Raise the Curtain
considerations for facilitating online courses

               by natalie giesbrecht
                   ...
Think of the online classroom as a   stage
In a traditional face-to-face classroom the

instructor performs as the   lead actor
They carry the show even though
            other characters may
                    interact
In the online
classroom the
instructor
becomes the

Director
. . . ensuring that the
characters play their part
 and the production
 moves along

smoothly…
…from   start…
…to   finish
The director adds his or her expertise
only when the actors need assistance
In the online classroom the Director
(Instructor) leaves the content delivery to
  the Script (Web Pages) and character
  ...
DIRECTOR
            (INSTRUCTOR)




               ONLINE
            INTERACTIONS




 SCRIPT                      ACTO...
Think of your role as the

guide on the side . . .

. . . not the
sage on the stage
A key role
an instructor plays
when teaching online
is the role of the

facilitator
But what does it mean to
facilitate ?
Considerations for the
Online Facilitator
ACT I
Have Stage Presence
   … But Don’t Steal the Show
You don’t have

         to be   centre stage
but ensure you are visible to students
You need to consistently . . .
But you need to consistently . . .


   • interact
But you need to consistently . . .


   • interact
   • engage
But you need to consistently . . .


   • interact
   • engage
   • listen
But you need to consistently . . .


   • interact
   • engage
   • listen
   • encourage
But you need to consistently . . .


   • interact
   • engage
   • listen
   • encourage
   • motivate
ACT II
Action: The Interplay
Between Performers
Set expectations by . . .
...   outlining what role you will play
and what role the students will play
Tell students
   which conferences will always read
. . . where they can ask   questions
. . . when to expect   responses to questions
. . . when to expect assignment   feedback
ACT III
Give Prompts
On the stage losing your lines

             can be   frustrating
In the online classroom
when learners can’t
find what they need

or are confused
about what to do
they may become
frustrat...
...   learning
becomes
unnecessarily
difficult
Be consistent in your course structure
Make it easy for students to   navigate
through materials
Be   clear where
students should start
Identify
assignments they
need to complete


Outline
which content they
are responsible for
ACT IV
Keep the Show Running
When the     discussion area
is full of crickets . . .
•Encourage all to participate
• Encourage all to participate

•Summarize messages
• Encourage all to participate
• Summarize messages

•Raise new questions
• Encourage all to participate
• Summarize messages
• Raise new questions

•Present another perspective
•   Encourage all to participate
•   Summarize messages
•   Raise new questions
•   Present another perspective

•Weave me...
ACT V
Think Before you Act
Online messages
are presented without the rich
set of verbal or visual cues
provided in face-to-face exchange
Online , communication is primarily
           dependent upon the written word
Establish and communicate
online etiquette
expectations
Arbitrate
or mediate any disputes
Hold students

accountable
to set expectations
Model
ideal behaviours
When in doubt ask for   clarification
Ultimately, foster a   safe, secure and
positive      learning environment
Be yourself and . . .
have fun !
The End
Credits
References
Lynch, M. M. (2002). The online educator: A guide to creating the virtual
classroom. New York, NY: Routledge Fa...
Image Credits
Slide 1: Curtained. Image by Steve Calcott under Creative Commons
license http://www.flickr.com/photos/steve...
Image Credits
Slide 6: Godspell Production Photo 15. Image by neoplatonistking under
Creative Commons license
http://www.f...
Image Credits
Slide 10: © 2009 Jupiterimages Corporation, a Getty Images company.

Slide 11: © 2009 Jupiterimages Corporat...
Image Credits
 Slides 26-37: © 2009 Jupiterimages Corporation, a Getty Images
The End
 company.

 Slide 38: Darkened Theat...
Natalie Giesbrecht, 2009.
Completed to fulfill the requirements for ETEC*565, University of
British Columbia.
Upcoming SlideShare
Loading in...5
×

Raise The Curtain

1,075

Published on

Guidelines for facilitating online courses.

Published in: Education, Business
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,075
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Transcript of "Raise The Curtain"

