Hello, Class, and Professor. I have reviewed the text listed above and will summarize points of interest in my presentation.
My presentation will consist of the following topics: adult instruction technique, creating on-line courses, resources, and companion guide to the text.
To begin, let’s review some basic facts about adult learners
The instructor serves as a new kind of teacher in the on-line world
There are three main types of on-line courses
On-line courses can also be called by these terms
On-line instructors have worked together to suggest simple steps to creating user-friendly on-line courses
First steps, include reviewing your materials and resources before you begin to design your class
Students look to your on-line class in the same way one would read a map for directions.
It is important to supply all details to the syllabus and the BB site so that students have all information available to them. Students may believe on-line courses are easier than an in-classroom course so details must be spelled out clearly and often repeated in both tabs, syllabus, threads, chat, and lectures. Specifics, rather than general information should be supplied such as dates, due dates, assignments, readings, and other class information.
It is important to get students involved in the course through participation, to guide them through lectures and to assign readings, activities and homework in a manner that will reinforce the goals and objectives of the course. Continuous review, clear directions, review and feedback is important so the student will progress and gain the skills necessary to pass the course. If the classroom includes students from different cultural backgrounds, it is helpful to include activities to allow students to share different cultural experiences and learn from each other.
Copyright means you must have written permission to use any/or parts of another person’s work. Links and embedded works may be included as a resource but the owner should be notified. These are just some basic rules of copyright and fair use but this is an important aspect the teacher must study and stay current on changes in laws pertaining to work of others and also to protect their own work.
Frequently Asked Questions would help new students because the instructor will have a list of known problems of former students. Before the class begins, an orientation and discussion of expectations will help prepare students for on-line learning because their skill levels will differ from other students. For example, some students may be very computer literate, some students work in the field, and some are new to the field and computer, and also ESL students or International Students.
Classroom management refers to the methods and activities the instructor will use to keep organizational tasks and procedures for the class flowing smoothly. Depending on the students enrolled, these may be modified from course to course depending on the need and background of the students and their progress.
Since an instructor may not have opportunity to meet every student, all attempts should be made to “get to know them” through observation of their work, their background, course participation and the quality of their work. If at all possible, course introductions should help you learn something of the student. If constructive criticism is necessary, it should never be done where other students can read it. Whenever possible, try to meet with students by phone, skype or in person to discuss areas of concern. For other discipline problems, refer to your course policies, the college handbook or refer to appropriate supervisors within the college.
Networking, continuous study and improvement is an important role of the instructor who teaches on-line. In this manner, the instructor can be sure to present only the newest concepts, use the best techniques, and assure students will enter and exit the class with a good experience and skills they will be able to use in their own careers.
This text is unique because it provides additional resources for new or experienced on-line teachers. The book is now in 3rd edition and a widely used resource. Thank you for your time and patience. Ali.
