Final Report - Unit2 - Activity1 - AB

This annotated bibliography aims to compile, refine and expand the annotated bibliography made in unit 2: Online Teaching Techniques.
•The original Annotated Bibliography – Unit 2: Online Teaching Techniques

•PAULSEN, M. (1998) “Online Education: Pedagogical, Administrative, and Technological Opportunities and Limitations”. Retrieved February 18, 2010, from http://lsm.dei.uc.pt/ribie/docfiles/txt20034231950003_MORTEN.PDF

“This paper establishes a theoretical framework for online teaching systems that identifies elements of importance to the online teaching process and explains how they are related.”
In the model of an online teaching system presented in this paper the students are central and have at their disposal learning resources, course content, and teachers. The teachers have to their disposal teaching methods, teaching techniques, and teaching devices.
This paper discusses about System Environment Constraints and Opportunities; Learners and their Experiences; Course Content and Study Material; Online Learning Resources; CMC Teachers, Their Functions and Experiences; Teaching Methods; Teaching Techniques and Teaching Devices


•“Web 2.0 Teaching Tools”. Retrieved February 17, 2010, from http://hubpages.com/hub/Education20
This site gives a list of websites and tools that are either completely free or have a free version that can be used with small groups of students (VIRTUAL OFFICES, WORD PROCESSING / TEXT / WIKIS, SPREADSHEETS, DATABASES, MAPPING, PICTURE TOOLS, BLOGS, VOICE / AUDIO / PODCASTING, ONLINE MEETINGS, ACADEMIC SEARCH, CLASSROOM MANAGEMENT)

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Personal comments

This search allowed me to know several new web 2.0 teaching tools and several online teaching techniques.
These tools brought into teaching and learning more creativity, more interaction and more support.
Foruns, blogs, wikis, facebook, twitter, chats… enable the interaction needed in the cooperative learning. With debates, thematic discussions, chats, work groups, case studies, simulations… the teacher can promote discussions and debates so that students can construct their knowledge in a motivated way, by discovering, searching, sharing, questioning, involving with problems and activities.