  1. 1. Raise the Curtain considerations for facilitating online courses by natalie giesbrecht 2009
  2. 2. Think of the online classroom as a stage
  3. 3. In a traditional face-to-face classroom the instructor performs as the lead actor
  4. 4. They carry the show even though other characters may interact
  5. 5. In the online classroom the instructor becomes the Director
  6. 6. . . . ensuring that the characters play their part and the production moves along smoothly…
  7. 7. …from start…
  8. 8. …to finish
  9. 9. The director adds his or her expertise only when the actors need assistance
  10. 10. In the online classroom the Director (Instructor) leaves the content delivery to the Script (Web Pages) and character development to the Actors (Students)
  11. 11. DIRECTOR (INSTRUCTOR) ONLINE INTERACTIONS SCRIPT ACTORS (WEBSITE) (STUDENTS)
  12. 12. Think of your role as the guide on the side . . . . . . not the sage on the stage
  13. 13. A key role an instructor plays when teaching online is the role of the facilitator
  14. 14. But what does it mean to facilitate ?
  15. 15. Considerations for the Online Facilitator
  16. 16. ACT I Have Stage Presence … But Don’t Steal the Show
  17. 17. You don’t have to be centre stage but ensure you are visible to students
  18. 18. You need to consistently . . .
  19. 19. But you need to consistently . . . • interact
  20. 20. But you need to consistently . . . • interact • engage
  21. 21. But you need to consistently . . . • interact • engage • listen
  22. 22. But you need to consistently . . . • interact • engage • listen • encourage
  23. 23. But you need to consistently . . . • interact • engage • listen • encourage • motivate
  24. 24. ACT II Action: The Interplay Between Performers
  25. 25. Set expectations by . . .
  26. 26. ... outlining what role you will play and what role the students will play
  27. 27. Tell students which conferences will always read
  28. 28. . . . where they can ask questions
  29. 29. . . . when to expect responses to questions
  30. 30. . . . when to expect assignment feedback
  31. 31. ACT III Give Prompts
  32. 32. On the stage losing your lines can be frustrating
  33. 33. In the online classroom when learners can’t find what they need or are confused about what to do they may become frustrated
  34. 34. ... learning becomes unnecessarily difficult
  35. 35. Be consistent in your course structure Make it easy for students to navigate through materials
  36. 36. Be clear where students should start
  37. 37. Identify assignments they need to complete Outline which content they are responsible for
  38. 38. ACT IV Keep the Show Running
  39. 39. When the discussion area is full of crickets . . .
  40. 40. •Encourage all to participate
  41. 41. • Encourage all to participate •Summarize messages
  42. 42. • Encourage all to participate • Summarize messages •Raise new questions
  43. 43. • Encourage all to participate • Summarize messages • Raise new questions •Present another perspective
  44. 44. • Encourage all to participate • Summarize messages • Raise new questions • Present another perspective •Weave messages together to push the discussion further
  45. 45. ACT V Think Before you Act
  46. 46. Online messages are presented without the rich set of verbal or visual cues provided in face-to-face exchange
  47. 47. Online , communication is primarily dependent upon the written word
  48. 48. Establish and communicate online etiquette expectations
  49. 49. Arbitrate or mediate any disputes
  50. 50. Hold students accountable to set expectations
  51. 51. Model ideal behaviours
  52. 52. When in doubt ask for clarification
  53. 53. Ultimately, foster a safe, secure and positive learning environment
  54. 54. Be yourself and . . . have fun !
  55. 55. The End
  56. 56. Credits
  57. 57. References Lynch, M. M. (2002). The online educator: A guide to creating the virtual classroom. New York, NY: Routledge Falmer. Ragan, L.C. (n.d.) Faculty focus: Ten principles of effective online teaching: Best practices in distance education. Madison, WI: Magna Publications, Inc.
  58. 58. Image Credits Slide 1: Curtained. Image by Steve Calcott under Creative Commons license http://www.flickr.com/photos/stevec77/2477181497/ Slide 2: Highland Theatre. Image by Lesley Middlemass: www.flickr.com/missmass under Creative Commons license. Slide 3: I’m Terrific I Am (From The Cradle with Rock, 2005-2006). Image by Jeff Hitchcock under Creative Commons license http://www.flickr.com/photos/arbron/197285212/ Slide 4: Godspell Production Photo 19. Image by neoplatonistking under Creative Commons license http://www.flickr.com/photos/neoplatonistking/3481622627/ Slide 5: © 2009 Jupiterimages Corporation, a Getty Images company.
  59. 59. Image Credits Slide 6: Godspell Production Photo 15. Image by neoplatonistking under Creative Commons license http://www.flickr.com/photos/neoplatonistking/3482437006/ Slide 7: Godspell Production Photo 07. Image by neoplatonistking under Creative Commons license http://www.flickr.com/photos/neoplatonistking/3482439028/ Slide 8: Godspell Production Photo 513. Image by neoplatonistking under Creative Commons license http://www.flickr.com/photos/neoplatonistking/3443333857/ Slide 9: Twelfth Night Rehearsal Photos. Image by Shakespeare Theatre Company under Creative Commons license http://www.flickr.com/photos/shakespearetheatrecompany/3000576142/in /pool-933621@N25
  60. 60. Image Credits Slide 10: © 2009 Jupiterimages Corporation, a Getty Images company. Slide 11: © 2009 Jupiterimages Corporation, a Getty Images company. Slide 12: © 2009 Jupiterimages Corporation, a Getty Images company. Slide 13: © 2009 Jupiterimages Corporation, a Getty Images company. Slide 14: Vorhang auf. Image by Kersten A. Riechers under Creative Commons license http://www.flickr.com/photos/daskerst/2256561258/ Slides 15-24: © 2009 Jupiterimages Corporation, a Getty Images company. Slide 25: Theatre Seating (Northeast State Community College Theatre). Image by David Joyce under Creative Commons license http://www.flickr.com/photos/deapeajay/2213310171/
  61. 61. Image Credits Slides 26-37: © 2009 Jupiterimages Corporation, a Getty Images The End company. Slide 38: Darkened Theatre (Loews Kings Theatre). Image by Mercurialn under Creative Commons license http://www.flickr.com/photos/mercurialn/405388578/ Slides 39-53: © 2009 Jupiterimages Corporation, a Getty Images company. Slide 54: Red Curtain. Image by Steve Calcott under Creative Commons license http://www.flickr.com/photos/stevec77/2477181497/ Slide 55: Stage 28. Image by Kevin Dooley under Creative Commons license, http://www.flickr.com/photos/pagedooley/2373862370/
  62. 62. Natalie Giesbrecht, 2009. Completed to fulfill the requirements for ETEC*565, University of British Columbia.

×