Principles & Practices of Online Course Creation & Instructional Design (PPOCCID) Jeffrey Keefer February 3, 2009—Class 1 [email_address] X75.9901.001—Spring 2009 Tuesdays, 6:30pm – 8:00pm Location: http://www.epsilen.com/Inst/nyu

Agenda Introductions: Online system and Partipants Technology & Norms Sharing Expectations Syllabus & Course Overview Synchronous session date and time discussion / adjustment (as needed) Course Readings and Assignments Overview Emerging Technologies in E-learning (EDW) Foundations of Educational Theory for Online Learning (TPOL) Team Formation Critical Incident Questionnaire (CIQ) – online

Introductions: Online system and Partipants

Technology & Norms

Sharing Expectations

Syllabus & Course Overview

Synchronous session date and time discussion / adjustment (as needed)

Course Readings and Assignments Overview

Emerging Technologies in E-learning (EDW)

Foundations of Educational Theory for Online Learning (TPOL)

Team Formation

Critical Incident Questionnaire (CIQ) – online

Live Classroom Window Talk Button Text Chat Participant Area

Audio Check Can you hear the presenter? Click yes (checkmark) if you can hear the presenter Click no (x) if you cannot hear the presenter Yes No

Can you hear the presenter?

Click yes (checkmark) if you can hear the presenter

Click no (x) if you cannot hear the presenter

Communicating with Participants You’ll learn how to: Speak Raise hand Express that you are away, confused, or other emotions Send public and private text messages Dial-in via telephone if audio fails

You’ll learn how to:

Speak

Raise hand

Express that you are away, confused, or other emotions

Send public and private text messages

Dial-in via telephone if audio fails

Communicating with Participants You may also press and hold the [Ctrl] key Press & hold to talk

You may also press and hold the [Ctrl] key

Communicating with Participants Raise your hand when you want to speak Click on the hand icon

Raise your hand when you want to speak

Communicating with Participants Select an emoticon to express status and feelings Click on SET STATUS icon to open

Select an emoticon to express status and feelings

Communicating with Participants Text Chat: Main Room—public message Participant Name—private message Type & press the [Enter] or [Return] key to send message

Text Chat:

Main Room—public message

Participant Name—private message

Communicating with Participants Audio Backup Click on telephone Dial phone number Enter PIN

Audio Backup

Click on telephone

Dial phone number

Enter PIN

Communicating with Participants Please raise hand when you want to speak Communicate using: Talk button Text Chat Answer : Yes  -or- No  icons Emoticons

Please raise hand when you want to speak

Communicate using:

Talk button

Text Chat

Answer : Yes  -or- No  icons

Emoticons

Who? Where? When? Why? How? http://www.satanslaundromat.com/sl/archives/000034.html

Learning is Experiential “ all genuine education comes about through experience” - John Dewey, Experience and Education

“ all genuine education comes about through experience”

- John Dewey, Experience and Education

Technology http://www.flickr.com/photos/jeffreykeefer/2343135152/sizes/m/in/set-72157603961926409/

Norms What norms shall we follow? Why?

What norms shall we follow?

Why?

Expectations: Academic, Professional, & Personal http://www.flickr.com/photos/35188692@N00/2344976083/sizes/l/

Syllabus & Course Overview

Synchronous Class Time & Date Adjustments? http://www.flickr.com/photos/88903556@N00/182296479/sizes/m/

Break

Course Readings & Assignments http://www.flickr.com/photos/mloskot/2876549485/sizes/m/

EDW & TPOL

Readings Leading discussions on readings includes: Summarize the fundamental points / messages of 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

Leading discussions on readings includes:

Summarize the fundamental points / messages of 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

Emerging Technologies in E-learning (EDW) http://www.techsoap.net/techsoap/WindowsLiveWriter/Sprout.jpg

Web 2.0 The shift occurring in the Web from a static content environment where end users are the recipients of information—defined as Web 1.0—to one where they are active content creators—defined as Web 2.0—can be described as a transition to a more distributed, participatory, and collaborative environment (Wikipedia, 2005).

