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Like a Tour Bus Guide where I lead students to new "stops" on the education journey they are on and then support their discussion with others when we hop back on the bus and go to the next "stop"

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Video clips (and hosting), Open Online resources.

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Video clips (and hosting), Open Online resources.

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Lots of resources that are both scaffolded to support learners at any level they arrive at, but yet explore lots of new concepts.

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Teacher and Cognitive presences highlighted

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Teacher and Cognitive presences highlighted

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Lots of encouraging guidance via video, announcements, posts  - tied directly to Evidence-based research where possible.

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I see myself as a catalyst - the substance that can help the process of learning, possibly speed it up to an optimum. At the end of the learning process or goal the catalyst is recovered with the same energy to be 'used' again. I lead the students on a road of my experience into the unknown.

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I see patience as my teaching strenght and showing that learning without errors or mistakes does not facilitate deep learning.

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Introductory video materials proposing several different approaches to starting or working with a topic to cater to different learning styles.Online university environement that provisdes different technological ways of working.

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Personal feedback either written or as online contact feedback end encouragement. Group feedback and peer feedback.
At times focus on social cohesion by holding a quiz that is more of a social gathering than only dealing with the course content.

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I see myself as facilitator, helping students in when needed, organizing learning activities for the students to participate.

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I see myself as facilitator, helping students in when needed, organizing learning activities for the students to participate.

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I like to take plan activities keeping in mind various situations. In some cases if the technology does not work what are alternate ways to engage students. 

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I like to take plan activities keeping in mind various situations. In some cases if the technology does not work what are alternate ways to engage students. 

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I have used videos, educational games, apps depending upon the grade level.

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I have used videos, educational games, apps depending upon the grade level.

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trying to balance the intricate relation between teacher, student and the content being taught.

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trying to balance the intricate relation between teacher, student and the content being taught.

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I see myself as consultant to provide all kinds options for faculty.  - Bo

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I see myself as consultant to provide all kinds options for faculty.  - Bo

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Flexibility and Patience are my strength. - Bo

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Flexibility and Patience are my strength. - Bo

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All kinds of technology that could help engaging the students learning. Being creative for adopting the different technology. - Bo

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All kinds of technology that could help engaging the students learning. Being creative for adopting the different technology. - Bo

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Social presence is important for me. I observed that learners could figure out the solution themselves when they started talking about their problems. Asking questions to get to know their needs as the first step of teaching/learning. - Bo

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Social presence is important for me. I observed that learners could figure out the solution themselves when they started talking about their problems. Asking questions to get to know their needs as the first step of teaching/learning. - Bo

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I see myself as a facilitator. I create the environment for the students.

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Course design and organization. This helps the students in that they know where information is located in the course in a consistent design.

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The metaphor of conductor speaks of the dynamics of an online teacher who applies both the techniques of technology-assisted mediation and traditional classroom-based presentations in the creation of an authentic "show" that capitalizes on the learners' strengths and values the input and contributions by learners. Just as a good conductor is instrumental for the success of performance, a good online teacher plays a pivotal role in integrating various methods of instruction to bring out learners' potentials. 

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The metaphor of conductor speaks of the dynamics of an online teacher who applies both the techniques of technology-assisted mediation and traditional classroom-based presentations in the creation of an authentic "show" that capitalizes on the learners' strengths and values the input and contributions by learners. Just as a good conductor is instrumental for the success of performance, a good online teacher plays a pivotal role in integrating various methods of instruction to bring out learners' potentials. 

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As a teacher, I feel honestly that I have learned more from my learners than my learners learn from me. I become aware of and have learned to value diversity in learners. I guess that if there is strength in my teaching practice, it is that I am able to identify, learn, value and celebrate the strengths of the learners. 

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As a teacher, I feel honestly that I have learned more from my learners than my learners learn from me. I become aware of and have learned to value diversity in learners. I guess that if there is strength in my teaching practice, it is that I am able to identify, learn, value and celebrate the strengths of the learners. 

