Transcript Document

Preparing to Teach Online
Minnesota State University - Mankato
February 11, 2004
Lesley Blicker
e-Learning Definitions
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Web-Assisted Courses: Traditional land-based
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Hybrid or Blended Courses: Partially online,
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Fully Online Courses: Class is conducted
courses supplemented with technology (web-based
activities, simulations, virtual labs, etc.)
partially face-to-face. Some classroom sessions are
replaced with virtual sessions that include online
forums and web-based activities
completely online with no face-to-face sessions.
Faculty typically use a web-based learning platform.
Learning is primarily asynchronous
A Learning Platform By Any Name
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IMS – Instructional Management System
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CMS – Course Management System
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eLMS – e-Learning Management System
Terms used interchangeably
Current Trends in e-Learning
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e-Learning has reached a critical mass in higher
education as a core, maturing method of learning
Poised for significant growth; issue of scale and
strategic intent
Moved beyond individual courses to whole programs
and degrees being offered online
Accreditation shift from programs to institutions
Emergence of virtual universities, consortia,
seamless systems, statewide portals
Current Trends in e-Learning (cont’d)
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Now measuring quality and evaluating learning
outcomes of online learning
Widespread use of interactive media and
learning objects and more SCORM-compliant
content
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Very early use of mobile learning
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Shift to single statewide learning platform
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Most students taking online courses have had
several already and learn the technology quickly
On the Horizon
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Continued development and sharing of learning
content
Standardization, interoperability of learning
systems through SCORM
Enterprise-wide learning management systems
Continued investment in virtual university
initiatives – including virtual training center
component for faculty and staff
On the Horizon – cont’d
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Anywhere learners
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Maturing of streaming technologies
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Deeper advances toward ADA-compliance and
addressing accessibility issues in course sites
m-Learning (mobile, wireless learning)
Data Sources for Slides 3-9
ECAR: Supporting E-Learning in Higher Education, Volume 3, 2003
Expanding Access to Learning: The Role of Virtual Universities, by Carol
Twig, Center for Academic Transformation, 2003
Is it for You?
Learning online pedagogy requires a certain
openness for change, because the functions
of an online teacher are quite different
than a face-to-face teacher.
Online teaching is no more appropriate for
every instructor than it is for every
student. But if you are expected to make
the shift, then be prepared for a new
learning journey.
The 3 Curves According to L. Blicker
Technology
Learning
Curve
Course Design and
Pedagogy Learning Curve
Now
2nd Semester
Preparing for and
Teaching 1st Semester
Time
Don’t Expect to be a Believer Until You
Have a Personal Epiphany
Considerations in Developing an
Online Course
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Who are my students?
What do I/we want to accomplish through this
course/program?
How do I/we successfully transfer it to the
online environment?
What guidelines, rules, roles, and norms need to
be established for course/program completion?
How is course material best delivered?
Adapted from Lessons from the Cyberspace Classroom,
Palloff and Pratt, Jossey-Bass, 2001
Considerations in Developing an Online
Course – cont’d
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How comfortable am I creating a student-centered
environment/letting go of control?
How are the course sites best organized?
What look and feel do you want courses (within a
program) to have for consistent student
experience?
How will I assess student performance?
How will I address attendance requirements?
Adapted from Lessons from the Cyberspace Classroom,
Palloff and Pratt, Jossey-Bass, 2001
Some Expectations of Students in the
Online Environment
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That the course be easy to access
That technologies are fairly reliable; relatively
short download times
That instructor feedback is turned around rapidly
That not much synchronous time is required of them
That they can access their grades 24x7
That they not be asked to read the equivalent of
another text book online (i.e., your lecture notes)
To be able to work ahead or see all assignments at
the beginning of the semester
Some material adapted from Jeffrey Feldberg’s presentation at Iteach, 2003 (Embanet)
The Basic Elements of Learning How to
Develop and Teach a Course Online
Course Design
The Pedagogy of Online
Teaching
Mechanics of Putting
Your Materials Online
Course Management
Course Design
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Instructional design (storyboarding your content)
Syllabus, course policies and guidelines as applied
to online learning
Web site design (layout, navigation, usability,
accessibility)
Technology know-how (some multi-media, html
files, etc.)
