SoR on Towards a Theory of Online Learning, Terry Anderson

How does this theory affect how we advise academics?

Look at the 6 forms of interaction (e.g. Student-Content). How can we enable and encourage these? What technologies would fit into each area, and which do we and could we support?

Start by identifying what we want the students to learn (Prensky 2000):

• If it is facts through drill and association, we can use memory techniques (Student-Teacher) or online quizzes (Student-Content).
• If it is creativity through playing, we can use games and simulations.
• Language is learned through immersion, imitation and practice so a foreign language environment (Student-Content/Community), audio and video (Student-Content) and Conferencing (Student-Teacher) could be used.

In conclusion a model would help us feel confident in advising tutors depending on what they want to achieve. We can more easily see what fits where, and when to advise that the tutors work face to face with the students.

Ideally a list of technologies showing which are suited for developing certain skills, would be a great guide to develop. Below is a very basic, incomplete list, based on the ideas in the article, with the technologies that might help in square brackets.

• Behaviours – imitation, feedback, practice. [video, audio, tasks]
• Judgement – review cases, ask questions, make choices, review feedback and coaching. [Cases could be watched beforehand but this might require interaction that is best done face-to-face]
• Observation – view examples, receive feedback [Video, Discuss thoughts, peer-review videos of self]
• Procedures – imitation and practice [Video, Coded simulations (student-content)]
• Systems – discover principles and undertake graduated tasks
• Reasoning – puzzles, problems, examples
• Skills – imitation, feedback, continuous practice, increasing challenge
• Speed/Performance – memorization, practice, coaching
• Theories – logic, explanation, questioning