CHAPTER 5 • TEACHING: DIDACTIC ISSUES IN ODL

1 CHAPTER 5 teaching : DIDACTIC ISSUES IN ODLBy Pia Melchior Petersen & Lone Guldbrandt T nnesen [Denmark]Adult Teacher Training College, CVU-FYN, Denmark, revised by Kerttu Lohmus [Estonia]1. INTRODUCTIONA teacher needs knowledge of both teaching and learning. Currently the common tendency isto focus on learning. This is a positive development because we then focus on the learners develop-ment of competencies and general education. But the tendency to focus on learning instead of teaching is also problematic when the role ofthe teacher vanishes due to the focus on the learner.

2 Normally a teacher in a modern educationalinstitution is given very few teaching guidelines in advance. This demands that the teacher becapable of planning the learner s learning processes this CHAPTER we understand teaching as encompassing the DIDACTIC considerations the teacherneeds to make in his/her planning of teaching in ODL demands more attention than normal because it often includeselectronic media as the learning consequence of this approach is that it is difficultto develop close contact between the teacher and the learner as happens as a matter of course inordinary the teacher s needed competencies change

3 Essentially from being based aroundarranging subjects as in the traditional classroom to being based around arranging the learn-ing process for individuals or groups who will need to work autonomously. We have built this CHAPTER upon a DIDACTIC theory. First we illustrate the theory, then we explainseparate parts of the theory in six sections. In each section there are also suggestions of how toimplement the theory. Finally we conclude the CHAPTER with a section that also contains descrip-tions of further competencies that an ODL teacher should DIDACTIC COMPETENCIESWe have chosen the DIDACTIC model of relations put forward by Hiim and Hippe.

4 We are awarethat there are many other theories we could base our CHAPTER on, but we have chosen Hiim andHippe, because it accords with constructivistic is important that a teacher have certain DIDACTIC competencies to be a successful ODLteacher. Above the basic competencies of being able to carry out the teaching programme a56 Getting started in ODLG etting started in ODL 57 Getting started in ODL 59teacher also has to posses the following competencies: Ability to develop a suitable curriculum whereto the learners needs correspond to the design of the work packages (arrange learning processes) Competencies connected to different teaching roles (responding, motivating, coaching) Competencies related to evaluation and reflectionIt is important to be aware of the distinctions between the roles of the developer/designer andthe teacher.

5 Often the developer/designer is the same person as the teacher, but it is also commonfor the roles to be held by different people. The task of the developer/designer is to design the course or learning work-package to get themaximum possible learning results, while the teacher is responsible for guiding the learningprocess. The teacher s ability to master two-way written communication is central to success. Thisdemands mastery of a completely new electronic communication form, which is quite differentfrom face-to-face communication.

6 The main difference is that the teacher is not able to read students facial expressions or gestures and cannot easily sense the psychological environmentfaced by students in distant teaching . It is very difficult to find these things out based only onwritten words and therefore the teacher must use other kinds of inputs from students to get the developer/designer and the teacher need to evaluate and reflect on the course is also a central element in modern learning both for the teacher and the learner. As sup-port for the learner s learning process we advocate the use of electronic logbooks, portfolios Danish example is the pedagogical computer license called School-ICT specifically designedfor teachers in primary and lower secondary school who by law are required to implement ICT intheir teaching .

7 A central institution (UNI-C) was tasked by governmental with developing acourse and to train teachers. The course has been delivered to more than 35,000 teachers and isnow being implemented in Norway . Uni-C has also developed a course called Seminarie-it for teachers of adult is especially developed for lecturers who teach future primary and secondary DIDACTIC THEORYThis CHAPTER is based on the DIDACTIC theory created by Hiim and Hippe (fig. ), which relatesthe six most important aspects of planning a work package.

8 The theory is based on a goal offocussing on the most important aspects for planning the work package and on the connectionbetween the different factors. All factors are mutually dependent; changes in one feature haveconsequences for the other features. fig. of the model defined by Hilde Hiim and Else Initial circumstance of the learnerA review of the initial circumstances of learners can show that learners are in very differentsituations and that this may mean that learners have to work with a range of different approach-es that accommodate their own ways of learning to get the optimal have varying needs, demands and goals in relation to teaching and different learners maylearn best by using different learning approaches (see CHAPTER 6)

9 Questions to ask about the initial circumstances of the learner include: What professional or other relevant skills does the learner have? What communication skills does the learner have? What collaborative skills does the learner have? Is the learner motivated to pursue the subject? Does the learner have any special problems or need for resources in relation to the teaching ? How does the learner learn?Both in planning and in the contact with learners it is necessary to consider the above ques-tions. You have to think about these questions both in connection to the group of learners as awhole and in connection with each individual learner both in the planning of the work packageand in planning an ODL work package or course it is possible to begin with a pre-test of the rel-evant skills of the learners to make sure that the planned work package or course will suit theirneeds.

10 This can take place by using a multiple-choice test on the Internet and/or through one-on-one interviewing. frameworks----------goals----------conte ntandmaterial----------workingprocessesa ndmethods----------assessment----------i nitialsituationoflearner----------58 Getting started in ODLG etting started in ODL 6160 Getting started in ODLIt is important to respond to the learner at their own level of expertise. In other words, theteacher has to meet the learner where the learner is. The questions above are used to find theappropriate level to start considerations help the teacher to formulate the best way to provide instruction and feed-back to individuals and groups of learners.