Copyright law applied to Internet
The Pedagogy of Online
Teaching
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Knowledge of best pedagogical practices that
most effectively engage learners (with
instructor, with material and with each other)
Instructional role as differentiated from faceto-face (instructor as facilitator)
Active learning strategies (constructivist
theory)
Development of effective online content
Creation of effective online activities
Learner Assessment
“Seven Principles of Good Practice in
Undergraduate Education”
Chickering and Gamson, 1987
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Good practice encourages student-faculty contact
Good practice encourages cooperation among students
Good practice encourages active learning
Good practice gives prompt feedback
Good practice emphasizes time on task
Good practice communicates high expectations
Good practice respects diverse talents and ways of
learning
What is the lesson for online instruction in each of these?
Three Primary Means for Engaging
Students
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Learner-to-Instructor Interactions
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Learner-to-Learner Interactions
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Learner-to-Content Interactions
What are some strategies of each that can
be implemented in the online environment?
Michael G. Moore (1990). Recent Contributions to the Theory of
Distance Education. Open Learning 5 (3), 10-15.
Key Terms Used in Conjunction
with Online Learning
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Student-Centered Environment: an environment in
which the instructor incorporates to a great extent,
the use of active learning strategies and student
experiences.
Active Learning: engaging one’s self (the learner)
with the material being learned; helping students take
charge of their learning. It espouses that students are
not passive recipients of knowledge.
Constructivist Theory: the learner interacts with
objects and events thereby gaining an understanding
of the features held of such objects or events.
Learning Styles
Teach me my most difficult concepts
in my preferred style.
Let me explore my easiest concepts in
a different style.
Just don't teach me all the time in
your preferred style and think I'm
not capable of learning.
A story and a comment from Virleen M. Carlson ,
Center for Learning and Teaching, Cornell University
Learning Styles
http://www.vark-learn.com/
Mechanics of Putting
Your Materials Online
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Knowledge of the IMS system (features you want
to use such as quizzes, assignment drop box, etc.)
Converting files to web-ready documents
Creating multi-media files or other new files
File management
Course Management
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Preparing students for online learning
Pacing yourself
Tracking students
Rhythm of the semester or course
Prompt and rich feedback to students
Course evaluation and feedback from students
A Step-Wise Approach to Putting
Your Courses Online
A Simple Course Design
Best for a blended model
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Syllabus and course schedule are uploaded
Email function is utilized
Grade book is used
Power points or other class materials are
uploaded (maybe go paperless)
An Intermediate Course Design
(Goal for teaching a fully online course)
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Deeper use of the tools in the Simple Design
– now includes discussion board
File management – most materials have been
created and uploaded
Presence of Content Modules
Student group feature is utilized
Site design more fully developed
Addition of self-test, assignment drop box,
and online quizzes
Evidence of learner interaction
An Advanced Course Design
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Advanced use of Content Module
Advanced use of the Quiz and Survey Module or
uploading question sets from Respondus
Implementing different uses of the Discussions
Tool
Student Presentations taken up a notch (link to
Content Module and Glossary)
Adding video and audio to your course
Adding Technology
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Use of advanced or additional tools inside
course management system (whiteboard, image
database)
Use of third party tools for maximum studentto-content interaction (learning objects, games
and simulations, virtual tours)
Adding of video or audio (Power Point,
Microsoft Producer, Camtasia, Java-script,
Flash)
http://www.oit.mnscu.edu/pages/products.htm
Experience the possibilities!
http://www.oit.mnscu.edu/pages/resources.html
http://www.oit.mnscu.edu/pages/products.htm
Instructions for accessing this course (anytime) next slide
To enter sample Teaching Online
course:
http://webct3.metnet.edu
Click on log in
WebCT ID: guest434
Password: online
Lesley Blicker
D2L Implementation Team Leader. Office of the Chancellor
Minnesota
State Colleges
What’s
different
for and Universities and
Community Faculty, Metropolitan State University
the student?
[email protected]
651-632-5031