EDUCATIONAL RESOURCE REVIEW: TEACHING ON - LINE Teaching On-Line A Practical Guide, 3rd Edition bySusan Ko and Steve Rossen, Routledge Taylor and GrancisGroup, NY and London, 2010, Preface, and Chapters 1-14EDU 632Submitted by Ali Alhamad
INTRO TO SAAVY ON-LINE TEACHING Adult Pedagody in Review Scope and Breadth of On-Line Teaching Collaboration and Resources to Curriculum Design Interactive Resources and Companion to Text
PEDAGODY IN REVIEW Adult Learners are unique Self –motivated Bring many skills to the education table Learners are active Resources more flexible Assessment and feedback continuous
FACILITATOR ROLE Coach and mentor Create asynchronous (different time /classroom /meeting time) Support adult learners by creating environment to promotecontent(subject) mastery Provide on-going support and feedback solicited and throughobservation
TYPES OF ON -LINE COURSES Web-facilitated is course which uses Web-based technology Blended/hybrid is courses using both on-line methods and face –to face- delivery On-line courses deliver most or all of content on-line without faceto face meetings
OTHER NAMES FOR ON - LINE TEACHING eLearning is electronic learning using all/many forms oftechnology support Form of distance education Virtual classroom
GETTING STARTED Assess your basic computer skills- you do not have to be a computerexpert Assess, talk and visit your college resources to learn what is available tosupport on-line classroom for you and your students Use team collaboration and technical support to design yoursoftware/hardware and support systems Research and use free educational and other eLearning resources tosupport your course design and student services
COURSE DESIGN Analyze and review existing materials Study student audience to assess their skills and needs Develop goals and objectives of course Develop support materials for students to complete goals Create an easy to understand e-learning site which displays allcourse information, assignments, links, and information
CREATE A MAP FOR YOUR COURSE Your course design is a map to your student success Explain your on-line geography and how each tab, section, andresource is to be used Clearly label all assignments and due dates Provide continuous feedback to students privately which is bothsolicited and unsolicited
EFFECTIVE SYLLABUS AND COURSE MANAGEMENT Broadly, the syllabus will include standard topics of materials,schedules, topics, readings, assignments, due dates, objectives,outcomes and expectations Specifically, an on-line syllabus must be specific and not generaland include the following: student contract, participation and gradingscale, course management policies, and a well-developed BB site withtabs for each on-line procedure and classroom management
STUDENT ACTIVITIES IN THE ON -LINE COURSE Group activities Icebreaking activities Problem-based learning Role-play and simulations On-line discussion and presentation Simulations and Annimations
LEGAL ASPECTS FOREDUCATIONAL RESOURCES Open educational resources are many and enable instructors to use, adapt, andadd to the content as a means to create their course. Many materials are protected by copyright and fair use laws and instructors mustbe familiar with the laws and what materials they apply to or use in a course. The Teach ACT 2002 is a copyright amendment allows for some use but iscomplicated and legal interpretation is required to see what/how materials that arecopyrighted can be used. This applies to digital and other technical work includingintellectual property.
STUDENTS AND ON -LINE LEARNING Welcome and a means to establish how many students have ever hadan on-line class Detailed discussion on time requirements, techniques, sotwarerequirements, terms, computer skills needed, where to get help (on-campus or private tutoring) FAQ’s, sample use activities to try outtechniques List of resources, clearly described assignments, outside reading andregular meeting/discussion with students on progress or problems.
MANAGING THE CLASS Establishing communication with students individually and as a whole is important tostudent success Establish the best method for record-keeping for the system used by college for yourcourse Use techniques to create work, sub-divide work, sort/save student work and emails Minimize the amount of paperwork you must print out and always keep back upcopies of electronic and paper copies of work and student work. Establish a method of communication for you and student that works effectively. Manage communication, workload and other tasks through class size, protocol forcommunication, methods to deliver work, due dates, and division of labor, types ofactivities, and your role in guiding the course.
SPECIAL TOPICS Establish a means to communicate privately with students How to make a quiet student feel comfortable and increase participation How to manage a disruptive student Individual student needs Always check yourself as the instructor: are you clear? Are your announcements, homework and other itemsposted timely? Are you consistent in your teaching method? Be willing to adjust and adapt the academic plan asindicated by the performance or areas of concern you observe in your students. Web-based instruction and use of virtual tools should be the means to allow student success rather thancreate confusion or failure. It is a resource which can enhance on-line, web-based or web enhanced instruction
CONTINUOUS IMPROVEMENT As an instructor of on-line education, one must constantly upgradetheir skills, gain new skills, and learn from others in the field. The academic plan should be revised and coordinated with changes inthe field and the student population to be successful Training is an important aspect of on-line teaching: attend as manyseminars as possible to stay current on topics Take time to plan your course and be willing to adjust it as necessary
SUPPORT RESOURCES FOR THIS TEXT www.routledge.com/professional/teachingonline3ed Glossary of terms Educational Guide to Resources Subject index