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I am constantly learning and exploring new technologies that help to enhance teaching and learning for adults. One of the things that I have realized about technology is its fluid and transient nature. Some technological programs become obsolete and are no longer in use, such as the WebCT. By the way, I am nostalgic about old technologies, and miss them a lot as the pioneers of online learning. But I understand the importance of keeping up with the trends of technology in order to update technological knowledge which is vital to content instruction and curriculum development. 

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I am constantly learning and exploring new technologies that help to enhance teaching and learning for adults. One of the things that I have realized about technology is its fluid and transient nature. Some technological programs become obsolete and are no longer in use, such as the WebCT. By the way, I am nostalgic about old technologies, and miss them a lot as the pioneers of online learning. But I understand the importance of keeping up with the trends of technology in order to update technological knowledge which is vital to content instruction and curriculum development. 

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Modeling cognitive presence is perhaps one of the key anchors in online learning. While routine activities such as worksheets and quizzes do not require much scaffolding, projects are among those that need teacher modeling. Sharing with learners a research or curriculum project in which I have been involved or conducted helps learners to understand the process of inquiry and develop action plans to carry out their research and investigation. 

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Modeling cognitive presence is perhaps one of the key anchors in online learning. While routine activities such as worksheets and quizzes do not require much scaffolding, projects are among those that need teacher modeling. Sharing with learners a research or curriculum project in which I have been involved or conducted helps learners to understand the process of inquiry and develop action plans to carry out their research and investigation. 

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I use the ABCD format as a teaching style (Kapp,2006) - i.e. Audience, Behavior, Condition, and Degree.

A-    abilities of individual students as target audience for the module. Who will be in the Bus tour?
B-    What is the expected outcome or purpose of the course. What is the purpose for the trip?
C-    How will I connect students with other students, with me as the teacher, with knowledge, with research, etc. How will the passenger connect with each other, with a bus driver and with a tour as a whole.
D-    understand the level of the audience. Are they novice or advance bus travelers?

This teaching style take each of the component and combine them to make something whole. Maybe this model does relate to Bus tour.

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I like to think of my teaching style as being a guide to help students develop their own approaches to learning but helping them explore the content and their community along the way.

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Developing creative ways to think about and look and the things the students are learning

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Developing creative ways to think about and look and the things the students are learning

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sites that are relevant to the topics

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Teacher as a conductor in a general biology lecture course

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Teacher as a conductor in a general biology lecture course

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traditional classroom techniques: My virtual live classes are held in Zoom.
I use OneNote as my whiteboard. PowerPoint slides, figures from the textbook, YouTube videos, review for Test questions are organized in a OneNote pagebefore class. I explain the content in a OneNote page and write annotations just like in a traditional classroom.
At the end of class, I post the link of the Zoom recording in the OneNote page. Students have access to both Zoom recording and notes in OneNote.

computer-mediated learning activities:
Canvas quizzes. practice tests, high-stakes tests
Connect Smartbook Assignments and Connect Quizzes

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Content knowledge from teaching a subject for many semesters and the limitless references online
Technological knowledge from hardware, software, trainings provided by the College; family members who are tech savvy provide ready tech support and equip the home with up-to-date computer systems

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Zoom for meeting with students
Canvas LMS for organizing content and assessment
Respondus Lockdown Browser, ProctorU for online test proctoring
McGraw-Hill Connect for etextbook and interactive assignments
Web resources - YouTube videos, simulations

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Cognitive, teaching, and social presence

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Cognitive, teaching, and social presence

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Cognitive presence is made possible by the varied and rich content organized in my Canvas LMS.
Teaching presence is made possible by regularly scheduled Zoom meetings for virtual live classes.
Social presence is provided by weekly Canvas announcements, quick reply to student emails, office hours.

