Teaching Preservice Teachers Online: Pitfalls and Practices

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    Teaching Preservice Teachers Online: Pitfalls and Practices - Presentation Transcript

    1. Teaching Preservice Teachers Online : Pitfalls and Practices John H. Curry, Ph.D., Oklahoma State University Angel Kymes, Ph.D., Northeastern State University
    2. Why would we even try?
      • We were crazy . . .
      • Many have talked about it . . .
      • Administration!
    3. Three types of issues we faced
      • Administrative
      • Content
      • Student
    4. Administrative issues
      • COE wanted a cohort in Tulsa, so an online section would solve sending a faculty member to teach there
      • Implementation of a new course management system (Desire2Learn)
        • No faculty training
        • No student training (or warning!)
    5. Content issues
      • Course originally designed for a BlackBoard environment
        • BlackBoard vs. Desire2Learn
          • toolbox vs. hardware store
          • release conditions confusing
    6.  
    7. Content issues (cont.)
      • Textbook and resources weren’t conducive to facilitating an online course
        • Site was down frequently
        • Lesson planning model was confusing
        • Lesson plan builder not well designed
    8. Student issues
      • Late registration
        • Many who enrolled for the second section of the course enrolled after the beginning of the semester
          • Late enrollees generally are not disposed to be proactive
      • OCED enrollment
        • Students have limited or no background in education
    9. Solutions
      • New text with online materials better suited to our needs
    10. Solutions (cont.)
      • Complete content redesign
        • Better use of Desire2Learn
          • Different chunking methods
          • Took advantage of the “Hardware Store”
          • Use of the calendar
    11.  
    12.  
    13.  
    14. Use of calendar
      • Everything posted on Monday, and then due Saturday at 10:00 pm.
    15. Podcasting
      • Tried it on a whim, after AWFUL WebQuests were turned in.
      • Chapter overviews--not covering everything
        • Four parts
          • Music shout out
          • Content overview
          • Quiz password
          • Description of assignments
    16. One year later . . .
      • Things run MUCH smoother!
      • Changes in the face to face classes
        • f2f students heard about the podcasts and wanted to hear them as well
        • Opened up time in the face to face classrooms--now a truer hybrid
    17. What else has changed?
      • Content, baby!
      • Out with the Office suite
        • When do we get past teaching word processing to students?
      • In with the “Freak of the Week”
        • Bring on blogs, welcome wikis, promote podcasting, validate video, remember RSS, support social networking and bookmarking, and NEVER forget folksonomies!
    18. In summary . . .
      • Administrative issues
        • Took care of themselves
      • Content issues
        • Solved with redesign and new text
      • Student issues
        • Some still exist, but familiarity with D2L has helped TREMENDOUSLY
    19. So is this a viable online course?
      • The real answer?
      • It depends . . .
    20. Questions?

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