What are our three main challenges [CROSSTALK]? >> Three main challenges about teaching online from Raphael, thank you. Will I go first? >> If you want, go ahead. >> [LAUGH] Okay, I'll go first. For me if I'm thinking about this, and it is for new people? No it's just about challenges. I think one of the biggest ones for me is understanding that online is a very different space, and what I mean by that is that people tend to operate differently in their space. Time works differently so people don't like to go in and stay in one spot online for three hours straight that would be with a tutorial or a class. It's really about understanding the people are dipping in and out, and that the levels of attention and engagement are very different. So, for me one of the big challenges I’ve seen working with different colleagues is the fact that they try and take exactly what they've done in the face to face classroom, and move it across and plug it into that online space, and then wonder why students aren't really engaging in that in the same way. So, for me it's just understanding time is very different, they engage very differently, so spend some time yourself in these spaces to understand that. It is very a different experience, and then think about how you can redesign your approach to fit into that. >> Time actually lends itself fairly well to how I would have responded to that question. But it's taking it more to do with student's motivation in the course and the types of courses. So a fully online course for, say, a post graduate program where the students are very motivated to be in the program, very engage on the program. That sense of being able to stay on top of all the discussion post, all of the activities, all of the online content. In general, the students in a post graduate program tend to be more motivated. Not all the time, however it's not necessarily for everyone that they would be motivated. But I think that idea of how do we motivate our students, whether they are in post graduate, and even more so if they are in an undergraduate program, and how to we instill those self-regulated learning skills, those motivation skills in order for them to stay on top it. Because if you take a face-to-face class, you need to be there say Monday at 9 o'clock, and you have that, there's more of that drive. Of course not everyone will, but more of a drive that you need to show up at 9 o'clock. When it's online you don't need to show up at a certain time. So that particular motivating factor isn't there. It's more of instilling more of that intrinsic motivation and having the students know okay they need to be posting online, maybe it's through some participation marks at the onset or something, but it's really that time commitment. Because if you aren't, and you might be finding this in the MOOC as well, if you haven't gone in say for two days, three days or maybe you're just starting to explore the MOOC now as we're getting into week two. It could be very overwhelming when you go in and say, wow, there's so many discussion posts already, how am I even go in and start engaging? I reply to one person, next hour somebody else has already responded. >> Yeah. >> It's really trying to stay on top of it all. >> And, sorry I'm jumping up and down, because it's something I want to say with that. >> [LAUGH] Sorry. >> Someone in one of the other threads, and I can't remember which one. But they said, okay, that's fine for people who have students who are there, and they're being assessed. So there is a motivator there that they're accountable. What happens when they're not? So if I'm doing a training program or if it's a younger student, that sort of thing. And I think that's a really good point, because it's about doing okay if students aren't doing this why am I trying to make them do it? So it's about coming back and reassessing your desire, you curriculum and going is this really relevant? >> Exactly. >> Is it going to actually help them more? Am I just asking them to keep going through all this stuff? That you have to do, and that's their motivation. They want to come out the other end with the end result. And then you stick this thing on top of it that is not providing them that direct benefit. So we talk a lot about constructive alignment, and that sort of thing throughout the different modules. So it is really taking the time to step back and go am I doing this in a way which will directly help my students engage in this and get something out of it. I think that's really important as well. >> No definitely. And also making it clear to the students why it is useful for them, and why it is important for them. And if you can't answer that question then maybe it's not. >> And I think we need a third one. >> We need a third challenge. >> Mine might be the technology, I think, obviously we can't ignore that. >> No, we can't. >> So this course, this particular MOOC, focuses mostly on understanding learning design and teaching practice in this space. >> That's right. But we can't ignore the technology, because if you can't use the tools well yourself, you're not going to actually be able to plan well with it. But what we're suggesting that people do is really look at their local networks. The local, their colleagues, whatever support mechanisms you have around you, to make sure that what you're going to try for the first time, is something you can supported with. So, the technology will always change. It will always update. It's going to be out of date before you finish learning it. So, get the principles right first, but make sure you've got someone who can help with the tech and that will actually follow. And that comes right back to William I think in the first question who answered about think of the task first. What's we have to do and then tech will support it. Yep.
