Moving forward in the discussion of online teaching strategies, it is interesting to examine tools along the spectrum from static to dynamic. In the concept map above, I have provided examples that according to McGreal and Elliott (2008) can creative an effective e-learning environment although the tools along should not be overestimated. Online strategies like online discussions, multimedia options and standardized reusable content can be effective, but only if they are organized and integrated in a pedagogically purposeful manner (McGreal & Elliott, 2008, pp. 158-159), and they begin as static items through which communication is generally one-directional.
With increased engagement, discussion boards, chats, open source libraries, and video conferencing with enabled peer interaction and whiteboard tools, these options move from static to dynamic. “Individual participants success with online communication depends on effect use of technical resources available, along with the guidance and leadership provided by a skilled instructor-moderator (Garrison & Cleveland-Innes, 2005), and tempered by the learner’s own capabilities and preferences for collaborative, cooperative, active and self-directed learning (Oliver & McLoughlin, 1998),” (Fahy, 2008, p. 170). Dynamic tools enhance learning to a level where the student initiates and commands a more dominant role in the process.
References
Fahy, P. (2008). Teaching in an Online Learning Context. In T. Anderson (Ed.), Characteristics of Interactive Online Learning Media. (2nd ed., pp. 167-200). Edmonton, AB: Athabasca University Press.
McGreal, R. & Elliott, M. (2008). Teaching in an Online Learning Context. In T. Anderson (Ed.), Technologies of Online Learning (E-Learning) (2nd ed., pp. 143-166). Edmonton, AB: Athabasca University Press.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper]. Retrieved from http://laureate.ecollege.com/ec/courses/14936/CRS-WUEDUC8812-3730064/8842_M5_Paper.pdf
