http://www.ccri.edu/distancefaculty/Online%20Pedagogy%20-%20Pelz.pdf
Introduction
William Pelz is the 2003 Sloan-C award winner for Excellence in Online Teaching. His philosophy emerged over his teaching career and he embraces the diminished role of teacher and the rise of student controlled learning. He makes the distinction between effective teaching and pedagogical sound instructional design. He believes the role of professor is limited to providing the necessary structure and directions, supportive and corrective feedback, and evaluation of final product.
Pelz took time for reflection in action and reflection on action by maintaining links to current education practice after he started his teaching career. New information created new links to existing philosophies.
Principle No. 1 Let the students do (most of) the work
Student led discussions
Pelz understood through his student's activities that he only needed to guide them. He introduced texts critical to the objective of his modules, and allowed the students time to read, reflect and engage with each other.
Students discuss web resources
Students locate more up to date information than in the textbook, or related research. Subsequent discussions enables higher order thinking and evaluation of information.
Students help each other learn
Peer assistance. View clip of children teaching and helping each other learn.
Students grade their own homework assignments
Assignments are submitted and students receive a rubric to mark their work. Peer evaluations will often diagnose differences, and advice may be taken or professorial help is requested.
Case study analysis
Students are given guided activities. Collaboration is encouraged.
Principle No. 2 Interactivity is the heart and soul of asynchronous learning
Pelz's observations of his undergraduate students support the integral strategy of online learning design, that talking and listening promote communication, and reading and writing promote higher order thinking. Courses can be designed to support physical (or any) interaction in class. Examples given:
- collaborative research paper;
- research proposal team project.
Principle No.3 Strive for presence
Social presence, cognitive presence and teaching presence are categories that add value to discussion postings. Personal characteristics help establish a community of learning. Students appreciate a level of anonymity that allows for more self disclosure than would occur in a physical class. The professor and students construct and confirm knowledge. The use of advance organisers gives structure to discussions, enabling students to reflect within topic. Discussion postings are moderated by the professor in the manner of assessing test answers and according to a rubric. It is possible and desirable to merge principle no. 3 with principles 1 and 2.
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