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Online Instruction - Cheat Sheet

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  • 1. Bill Pelz “(My) Three Principles of Effective Online Pedagogy.” Journal of Asynchronous Learning Networks, Volume 8, Issue 3: June 2004 Interactivity “ Students can be required to interact with one another, with the professor, with the text, with the entire class, in small groups or teams, one-on-one with a partner, etc. In addition to discussing the course content, students can interact regarding assignments, problems to solve, case studies, lab activities, etc. Any course can be designed with required interactivity.” Presence Social Presence (creating community), Cognitive Presence (constructing meaning), Teaching Presence (facilitating and direct instruction) Provide an easy mechanism for students to have direct discussions with the instructor (ie: a “muddiest points” prompt). Engage Students in Content Readings, Podcasts / video, “kitchen Sink” Labs, web resources, simulations, etc.
    • Backwards by Design works for online too!
    • Learning Goals
    • Content
    • Instructional Activities (including discussions)
    • Structure (getting started, instructions, clear course navigation, etc.)
    • Discussion Components
    • Presence (start early, multiple posts per week, expect a minimum of 1 initial post and 2 responses in most courses)
    • Relevance (insightful, connected to content or context of the discussion)
    • Expression (Demonstrates understanding or attempt to understand content / discussion topic)
    • Community (motivates group, moves discussion forward)
    • Discussion Protocols (Note: Group sizes of 7-8 are ideal)
    • Instructor Provided Prompts
    • Student Provided Prompts (Rotating group leaders)
    • Analogies (create and explain)
    • LAW Reflection (What did you learn, How can it be applied, What do you Wonder?
    • Important Quotes / Meaningful Excerpts
    • Extending Content (All or Discussion Leader – create a “poster presentation” based on the discussion topic)
    • What? So What? Now What?
    • More: http://thoughtsonteaching-jdunlap.blogspot.com/2007/06/beyond-debates-and-conversational-roles.html
    Brunsell 12/17/09
  • 2. Brunsell 12/17/09
    • Discussion Portfolio
    • An attempt to measure quality of online discussions.
    • Continually reinforces characteristics of quality online discussions.
    • On a periodic basis, students select representative posts that illustrate components (presence, relevance, expression, community) . Specifically reinforce the types of interactions.
    • Example prompt related to expression ( development of content understanding)
    • Identify a post that provides evidence of your growing understanding of learning goal 3a.
      • Scientific Literacy: Identify skills and knowledge needed to become a critical consumer of scientific information.
    Based on a presentation created for Educause by John Fritz (January 2009) http://www.umbc.edu/oit/hybrid/training/discussions/