Good night, In Spain you can find more papers about e-learning,b-learning, ... but are write in spanish. If you are interested view the paper of Julio Cabero. I've write two papers about lerning online a (see my publication) and one book

Good luck!

As with any good pedagogy one must first start out with a learning theory and then match the pedagogy that seems to you to work best. Depending on which learning theory you believe in you choose the pedagogy.

I would strongly suggest you have a firm handle on dual coding theory, I would suggest Paivio (1986).

It would be my suggestion to start by choosing a learning theory, be very comfortable with dual coding, theory, and I believe picking the pedagogies will just flow.

Ihope this helps

Douglas 

Dear Bob, I find Tony Bates' work quite informative. Please see the embedded link. It may also be useful to read other materials on his site (also embedded).

You may have to leave this site to access the URLs to his sites.

http://www.tonybates.ca/2014/12/13/choosing-design-models-for-a-digital-age/

http://www.tonybates.ca/

I find Siemens' work on Connectivism (as a learning theory) to be useful:

http://www.elearnspace.org/Articles/connectivism.htm

Online learning is so much more than popping a recorded lecture up online! Consider how you might replace some of the social elements found in 'on campus' learning in the online space. I have found that short, weekly video updates to my students (can be housed on YouTube or on your institution LMS) help them to feel cared for. They like to see the their teacher's face, and appreciate the shorter recordings. I also use a Facebook group to sustain informal discussions, but I realise not all teachers are keen on using that platform.

At Sheffield Hallam University, we recently surveyed staff on their teaching approaches and activities and the technologies that they are using to support them. We produced a resource to help other people think about their own practice: http://go.shu.ac.uk/teachingapproachesmenu

While not entirely about online practice, there should be parts of it that may be of use.

http://go.shu.ac.uk/teachingapproachesmenu

I'm currently working on moodle based E-learning as pedagogy tool that capturing disability of user using video, audio and flash game plug in.

I think you try out moodle as complete tool with add on plug in that you can develop your own. it can be specialized also based on student learning style by using group forum discussion, developer discussion, interactive game, debated forum or iffen a teleconference methods. 

Role of pedagogy on distance learning (technology)

The technological aspect of distance learning emphasizes an important aspect: pedagogy. The pedagogical aspect encompasses the content of distance learning and the learning environment in which it is delivered. Often, distance learning entails learning even in the absence of an instructor, either physical or virtual, although this does not completely signify an overall absence of a teacher. Self-study is not a new practice; it has been widely utilized in many sectors both for a learner’s individual pleasure and in the event of training or reviews for upcoming examinations. Statistical values support the claims, however, that such approaches offer diminutive or even zero support for students and often lead to high dropout rates (Rumble, 2001). Self-study cannot be equated to support and instruction offered by an existing teacher, and most adult students call for some supervision and aid if success in studies is desired.

As an alternative, distance learning systems began to compensate for the lack of student supervision through the development of lesson materials. A premium was placed on materials as mediums for carrying out instruction, and an even lesser importance was placed on comparatively luxurious provision of tutorial aids. Thus, in efforts to educate students, correspondence and distance learning teachers developed and utilized lesson materials in the early years of distance learning. The quality of such materials ranged from very unsatisfactory to exceptionally good, yielding a wave of criticism of distance learning as an ineffective and incompetent means of learning provision (Murphy & Rodriguez-Manzanares, 2009). For instance, it was said that teachers may “help the students to find the answers themselves” and “control the learning process” by providing the tools that students need to learn how to use the information (pp. 601-602).

As technology evolved and eventually improved, development of distance learning became possible. Video and even direct phone classes (possible through VoIP providers such as Skype) now compensate for absence of live/synchronous teachers, materials are now supported by active instruction, and passive learning has been prevented. Thus, it is not unforeseen that the previous three decades have seen distance learning develop from what seemed to be poor communication practices, content, and delivery into “convergence, integration and now potential leadership” (Rumble, 2001). In fact, Wagner (1997) long predicted that distance learning would eventually surpass conventional means of instruction indicating that, after all:

Even in a conventional ‘face-to-face’ system, students spend much of their time working on their own. It may always have been so, but the increase in resources for individual learning and especially those through the new technologies has provided students with far more powerful tools for independent learning. (Wagner, 1997, as cited in Rumble, 2001, p. 36)

The use of and advancements of these pedagogical tools can be essential to the overall development and success of distance learning course delivery and consequently could play a significant role in the expansion and acceptance of the distance learning programs.

