Faculty-driven course design– course not imposed by the CMS application or the instructional designer, but are well informed and influenced by best practices and standards.
Faculty must develop the course themselves – independent.
Opportunities for participation in online courses or discussion.
Observation of live exemplar online courses.
Access to successful/effective experienced faculty, opportunities for inter/intra disciplinary networking, peer support/training.
Individual ID support and technical HelpDesk support.
Wizard to scaffold faculty with an effective quick start course design.
Robust, reliable, stable network & technology.
Course template that makes technology transparent.
Collecting and sharing best practices.
Longitudinal, systematic data collection and analysis --Nationally recognized scholarly work to back us up.
Resources and support in a variety of media.
Formal opportunities for faculty reflection, evaluation, and revision.
What worked for us...
What works ? What I have learned from working with over 3,000 SUNY faculty, from 40+ SUNY institutions, and thousands of students since 1994.
Successful online courses have effective designs and effective instructors . This requires support .
Faculty need to understand the nature of the online environment. This requires training .
Faculty need to be able to concentrate on teaching, students need to be able to focus on learning -- technology must be as transparent as possible. This requires robust technology .
Faculty must convert instruction, rather than try to duplicate activities online. Conversion requires “rethinking” how to achieve learning objectives & how to assess learning within the options and limitations of the new learning environment(s). This requires willingness, commitment, and time .
Create and communicate to the student a reasonable set of expectations for the level and kinds of interactions in an online course.
explicitly set expectations for interactions, conduct, and completion of all course learning activities.
provide models and anticipate issues. and questions.
do what they say.
I nteraction E xpectations C ollaboration S implicity S upport F lexibility Know their role is to. . .
Successful instructors I nteraction E xpectations C ollaboration S implicity S upport F lexibility
Promote community, teaching presence, and collaboration.
Small group activities/projects.
Since student to student interaction is such a significant factor in student satisfaction, any opportunities created in a course that involve collaboration to construct knowledge is an important component of an online course