accompanied by helpful

rubrics or checklists for students to use as they reflect on what they
know and can do.

6. Formative assessments should give students the chance to reflect

and monitor their own learning.

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Design for Feedback

• Formative assessment and feedback converge with online tech tools or materials to
deliver online formative assessments.

• Indeed, technology tools are very helpful in delivering feedback especially in online
courses.

• Feedback should continue even when there are no direct interactions between the
teacher and the learners.

• In a way, the feedback in formative assessments takes on and manifests the needed
teaching presence in an online distance learning course.

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Design for Feedback

Tech Tools for

Formative Assessments

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 Thank you and GOD bless!

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 Thank you and GOD bless!

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 References

Tuscano, F.B. (2020). Embracing Online Distance Learning. A Primer on and Guide to Establishing an
Online Distance Learning (ODL) Program in Schools, 9-15.

10 Classroom Uses for Padlet (2019). Retrieved April 11, 2021 from https://www.youtube.com/watch?
v=pi49odbvuIg

Record a Response in Flipgrid (2020). Retrieved April 11, 2021 from https://www.youtube.com/watch?
v=u4JS7V_r5ms

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