Dear Bob, I am adding a link to another of my favourites. In the embedded article, Tony Bates reviews the publication, Review of online distance education: Towards a research agenda. It is possible to download this publication as an e-book. 

http://sco.lt/5xx42D

Hi Bob.  I find Garrison's work on social, cognitive, and teaching presence (the Community of Inquiry framework) very useful for online teaching (if you search for 'garrison community of inquiry model' in Google Scholar, you will find lots of articles).  It describes the importance of all three presences, to ensure an active learning (online) community.  The framework also includes categories and indicators for each of the presences, so you can even look for evidence in your own students' work (e.g. in forum postings).  I find this area particularly interesting.  Also, in terms of general pedagogy, I would also tell my students to look for evidence of Gagne's nine events of instruction when evaluating online courses and also for evidence of alignment of learning outcomes (also Gagne) with the assessments and activities set by the course designer/ instructor.  If these latter "basics" are not in place, learning might not take place.

Since you ask for experience, I could rank full subject preparation of the course as CONSUMING. It is more, than a book. It is necessary to keep in mind, that on-line study is not only on-line video conferences, but also material for getting  Knowledge, like from the book. The course cannot be  summary. It must include the material from (many)book, el-exercising, videos for repeated analyzing; and afterwards video conferences will be much effective.

This activity is very important for me, as I've got groups studying on-line. Besides, it is effective to involve the students going in for other forms of studies: they repeat the subject, train and finally, the whole course results are much better.

You can find almost 30 years of publications at the web site of the Australasian Journal of Educational Technology. Early papers were around the use of multimedia and then on to publications around online learning and teaching.

"The Australasian Journal of Educational Technology is the journal of ascilite, the Australasian Society for Computers in Learning in Tertiary Education. It aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy."

Dear Bob

I think that you may find some interesting issues regarding to your query to my publications in this profile. https://www.researchgate.net/profile/Nikolaos_Pellas

Also please check my 2 articles in Computers in Human Behavior

http://www.sciencedirect.com/science?_ob=ArticleListURL&_method=list&_ArticleListID=-701225250&_sort=r&_st=13&view=c&md5=ce588e0e2ff0d3f48910a4284c851bfe&searchtype=a

With kind regards

NP

I believe the pedagogical driver is a shift from teaching to learning as the end result. As such, a number of strategies are inevitably implied including: the use of student - centered approaches, promotion of active learning and learning strategies, as well as self-organised and self-directed learning. I found a very useful resource which you can locate via the link below:

http://www.europace.org/articles%20and%20reports/WP1_WG7_8_BP.pdf

Hi Bob

After a few years working with online classes I think the big question we all face is what activities do we think effectively support student learning. The other question is what do we think the role of the teacher is in online classes. In teaching Education courses as part of a Bachelor of Education or Gaduate Diploma in Learning and Teaching the importance of relationships has continu to be a major theme. This being the case using activities that require students to share ideas etc is a premium, to be able to do this there has to be a level of trust and respect. Once I made this decision or became aware of this I then looked at what online tools would be effective in supporting this. For me this meant using cooperative learning activities in synchronous and asynchronous modes. I use Blackboard Collaborate and breakout rooms and enable students to move themselves from room to room just like I might do in my face to face class. as not all students can make the synchronous sessions I also am using Discussion Forums and especially moving to Voice Forums as these allow the students to hear each other's expression and not just read words - they learn about each other. I think the Voice Forums hold a lot of promise. Just a few ideas to think about. Hope it is of some use.

Hi Bob,

I share Trevor's thoughts - particularly the emphasis on the social dimension of online courses. It is possible, using the tools Trevor mentions, to build relationships with students that are in some cases stronger than those developed in face to face courses where student engagement is sometimes low. I have used Transactional Distance Theory to explore relationship building in online courses and have provided below details of two conference papers where this is explored further. One of these papers has been accepted for publication in the New Year and I will update my page when this occurs. Hope this helps. Kevin.

Larkin, K., & Jamieson-Proctor, R. . (2013, July 7-11, 2013). Transactional Distance Theory (TDT): An Approach to Enhancing Knowledge and Reducing Anxiety of Pre-Service Teachers Studying a Mathematics Education Course Online. Paper presented at the Mathematics Education: Yesterday, Today and Tomorrow. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, Melbourne.

Larkin, K. (2014). Restructuring a pre-service teacher mathematics education course to develop Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK). Paper presented at STEM 2014: STEM Education and our Planet: Making Connections Across Contexts, Vancouver, (July 12 - 15). Acknowledged as Best Paper Award at this conference.

I have written and co-written some papers concerning educational technology, instructional design and what is called "Mediendidaktik" in German. I've added some links. I don't know if you speak/read German or not. But there are to other publications I would recommend:

Kerres, Michael (³2012): Mediendidaktik. Konzeption und Entwicklung mediengestützter Lernangebote, München. (http://www.blog.fbzhl.de/rezensionen/michael-kerres-mediendidaktik-konzeption-und-entwicklung-mediengestuetzter-lernangebote/)

Ebner, Martin & Schön, Sandra (2013) (Hgg.): L3T. Lehrbuch für Lernen und Lehren mit Technologien, Berlin. http://l3t.eu/homepage/das-buch/ebook-2013

http://akademie.uni-graz.at/de/produkte/moodle-praxisbuch-als-e-book/

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