I am just shuddered to even think of the fact that after the next week, we all will not be in as close touch with all of us as we are now.
This week, Robert shared with me an altogether a novel maxim. He suggested that we all need to be thinking of ways of re-purposing tools, so we can use them in ways that conform to our needs. For example, the surveys can be used for designing quizzes. How wonderful it is even to think in this innovative and exemplary way! Now onwards, I will initiate in terms of re-purposing web tools.
Exchanging our projects with peers, getting the feedback from peers, and revising and improving them – all of these steps were able to create an organic whole as a part and parcel of an enlightening process.
I am really impressed by the issue which IIdiko has raised in his blog regarding disabled students. If they are learning along with other normal students, then to teach them would be a big challenge for the teacher. However, if the teacher involves them into technology aided activities, then the teacher’s task might be a bit easier. They can, of course, learn according to their own pace and that too with necessary repetitions reconfirming their learning. They can experience supportive and fertile academic environment and can grow as well.
As an online teacher, I have concluded that e-teachers can freely use some activities for visual learners like replacing words with symbols or initials; translating concepts into pictures and diagrams; underlining or highlighting notes or textbooks with different colors; turning visuals back into words; and making and displaying flashcards of key information with words, symbols, and diagrams.
To teach audio learners online will be another challenge for the facilitator. Online teachers can productively use certain activities for the benefits of auditory learners like making the e-learners attending lectures and tutorials; discussing topics with them and inspiring them to discuss the same among the peers; summarizing notes on tape and listening to them; motivating the learner to join a study group or have a "study buddy"; tape recording and hearing lectures; and talking out loud when recalling information or solving problems.
The online teacher can transform his/her teaching to be more efficient for tactile/ kinesthetic learners by motivating kinesthetic/tactile learners to sit near the instructor in classroom situations; read out loud from textbook and notes; copy key points onto large writing surfaces (i.e. chalkboard or easel board); copy key points using word processing software; listen to audiotapes of notes while exercising,; take in information through field trips, laboratories, trial and error, exhibits, collections, and hands-on examples; put real life examples into notes summary; recall experiments and role-play; and also to use pictures and photographs that illustrate an idea.
To make the online teaching more interactive and collaborative for reading/writing learners or passive learners, the facilitator can motivate them to write important information again and again, read notes silently, organize any diagrams into statements, e-write the ideas and principles in other words and create flashcards of words and concepts that need to be memorized.