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Principles and Practices of Online Course Creation and Instructional Design - FA09 Class 2v4
 

Principles and Practices of Online Course Creation and Instructional Design - FA09 Class 2v4

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  • Principles & Practices of Online Course Creation and Instructional Design - X75.9901.001 - FA08 Leadership Y52.3300.001 / Summer 2008

Principles and Practices of Online Course Creation and Instructional Design - FA09 Class 2v4 Principles and Practices of Online Course Creation and Instructional Design - FA09 Class 2v4 Presentation Transcript

  • Principles & Practices of Online Course Creation & Instructional Design (PPOCCID) Jeffrey Keefer October 27, 2009—Class 2 [email_address] X75.9901.001—Fall 2009 Tuesdays, 6:30pm – 8:30pm Location: http://www.epsilen.com/crs/096808
  • Reminder . . . Turn On Archive! http://farm4.static.flickr.com/3568/3446904594_2ddc121e3f.jpg
  • Agenda
    • Review Critical Incident Questionnaire (CIQ)
    • Technology Check-in
    • Course Process / Progress / Objective Check-in
    • Review Assignments Due / Rubrics
    • Discuss Team Formation and Assignments
    • Discussions of Readings
      • Foundations of Educational Theory for Online Learning
      • Towards a Theory of Online Learning (TPOL )
      • Understanding e-Learning Technologies-in-Practice through Philosophies-in-Practice (TPOL)
      • Tools for online engagement and communication (EDW)
    • Critical Incident Questionnaire (CIQ) – online
  • Critical Incident Questionnaire Results: 10 4 Participation in class / webcam 3 Instructor asking for input 3 Philosophy of practice discussion / slide 1 2 Hearing others speak / comment 2 Students helping one another Technology problems 2
  • Technology Check-in http://flickr.com/photos/slice/848436484/sizes/m/
  • Course Objectives
    • By the end of this course, students will be able to:
      • Identify instructional design elements for online courses design.
      • Demonstrate key pedagogical strategies and principles used in online courses.
      • Work collaboratively in online learning teams.
      • Understand technical opportunities and limitations for online learning.
      • Create a plan for an online learning unit.
  • Reminders . . .
    • Close unneeded software (Outlook, RSS reader, etc.)
    • Break
    • Norms:
      • Participate
      • Focus on “how to engage” our learners
      • Patience with the learning needs & styles of others
  • Course Process / Progress / Objectives http://flickr.com/photos/8533266@N04/2193661213/sizes/m/
  • Assignments Due http://flickr.com/photos/teachandlearn/2899541656/sizes/m/
  • Grading / Rubrics http://www.caseyferrand.com/?p=737
  • Discuss and Visit Blogs
  • Blog Posting Rubric
    • For your own weekly blog post(s), be sure to:
      • Post your blog entry before the due date
        • 0.5
      • Post a link to your Blog posting in the Forum (if requested)
        • 0.5
      • Discuss and develop some aspect of online learning / education
        • 1.0
      • Demonstrate that you are able to apply what you are learning to your professional practice
      • 1.0
    • Total = 3 points
  • Blog Comments Rubric
    • For your own weekly blog comments, you should comment (which is what a reply is called) on at least two of your classmate's blog posts from the previous week. Be sure to:
      • Post your responses before the due date
        • 0.5
      • Post links to your two comments in the Forum (if requested)
        • 0.5
      • Discuss and develop some aspect of online learning / education for each posting
        • 1.0
    • Total = 2 points
  • Forum Replies Rubric
    • For your weekly course forum replies, be sure to:
      • Post your forum replies before the due date
        • 0.5
      • Discuss and develop some aspect of online learning / education
        • 0.5
    • Total = 1 point
  • Philosophies of Practice
    • Philosophy of practice is the paradigm through which we perceive and practice education
  • http://flickr.com/photos/hodgiemullo/2851593823/sizes/m/
  • Learning is Experiential
    • “ all genuine education comes about through experience”
    • - John Dewey, Experience and Education
  • Team Formation (Break-out rooms & Workgroups tab)
  • Readings
    • Leading discussions on readings includes:
      • Present the fundamental material from the readings
      • Critically evaluate the readings (Do the readings work for your practice? Do you agree or disagree with the points, etc.)
      • Support your perspectives
      • Everybody on the team should participate
      • Focus on content while engaging the audience
