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TEACH ONLINE
Module 2
In this module we look at two different types of online learning environments: institutionally supported Learning
Management Systems (LMS), and free open access platforms such as social media. We discuss the benefits of
each and highlight some important issues that need to be considered when using each of them.
A teacher’s choice of online learning environment depends largely on a combination of the following:
- What their institution’s policy is regarding online learning, and what systems it prescribes or supports
- What the learning outcomes are for the individual class, and what type of interaction and functionality best
facilitate this to provide an optimum learning and teaching environment for both teachers and students.
Open technologies
Often referred to as Web 2.0 or social media, open access technologies are usually designed around specific
functions or tasks. They can be set up or used by anyone. They are usually free, or can be used for free in
a limited capacity, with a paid option offering more features or online storage space. Examples of open
technologies are numerous, and include, but are not limited to:
- Facebook facebook.com
- Twitter twitter.com
- YouTube youtube.com
- Flickr flickr.com
- Wordpress wordpress.com
Open technologies
Key benefits
- Familiarity: Most students are already familiar with these environments so it is sometimes easier to
implement and engage them with each other and content
- Easy to use: Many teachers can set up these learning environments themselves without having to go through
a more complex institutional administrative process
- Constant upgrades: Teachers are always using the most up-to-date version of an open technologies, as
they are used through a web browser (not locally installed a computer), and changes are automatically
implemented for all users
- Free: Most open technologies are free to use at introductory level or for general purpose use
- Inclusion of external guests: Teachers are able to invite external guest speakers, lecturers, experts,
researches or visitors to contribute to a class, because users may be added manually by the teacher without
going through institutional procedures
- Collaboration: It is easy to share information and collaborate with other institutions, organisations and
industry on projects, as there is no issue surrounding compatibility between platforms, operating systems and
versions of software
- Privacy settings: Most open technologies have some level of authentication, and many have a range of
privacy settings that can be easily controlled by teachers and/or students
- Technical support: There is usually an abundance of support available in online forums and help sections of
the various websites.
Ultimately teachers need to consult their institution’s policy and guidelines. Establishing what type of
interaction and functionality best facilitate an optimum learning and teaching environment that supports
learning outcomes, is another deciding factor in choosing which type of system is most appropriate. It is also
useful to speak to colleagues about what has worked for them and any suggestions they might have.
Additional reading
Please check the Resources section in the Learning to Teach Online MOOC website for additional
readings related to this topic. We also recommend undertaking the activities for Module 2: Open and
institutionally supported technologies in the MOOC to further develop your understanding of the
concepts discussed in this document.
Karin Watson Based upon the successful OER of the same name
Co-Project Leader developed by Simon McIntyre and Karin Watson, the
Learning to Teach Online OER Learning to Teach Online (LTTO) MOOC is designed
to help existing educators establish or improve their
Linkedin: au.linkedin.com/in/karinthielewatson own online or blended teaching practices.
Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know
how to approach it effectively for the benefit of both students and yourself. No one knows your own content and
teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter
what type of technology you are interested in exploring or your level of experience, this course will help you
draw on your teaching strengths and find the approach that is right for you, your students and your educational
context. To allow both for breadth in personalisation and depth in key areas that interest you, this course will
guide you through your journey of understanding how online technologies can enhance your course design.
Listen to Course Instructors Simon McIntyre and Negin Mirriahi talk about the course.