Foundations presentation 3


Published on

For EDH650

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Foundations presentation 3

  1. 1. 7 Things you need to know: Things 4, 5, & 6 Content Delivery
  2. 2. So far…}  We’ve discussed }  The difference between traditional in-seat and online/hybrid course delivery. }  Planning your course and introduced some of the technology tools that you might use }  The importance of thinking through and communicating with detail
  3. 3. Content Delivery How do we actually teach our content? Some of this should sound familiar…
  4. 4. Backward Design1.  You begin with your course objectives.2.  You next look at how you will know if your students meet the objectives – that is through assessment.3.  You choose your assessment methods.4.  Last you develop the content.
  5. 5. Assessment}  Assumptions }  You know your course objectives }  You have established means for assessing their learning }  You likely practice both formative and summative assessment}  Methods for online/hybrid delivery }  Consider how you assess learning (now or think that you will) }  How much formative assessment do (will) you practice? }  What about summative? }  High stakes? }  Low stakes?
  6. 6. High or Low Stakes}  High Stakes }  Example: Midterm & Final }  Midterm = 30% }  Final = 40% }  Paper/Project = 20% }  Incidentals = 10%
  7. 7. Considerations }  Community – is not developed through individual tests }  Security – few institutions have the necessary security measures for assurance of the integrity of online tests}  Take advantage of what an online delivery adds to your possibilities}  What are some alternatives?
  8. 8. Low Stakes!}  Still want to use online tests? }  4, 6 or even 8 smaller quizzes }  “Open Book” }  Weekly quizzes on assigned reading/modules to check for understanding (and reading!) }  Example: }  Thirteen quizzes during the semester, dropping the lowest score, cumulatively worth 20% of the course total
  9. 9. Other alternatives}  Wikis }  Essays}  Journals/Blogs }  Projects}  Portfolio }  Application/}  Presentation Demonstration}  Case Studies }  Other ideas?
  10. 10. Thing 4 and Thing 6Content Delivery & Building Community
  11. 11. Organizing your content}  What you are teaching}  How you are teaching}  (As mentioned in the online discussion) - How content is organized and displayed is critical. You might think that the most important thing is what you are teaching. This is also important to students, but equally important to them is the how.}  An often reported frustration for students is when a course appears disorganized and they have difficulty knowing what to do and where to find it. This costs them time that they could otherwise spend actually attending to the content and their frustration may impede the attention they give when they finally find what they need. The confusion and back-tracking limits student engagement.
  12. 12. Suggestions}  Structured and Consistent }  Into Learning Modules }  By Theme }  By Week
  13. 13. Considerations } Chunking }  (more on this in the learning module) } Readability }  (seethe handout on readability statistics)
  14. 14. Interaction}  between the student and the content material; }  between the student and you; and}  among students in the class.
  15. 15. A model where the Social Presence, the Cognitive Presence, and theTeaching Presence all come together to create the best EducationalExperience.
  16. 16. Community of InquirySocial presence  “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Garrison, D. R., & Vaughan, N. (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
  17. 17. Community of InquiryTeaching Presence the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Garrison, D. R., & Vaughan, N. (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
  18. 18. Community of InquiryCognitive Presence  the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson and Archer, 2001). Garrison, D. R., & Vaughan, N. (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
  19. 19. What are some ways that you canfacilitate the development ofcommunity in your course?
  20. 20. Develop Community through:}  Active interaction}  Collaborative learning}  Socially constructed meaning evidenced by questioning, reflection and agreement}  Sharing of resources among studentsFor community to develop, faculty and students have to sense the presence of each other and build trust. Palloff and Pratt (2007)
  21. 21. Methods }  Lecturing }  Text }  Podcast }  Video }  Synchronous }  Learning Objects }  Web sites }  Video }  Problem Based Learning/ Case Study / Critical Incident }  Discussion / Dialogue / Discourse / Debate }  What else??
  22. 22. Here are three primary elements of an online course, and typical tools that are used (these are the GVSU standards – the ones officially supported.)Communication Content   Assessment     Announcements   Post  documents   Online  quizzing   Email   Learning  units   Surveys   Discussion  Board   Adapted  release   Pronto   Web  resources   Blogs   Group  pages   RSS  Feeds   Wiki   Journals   Blogs/Wikis   Submit  assignments   Grade  Center   Library  Resources   Collaboration   Scholar   Grade  Center   Wimba  Voice   Podcasting   Turnitin   Telephone   Wimba  Classroom   Wiki   iTunes  U   Track  Statistics  
  23. 23. Next:}  Please go through the (re)Designing Content learning unit.}  Following the learning unit are some additional documents, some of which you have already seen. There are also some examples posted that are from my EDH648, Adult Learner course.}  Instead of developing an outline for an online module, I will post a general discussion board question that will hopefully require some thought and reflection, but not be as demanding as preparing an outline.