STRUCTURE OF PROFESSIONAL DEVELOPMENT- MODULE FOR NACOL’S STANDARD I : QUALITY ONLINE TEACHING: iNACOL Mission: Ensure all students have access to world-class education & quality online learning opportunities that prepare them for lifetime of success This PD will concentrate on Standard I Pg. 14 The online teacher will demonstrate competency in using data from assessments and other data sources to modify content and to guide student learning. There are 6 principles in relationship to Standard I (pg. 14) that teachers will be held accountable and must demonstrate mastery in all skills-
DEVELOPMENT-MODULE FOR INACOL’S STANDARD I QUALITY ONLINE TEACHING: CONT. This professional development will focus on the six principles in relation to Standard I which include:1) Effective management strategies,2) Understands online course management tasks,3) Knows & understands student readiness for course,4) Knows & understands students success is an important measure of teaching & course content,5) Knows & understands the importance of student self- assessment,6) Knows & understands the role of student empowerment in online learning,
MODULE OBJECTIVES FOR STANDARD I:Upon completion the learner will be able to:1) Effectively incorporate time management skills into an online learning course2)Use a variety of digital programs to assist inmanagement skills3) Set up a survey to poll students for information4) Design a WIKI page5) Design a Self-Assessment and Reflection Form6) Begin building on eLearning Toolkit
PRINCIPLE 1:THE ONLINE TEACHER KNOWS ANDUNDERSTANDS EFFECTIVE TIME MANAGEMENT STRATEGIES Teacher will demonstrate the ability to apply: 1) The 6 strategies for time management in teaching an online course effectively—Reference: http://itdl.org/journal/feb_06/article01.htm Read the article on Time Management Strategies (see above reference) Get with a partner and discuss the difference between F2F teaching and online teaching in relationship to time management 2) Read the time saving tips in Moodle: This tip will decrease wasted time in discussions forums Reference: http://ecampus.nmit.ac.nz/moodle/mod/book/view.php?id=41234&chapter id=5611 3) In Moodle set up a discussion forum asking students viewpoints on Academic honesty concerning online learning.
PRINCIPLE 2: THE ONLINE TEACHER KNOWS ANDUNDERSTANDS ONLINE COURSE MANAGEMENT TASKS. The learner will demonstrate the ability to: 1) Put together an e-learning toolkit to assists in class assignments—Reference: http://blended.online.ucf.edu/blendkit-course-diy- project-tasks/ Complete Task: 01 & 02: Course Blueprint & Design for Interaction Learning 2) Manage the Moodle course management system (CMS) to create online learning sites Reference: http://moodle.org/ Principle 1 Activity 2 & 3 will assist with managing the Moodle site
PRINCIPLE 3: THE ONLINE TEACHER KNOWS ANDUNDERSTANDS WAYS FOR TEACHER AND STUDENTS TOACCESS STUDENT READINESS FOR COURSE CONTENTAND METHOD OF DELIVERY The learner will demonstrate the ability to: 1) Schedule events and poll students using Doodle Mydoodle Reference: http://www.doodle.com/ 2) Take the learning style inventory (LSI): Reference: http://people.usd.edu/~bwjames/tut/learning- style/stylest.html After taking the LSI get with a partner and discuss: What are the different types of learning styles? What are ways you can differentiate instruction for online learners?
PRINCIPLE 4: THE ONLINE TEACHER KNOWS AND UNDERSTANDSTHAT STUDENT SUCCESS (E.G., GRADE, LEVEL OFPARTICIPATION, MASTERY OF CONTENT, COMPLETION PERCENTAGE) IS AN IMPORTANT MEASURE OF TEACHING AND COURSE SUCCESS. The learner will demonstrate the ability to: 1) Access student information to gather important data in determining student’s level of readiness 2) Create various styles of evaluations to meet the needs of individual students (Example: Design a rubric for a project) Reference: Rubistar http://rubistar.4teachers.org/ (Create a rubric for a high achieving student and one for a low achieving student) Name types of assessments online teachers can utilize. How can teachers prevent cheating on assessments? With a partner design an Academic Honesty Policy
PRINCIPLE 5: THE ONLINE TEACHER KNOWS ANDUNDERSTANDS THE IMPORTANCE OF STUDENT SELF-ASSESSMENT. The learner will demonstrate the ability to: 1) Design a transition assessment tool for students The tool will be used to collect data on student interests, strengths, weaknesses For insight locate: Student Self-Assessment and Reflection Form: Website http://www.iidc.indiana.edu/styles/iidc/defiles/INS TRC/TuesTips/Student_Self_eval_benefits.pdf
PRINCIPLE 6: THE ONLINE TEACHER KNOWS ANDUNDERSTANDS THE ROLE OF STUDENT EMPOWERMENTIN ONLINE LEARNING. The learner will demonstrate the ability to:1) Design a WIKI page for students to interact and contribute to projects2) Read the article: Online Learning design that fosters student support, self-regulation, and retention. Website: https://pantherfile.uwm.edu/simonec/public/Motivati on%20retention%20articles/Articles/Fisher_OnlineL earningDesign.pdf3) After reading the article list instructional strategies teacher can utilize to build student ownership with online learning.
PROFESSIONAL DEVELOPMENT DOES NOT STOP-CONTINUE TO GROW & DEVELOP Upon completion of each activity under each principle the learner will advance a step closer to becoming a quality online instructor. Quality instructors seek to improve daily in their profession-Never accept the status quo & continue to grow and develop as an online instructor Set the bar high-your students will meet your expectations & sometime surprise you I have supplied an excellent source to begin your e- learning toolkit- Go ahead: eat your frog now!! http://www.elearning.ubc.ca/toolkit/academic-continuity- toolkit/
Thank you for yourparticipation, listening and learning skills!
REFERENCESDoodle. (2012). Easy scheduling. Retrieved on June 29, 2012 from http://www.doodle.com/Fisher, M., & Baird, D. (2005). Online learning design that fosters student support, self- regulation, and retention. Emerald Research Register, 22(2), 88-107.iNACOL. (2011). National standards for quality online teaching. Retrieved on June 29, 2012 from http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdfIndiana Secondary Transition Resource Center. (n.d.) Student self-assessment & reflections. Retrieved on June 28, 2012 from http://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/TuesTips/Student_Self_eval_benefits.pdfInstructor Magazine (2009). What’s your learning style? Retrieved on June 29, 2012 from http://people.usd.edu/~bwjames/tut/learning-style/stylest.htmlMoodle. (2011). What is moodle? Retrieved on June 29, 2012 from http://moodle.org/about/Nelson Marlborough Institute of Technology. (2012). Time saving tips in moodle. Retrieved on June 29, 2012 from http://ecampus.nmit.ac.nz/moodle/mod/book/view.php?id=41234&chapterid=5611Rubistar. (2008). Welcome to rubistar. Retrieved on June 29, 2012 from http://rubistar.4teachers.org/Shi, M., Bonk, C., & Magjuka, R. (2006). Time management strategies for online teaching. International Journal of Instructional Technology & Distance Learning. Retrieved on June 28, 2012 from http://itdl.org/journal/feb_06/article01.htmUniversity of Central Florida. (n.d.) Blendkit course: DIY project tasks. Retrieved on June 29, 2012 from http://blended.online.ucf.edu/blendkit-course-diy-project-tasks/