The shift occurring in the Web from a static content environment where end users are the recipients of information—defined as Web 1.0—to one where they are active content creators—defined as Web 2.0—can be described as a transition to a more distributed, participatory, and collaborative environment (Wikipedia, 2005).

Web 2.0 Web 2.0 is considered to be a platform where “knowledge-working is no longer thought of as the gathering and accumulation of facts, but rather, the riding of waves in a dynamic environment” (Downes, 2005, para. 14).

Web 2.0 is considered to be a platform where “knowledge-working is no longer thought of as the gathering and accumulation of facts, but rather, the riding of waves in a dynamic environment” (Downes, 2005, para. 14).

Web 2.0 Web 2.0 is defined not only by technologies such as blogs, wikis, podcasts, vodcasts, RSS feeds, and Google Maps, but also by the social networking that it enables.

Web 2.0 is defined not only by technologies such as blogs, wikis, podcasts, vodcasts, RSS feeds, and Google Maps, but also by the social networking that it enables.

Describe These Emerging Technologies Online Meetings Communities of Practice Blogs Wikis Mashups Webcams RSS

Online Meetings

Communities of Practice

Blogs

Wikis

Mashups

Webcams

RSS

How Can We Use These Emerging Technologies? Online Meetings Communities of Practice Blogs Wikis Mashups Webcams RSS

Online Meetings

Communities of Practice

Blogs

Wikis

Mashups

Webcams

RSS

Foundations of Educational Theory for Online Learning (TPOL) http://www.rainebrooke.com/images/blog_pics/nvspc.jpg

Foundations of Educational Theory for Online Learning (TPOL) Online learning: Benefits Challenges

Online learning:

Benefits

Challenges

Philosophies of Practice Philosophy of practice is the paradigm through which we perceive and practice education

Philosophy of practice is the paradigm through which we perceive and practice education

Some Philosophies of Practice Behaviorist —observable behaviour indicates whether or not the learner has learned something Cognitivist / Analytical —rational transmission of knowledge; the amount learned depends on the processing capacity and the amount of effort expended during the learning process (there is a reality to be known, cf. post-positivism) Critical —promote political, social, and educational change Constructivist —the individual learner constructs meaning and knowledge by interpreting the information and the world according to their personal reality

Behaviorist —observable behaviour indicates whether or not the learner has learned something

Cognitivist / Analytical —rational transmission of knowledge; the amount learned depends on the processing capacity and the amount of effort expended during the learning process (there is a reality to be known, cf. post-positivism)

Critical —promote political, social, and educational change

Constructivist —the individual learner constructs meaning and knowledge by interpreting the information and the world according to their personal reality

http://flickr.com/photos/hodgiemullo/2851593823/sizes/m/

Team Formation

Course Blog

Next Week’s Deliverables Consider Project Topic & Assignment Rubrics Readings from TPOL and EDW Check / reply in course forums Post your blog URL to the class Forum (Create and) 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. At the beginning of the next class, the responses will be shared. This is intended to help make the class more responsive to your needs and concerns. Critical Incident Questionnaire v4 Adapted by Jeffrey Keefer from: Brookfield, S. (1995). Becoming a Critically Reflective Teacher . San Francisco: Jossey-Bass.

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. At the beginning of the next class, the responses will be shared. This is intended to help make the class more responsive to your needs and concerns.

Critical Incident Questionnaire v4 Adapted by Jeffrey Keefer from: Brookfield, S. (1995). Becoming a Critically Reflective Teacher . San Francisco: Jossey-Bass.

Critical Incident Questionnaire (CIQ) 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? (v6)

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?

Critical Incident Questionnaire (CIQ) Online http://www.surveymonkey.com/s.aspx?sm=gw45DUWlIBVBchlQtRmLfw_3d_3d (v6)