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Principles & Practices of Online CourseCreation & Instructional Design (PPOCCID) Sp09 Class 1v6
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Principles & Practices of Online Course Creation & Instructional Design (PPOCCID) Sp09 Class 1v6

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Slides from my Principles & Practices of Online Course Creation & Instructional Design (PPOCCID) course http://www.epsilen.com/crs/85791

Slides from my Principles & Practices of Online Course Creation & Instructional Design (PPOCCID) course http://www.epsilen.com/crs/85791

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  • 1. 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
  • 2. 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
  • 3. Live Classroom Window Talk Button Text Chat Participant Area
  • 4. 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
  • 5. 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
  • 6. Communicating with Participants
    • You may also press and hold the [Ctrl] key
    Press & hold to talk
  • 7. Communicating with Participants
    • Raise your hand when you want to speak
    Click on the hand icon
  • 8. Communicating with Participants
    • Select an emoticon to express status and feelings
    Click on SET STATUS icon to open
  • 9. Communicating with Participants
    • Text Chat:
    • Main Room—public message
    • Participant Name—private message
    Type & press the [Enter] or [Return] key to send message
  • 10. Communicating with Participants
    • Audio Backup
    • Click on telephone
    • Dial phone number
    • Enter PIN
  • 11. Communicating with Participants
    • Please raise hand when you want to speak
    • Communicate using:
      • Talk button
      • Text Chat
      • Answer : Yes  -or- No  icons
      • Emoticons
  • 12. Who? Where? When? Why? How? http://www.satanslaundromat.com/sl/archives/000034.html
  • 13. Learning is Experiential
    • “ all genuine education comes about through experience”
    • - John Dewey, Experience and Education
  • 14. Technology http://www.flickr.com/photos/jeffreykeefer/2343135152/sizes/m/in/set-72157603961926409/
  • 15. Norms
    • What norms shall we follow?
    • Why?
  • 16. Expectations: Academic, Professional, & Personal http://www.flickr.com/photos/35188692@N00/2344976083/sizes/l/
  • 17. Syllabus & Course Overview
  • 18. Synchronous Class Time & Date Adjustments? http://www.flickr.com/photos/88903556@N00/182296479/sizes/m/
  • 19. Break
  • 20. Course Readings & Assignments http://www.flickr.com/photos/mloskot/2876549485/sizes/m/
  • 21. EDW & TPOL
  • 22. 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
  • 23. Emerging Technologies in E-learning (EDW) http://www.techsoap.net/techsoap/WindowsLiveWriter/Sprout.jpg
  • 24. 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).
  • 25. 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).
  • 26. 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.
  • 27. Describe These Emerging Technologies
    • Online Meetings
    • Communities of Practice
    • Blogs
    • Wikis
    • Mashups
    • Webcams
    • RSS
  • 28. How Can We Use These Emerging Technologies?
    • Online Meetings
    • Communities of Practice
    • Blogs
    • Wikis
    • Mashups
    • Webcams
    • RSS
  • 29. Foundations of Educational Theory for Online Learning (TPOL) http://www.rainebrooke.com/images/blog_pics/nvspc.jpg
  • 30. Foundations of Educational Theory for Online Learning (TPOL)
    • Online learning:
      • Benefits
      • Challenges
  • 31. Philosophies of Practice
    • Philosophy of practice is the paradigm through which we perceive and practice education
  • 32. 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
  • 33. http://flickr.com/photos/hodgiemullo/2851593823/sizes/m/
  • 34. Team Formation
  • 35. Course Blog
  • 36. 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
  • 37. 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.
  • 38. 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)
  • 39. Critical Incident Questionnaire (CIQ) Online http://www.surveymonkey.com/s.aspx?sm=gw45DUWlIBVBchlQtRmLfw_3d_3d (v6)