Professor Development WorkshopHow to Create an Online PresenceJanuary 17th, 2012TMC Online
January 17th, 10 am to 12 pmAgendaWelcome!The „Being There‟ ModelLunchDr. Hughes and James✓654321Strategies for creating O...
Purpose of Session• Develop strategies to createinstructor and social presenceto support student learning• Identify strate...
Year in ReviewHighlights
Review
An Online Instructor Wears Many hats
• Welcome students and establish expectations• Respond to content/syllabus questions• Direct and guide students• Give tips...
• Clarifying course theory• Providing feedback• Encouraging• Continued presencePhase 2: Professor is Encouraging andInstru...
Phase 3: Professor is Challenging &Monitoring
Online PresenceWhat is it?
Online Presence?Definition• “Being There” or “Being Together”
Online PresenceDefinition
Online Presence
Video Series COFA Online UNSW: Learning to Teach OnlineEngaging and Motivation StudentsOnline PresenceCreating an Online L...
Online PresenceCommunity of Inquiry Model
Tools to support “Being There”Tools to enable Presence:• Professor News Board• Discussion forums• Class Poll (Choice Activ...
Online Presence
Online PresenceCreating Strategies for Being There
Conducting effective online discussionsFostering student discussion/contribution
Guidelines for Creating Discussion Questions• Use open-ended questions• Limit question length to 2 or 3 sentences• Challen...
Encourage students to…• Take a critical stance• Consider other view points• Support opinions (when applicable)• Apply cont...
How to encourageparticipation/contribution• Get involved early in the discussion week• Challenge students by asking questi...
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Establishing an Online Presence, Faculty Workshop January 2012

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TMC Faculty Workshop, January 2012

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  • Define online PresenceDefine: Theoretical definition – Where the “illusion of non-mediation” exists – one no longer perceives the existence of the medium (book, LMS, movie projector/screen) in our communication environment and respond as though the medium were transparent.Creating a Sense of Online Presence, Page 3
  • http://youtu.be/DvJuzE-g7OMThe Learning to Teach Online project is a free professional development resource designed to help teachers from any discipline, whether experienced in online teaching or not, to gain a working understanding of successful online teaching pedagogies that they can apply in their own unique teaching situations.
  • Model by Garrison, Anderson and Archer (2003)Page 11 of text bookEffective learning must include combination of all 3 – as illustrated here the Educational Experience: Cognitive Presence: Reflects the intellectual climate associated with facilitation and discourse - this does not occur in isolation – needs a social presence in order to work effectively Social Presence: emotional and personal connection – essential to any community of inquiry (learning, exchange of ideas) - Instructor presence: voice of facilitator – serves as a model – provides constructive critique, formative feedback, challenges, supports
  • How we support social presence:OrientationProfile picIntroductory forums
  • Why it matters?Connection to students
  • Review page 39Chapter 4 – pages 43 and on give examples
  • http://youtu.be/TxzipYOGaoE
  • Don’t overwhelm students with long, complicated questionConsult Bloom’s Digital Taxonomy
  • Don’t overwhelm students with long, complicated questionConsult Bloom’s Digital Taxonomy
  • Establishing an Online Presence, Faculty Workshop January 2012

    1. 1. Professor Development WorkshopHow to Create an Online PresenceJanuary 17th, 2012TMC Online
    2. 2. January 17th, 10 am to 12 pmAgendaWelcome!The „Being There‟ ModelLunchDr. Hughes and James✓654321Strategies for creating Online PresenceOptional: Joule Support / Q & AFostering student discussion/contribution
    3. 3. Purpose of Session• Develop strategies to createinstructor and social presenceto support student learning• Identify strategies to developand foster student discussion and engagement in forums
    4. 4. Year in ReviewHighlights
    5. 5. Review
    6. 6. An Online Instructor Wears Many hats
    7. 7. • Welcome students and establish expectations• Respond to content/syllabus questions• Direct and guide students• Give tips or hints for successPhase 1: Professor is Clarifying
    8. 8. • Clarifying course theory• Providing feedback• Encouraging• Continued presencePhase 2: Professor is Encouraging andInstructing
    9. 9. Phase 3: Professor is Challenging &Monitoring
    10. 10. Online PresenceWhat is it?
    11. 11. Online Presence?Definition• “Being There” or “Being Together”
    12. 12. Online PresenceDefinition
    13. 13. Online Presence
    14. 14. Video Series COFA Online UNSW: Learning to Teach OnlineEngaging and Motivation StudentsOnline PresenceCreating an Online Learning Community
    15. 15. Online PresenceCommunity of Inquiry Model
    16. 16. Tools to support “Being There”Tools to enable Presence:• Professor News Board• Discussion forums• Class Poll (Choice Activity)• Video messages• Skype/Chat appointments• Posting current news events• Blog tool in profile• Group assignments or activities• Orientation activities• Personal photo upload throughJoule profile
    17. 17. Online Presence
    18. 18. Online PresenceCreating Strategies for Being There
    19. 19. Conducting effective online discussionsFostering student discussion/contribution
    20. 20. Guidelines for Creating Discussion Questions• Use open-ended questions• Limit question length to 2 or 3 sentences• Challenge students to apply content• Consider encouraging „responses‟ toarticle or short video (i.e. TED Talks)
    21. 21. Encourage students to…• Take a critical stance• Consider other view points• Support opinions (when applicable)• Apply content from course• Use observations of other students as a springboard fortheir own comments• Engage with other students
    22. 22. How to encourageparticipation/contribution• Get involved early in the discussion week• Challenge students by asking questions about their post(Use verbs from the Bloom handout)• Summarize mid-week discussion posts so far –prompting further discussion• Consider breaking a discussion into small groups (4 or 5students/group)• Give feedback (grading) in a timely matter – usefeedback option• Incorporate current events or personal experience
    23. 23. THANK YOU!Your Logo

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