      • It should appear to be a single presentation
  • Team Presentation Rubric??
    • Team Presentation Assessment
    • Time -- within time (30 minutes total) – 5
    • Content -- includes something valuable from all the readings – 10
    • Discussion -- fosters some discussion, interaction, and learner engagement in class – 10
    • Visual & Multimedia appeal -- visuals, audio style, text, organization, and/or other media in slides or presentation to enhance discussion – 10
    • Team work -- team appears to have worked together, including with their answers to questions – 5
    • Internalization -- offers opinions and explanations based on the readings, bringing some of the learning into professional practice – 10
    • Total – 50 points
  • Break
  • Course Readings & Assignments http://www.flickr.com/photos/mloskot/2876549485/sizes/m/
  • EDW & TPOL
  • Notes & Readings . . . http://flickr.com/photos/shuttercat7/628908588/sizes/m/ http://flickr.com/photos/margolove/1252522330/sizes/m/
    • Evaluation
    • Summarize
    • Critically evaluate
    • Support your perspectives
    http://flickr.com/photos/coffeegeek/2195029692/sizes/m/
  • Discussions of Readings
    • Foundations of Educational Theory for Online Learning
    • Towards a Theory of Online Learning (TPOL )
    • Understanding e-Learning Technologies-in-Practice through Philosophies-in-Practice (TPOL)
    • Tools for online engagement and communication (EDW)
    http://www.rainebrooke.com/images/blog_pics/nvspc.jpg
  • Understanding e-Learning Technologies-in-Practice through Philosophies-in-Practice (TPOL)
    • Embedded in our opinions on e-learning technologies are views on the (non) neutrality of technology. The debate over technological neutrality revolves around whether or not technologies are neutral and whether or not biases can arise only from the ways in which technologies are used by teachers and students – or whether biases can occur through the technologies themselves. An analogy to contextualize and bring relevance to views on the neutrality of technologies can be gained from the catch phrase, “People kill people, not guns.” A comparable catchphrase in the field of e-learning might be, “Educators reshape education, not technologies.” Many educational technologists agree with Jonassen (1996), who asserts that “carpenters use their tools to build things; the tools do not control the carpenter. Similarly, computers should be used as tools for helping learners build knowledge; they should not control the learner” (p. 4). While Jonassen’s argument sounds solid in its rationale, media theorist Marshall McLuhan (1964) suggests otherwise. Specifically, even though the neutrality of a tool speaks to our common sense with respect to the ways in which tools are used, McLuhan and Fiore (1962) maintain that media can profoundly transform society and the human psyche. McLuhan also made famous the aphorism, “The medium is the message,” giving pause to the assumption of the non-neutrality of technology (p. 94).
  •  
  • Use the ADDIE Instructional Design Model
  • Time for Team Meetings
  • Learning is Experiential
    • “ all genuine education comes about through experience”
    • - John Dewey, Experience and Education
  • Next Week’s Deliverables Begin Team Projects / Team 1 Readings from TPOL and EDW Check / reply in course Forums and Wikis Post comments to at least 2 class blogs Have at least one blog posting by Sunday (noon) before class
  • Critical Incident Questionnaire
    • Please take a few minutes to respond to any of the questions below about today’s class. Do not put your name on this paper, as your responses are anonymous. If you do not have a response for any question, feel free to leave it blank. Responses will be shared with the class the next time we meet. This is intended to help make the class more responsive to your needs and concerns.
    Critical Incident Questionnaire v7 Adapted by Jeffrey Keefer from: Brookfield, S. (1995). Becoming a Critically Reflective Teacher . San Francisco: Jossey-Bass.
  • Critical Incident Questionnaire (CIQ)
    • 1. At what moment in today’s class did you feel most engaged and / or least engaged?  
    •  
    • 2.   What action (if any) did anybody take that you found most affirming / helpful ? 
    •  
    • 3.   What action (if any) did anybody take that you found most puzzling / confusing ?
    •  
    • 4.   What was the most important information you learned during today’s class? 
    •  
    • 5.   Do you have any questions or suggestions about today’s class?
    (v7)
  • Critical Incident Questionnaire (CIQ) Online http:// www.surveymonkey.com/s.aspx?sm=RMzvrgM9MxAdo6GTTdS83g_3d_3d (v7)