not a day passes when I do not think about a new entry in my blog. I am sorry to leave it up to date as it thinks. The post-care concept for my first semester as well as the preparations for the 2011 and portfolia my teaching subject "Digital Me" simply takes much time.
However, I would like to take a moment of quiet to my impressions of the end date of the first " e-skills to formulate teaching "course at the HTW. As a coach and trainer in the areas of Facebook Fan Pages, Mailchimp, google tools, and online meetings, I was both the presence of, and at the online phases involved.
can Looking back, I write that lecturers are very similar in their industrial and organizational behavior students, focused work on the projects but in most cases to the last two weeks of the study phase. But I would not want to Allow incorrect conclusions, I would, indeed, both groups that their booked appointments calendar, a concentrated treatment of the topic made it necessary!
My personal lessons from the history of the course and my service work I have divided into three areas that I would now like to describe briefly:
development of e-learning content
It has been shown that the e-learning courses applied with a simple structure and clear instructions, the highest participation of operators. It may work, for example, forums when they are bound to the target group, contents or clear questions. In one example, the forums have been used as part of an RPG - an approach that I liked it! Basically technical hurdles should be avoided, eg in the form of media that require a separate codec.
should develop their own eLearning content, therefore, called the maxim: "Start small, build up clear and large come out" - Sounds a bit simplistic? I gladly accept it!
challenge for teachers> effort in the medium term reduce
Good e-learning concepts are initially lead to an increased preparation and support effort. The parties said the majority of them that they must discipline themselves to reduce the burden in the medium term. can take the following measures here: randomize
- self-test and test and explain incorrect answers self-explanatory
- communication debate within the groups, while encouraging non-permanent artificial
- obligations, for example by giving up tax,
- FAQs provide for frequently asked Questions build
The sad but important truth about online collaboration
I am now skeptical that forced cooperation in online areas for groups that have met offline work, really can. Despite intensive efforts, it is me or we have failed as coaches to transfer the active participation in class lectures in the online phase. The question here is: Is the necessary? As I've been working netzaffiner head really is no right desire, why should it run at another way? You're thinking: "Wait a minute, why do I get now on such an important question as an evasive answer!" Well, fortunately I write these contributions as part of my self-reflection and not with the ambition to spare other personal experiences! :-)
A colleague of mine in her blog deals with the possibilities of virtual to improve co-operation with the help of Web applications. Perhaps their thinking to answer this question, more on Anja Wagner's blog "eduFutureCoaching" .
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