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I would describe my teaching style as a facilitator. Many of the topics that I cover with my students are ones that have multiple interpretations and potential solutions. While I believe it’s my role to help them develop their critical thinking and problem-solving skills, I do not think it’s my role to tell them how they should specifically think about some of the different theoretical perspectives. Therefore, I like to ask my students a lot of questions and help them on their self-exploration of a given topic.

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I try to consider where my students are work with them through challenges.

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I use a lot of different tools: Brightspace for an LMS, video conferencing (e.g., Zoom, WebEx, Skype), collboaration tools (Google Suite), etc.

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Instructor Presence--the intersection of social presence and teaching presence

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Instructor Presence--the intersection of social presence and teaching presence

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I think that the combination of social presence and teaching presence results in instructor presence. So, I really try to build around these areas.

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I lecture my students about topics then ask them to use discussion boards to answer questions about the materials.

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I try to be very approachable to my students and help them to work through problems.

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Zoom, Canvas LMS, screencastomastic for recordings.

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As I'm not a teacher myself, I tried to think back to my school days and figure out what teaching style I appreciated most as a student. Two teachers come to mind, one with a style that could be described as "delegator" and one a "facilitator".

The former often instigated debate in class and would create an environment where all of us where involved in the debate, including she herself with her own viewpoints.

The latter would encourage us to self-explore papers of the course and dive in deeper, as a preparation to later write a paper on one of the subjects discussed. In-between classes, he would post questions on the discussion forum for us to solve as a preparation for the next class.

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The delegator would very much stimulate us to develop our own viewpoints and learn to defend those with sound arguments. She would often challenge our them as to deliberately instigate debate.

The facilitator wanted us to be able to gather information independently, starting from a single source (per topic) that he provided. His goal was to teach us how to find our own source material, how get a deeper understanding on our own of the topic and be able to work out a paper later on in the course.

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The delegator was not very tech-savy. The technology she incorporated into her course was limited to the occasional YouTube-video.

The facilitator's course was one of the first times I had to work with the Blackboard discussion forum. He used it as an assignment as we were graded on our contributions (solving weekly questions on the topic to be covered in the next class).

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Because of the way the delegator had designed her course, there was a very high social, as well as teacher presence.

She herself was very approachable and included relevant details of her professional or even personal life during the course. She would frequently refer to individual students' experiences or interest to incorporate in her teaching. We were a very small group so this made bonding very easy.

The faciliator had a fairly high teaching presence in his course, but there was little interaction between us; he did not really facilitate debates, so the social presence was not as high.

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I consider my teaching style to be that of a conductor. 

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I consider my teaching style to be that of a conductor. 

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Perhaps, I am not conductor of a train or automotive, but more of an orchestra conductor where the music I create is a reflection of the students' learning. And as in an orchestra where there are many instruments working harmoniously, the scaffolding of tools and projects blend to produce the symphony. I want to hear each section and have my students collaborate with new tools.

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We are all students of life. Some of us take longer to get to where we want to be. Creating an environment for that to happen (and modeling it) allows for content to be received and helps learning to take place.

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Video tools, lecture capture, games, discussion boards, interactive whiteboard, curative tools, presentation programs...variety aslo

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Video tools, lecture capture, games, discussion boards, interactive whiteboard, curative tools, presentation programs...variety aslo

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Teaching presence in my synchronous face to face and online courses; social presence before and after class, digital office hours, shared stories and experiences. I often ask open-ended questions for students to share ideas and I participate in the online discussions to encourage deeper thinking. Content presence with a variety of resources in my LMS.

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For me what is key is teacher presence and social presence

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For me what is key is teacher presence and social presence

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Padlet is a great tool to support collaboration

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Padlet is a great tool to support collaboration

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I see myself as a facilitator. Designing and planning learning activities for which will include project & problem based learning, research activities , facilitate discussions & sharing, and encourage students to collaborate and work on projects integrating technology applications 

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I see myself as a facilitator. Designing and planning learning activities for which will include project & problem based learning, research activities , facilitate discussions & sharing, and encourage students to collaborate and work on projects integrating technology applications 