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.
Best,
Jit
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