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  • Course Design: easy interface, few similarly structured modules/units
    Interaction w/Instructor: frequency and constructive presence of instructor
    Discussions: high percentage of course grade, required frequency of interaction 2xweek, ave. length of postings, fosters interactivity among students
    These three elements help to support the development of knowledge building communities
  • Teaching presence is defined as having three categories

  • Discussions can be key if you take a constructivist view of learning –students learn when their ideas are challenged, reformed, synthesized through their interactions with others.
    So guided participation is really important. Instructors play a crucial role in student’s knowledge construction by scaffolding the learning process for them.
    So it is the instructor’s role to organize online interactions that are sufficiently structured to support student learning.
    A high degree of interactivity and student participation is critical to online instruction.
    This can happen in the course by asking followup questions – adding additional information to the discussion – guiding and keeping the discussion on track. All this has to be done in a climate of respect and safety.

  • Switch from noun (passive) to verb (active)

  • If you don’t know where to begin or what some of these things are…. And are feeling too-dated/old to ask… there is help online….


  • 1. John J. Lawless, PhD, MPH SUNY Empire State College May 2010, FPP White Eagle
  • 2. Elements of Successful Online Courses Importance of Building Community Consistency of Interaction with Active and Valued Course Design Instructor Course (Institutional (Teaching Presence) Discussions Support) Swan, et.al. 2000
  • 3. Teaching Presence  Design and Organization https://esc.angellearning.com/section/default.asp? id=EMPU-84BPBR  Facilitating Discourse  Direct Instruction Anderson et al, JALN 5(2) 2001
  • 4. Design and Organization  Set the curriculum  Utilize medium effectively  Establish time parameters  Establish netiquette
  • 5. Facilitating Discourse  Identify areas of agreement/disagreement  Seek to reach understanding  Encourage and acknowledge student contributions  Set climate for learning  Draw participants in; prompt discussion
  • 6. Best Practices for Discussions o Presence of guidelines - defining expectations in terms of quality, quantity and possibly frequency of posts o Presence of feedback - Visible (preferably with the gradebook); Both narrative feedback and numerical evaluation o Instructor presence - What type – evaluative (avoid this) vs. inquisitive; How much?
  • 7. Direct Instruction  Present content/questions  Focus discussion on specific issues  Summarize discussion  Confirm understanding through assessment and explanatory feedback  Add knowledge from diverse sources  Respond to technical concerns
  • 8. Promoting Quality Discussions  Instructor role – Socrates  Promote student-centered discussion boards  Respond to a question with a question!  Utilize Bloom’s taxonomy in asking students questions – analysis, synthesis and evaluation
  • 9. Bloom’s Anderson’s Taxonomy
  • 10. How to Utilize a Taxonomy • Analyze • Compare Analysis • Contrast • Hypothesize • Design Synthesis • Develop • Critique • Justify Evaluation • Judge
  • 11. Blended Models How will the web component enhance the course and student learning?  Static  Course Announcements, Syllabus, Online Resources  Lecture notes, powerpoints and handouts  Interactive  Learning Activities and Assignments
  • 12. Learning Activities  Discussions  Quizzes/Self-tests  Team Projects  Peer Assessments  Mapblogs  Wikis  Blogs  Videos (eg. YouTube)  Podcasts
  • 13. YouTube Resources  RSS in Plain English  Blogs in Plain English http://www.youtube.com/watch? http://www.youtube.com/watch? v=0klgLsSxGsU v=NN2I1pWXjXI  Twitter in Plain English  Social Bookmarking in Plain English (i.e. delicious) http://www.youtube.com/watch? v=ddO9idmax0o http://www.youtube.com/watch? v=x66lV7GOcNU  Social Networking in Plain  Wikis in Plain English English http://www.youtube.com/watch? http://www.youtube.com/watch? v=-dnL00TdmLY v=-dnL00TdmLY  Websearch Strategies in Plain  Podcasting in Plain English English http://www.youtube.com/watch? http://www.youtube.com/watch? v=y- v=y- MSL42NV3c&feature=channel MSL42NV3c&feature=channel
  • 14. Institutional Support  Policies for course development  Curriculum Committees  Standard templates and information documents in all courses  Coordinators to manage courses with multiple sections  Timelines (development, revisions) and resources  Class size, enrollment caps  Policies for support and evaluation  Faculty training  Instructional Designers/Technologists  Technical support for faculty and students  Student surveys and analysis
  • 15. Teaching at Empire State College  Adjunct instructor for the Center for Distance Learning (CDL)  www.esc.edu – Employment- Faculty Vacancy-  Center for Distance Learning Adjunct Faculty, Part-time (Saratoga Springs)  Tutor for guided independent studies – contact  Nikki.Shrimpton@esc.edu in Syracuse
  • 16. References  Anderson, Terry, Liam Rourke, D. Randy Garrison and Walter Archer (2001) Assessing Teaching Presence in a Computer Conferencing Context. Journal of the Asynchonous Learning Network JALN 5(2).  Churches, Andrew (2008). Bloom's taxonomy: Blooms digitally. Retrieved May 18, 2010 from http:// www.techlearning.com/article/8670  Coppola, Nancy Walters, Starr Rozanne Hiltz and Naomi Rotter (2001) Becoming a Virtual Professor: Pedagogical Roles and ALN. Conference paper HICSS 34.  Swan, Karen, Peter Shea, Eric Fredericksen, Alexandra Pickett, William Pelz (2000) Course Design Factors influencing the success of online learning. Conference paper WebNet 2000. ERIC ED 448 760  Tallent-Runnels, Mary, Julie Thomas, William Lan, Sandi Cooper, Terence Ahern, Shana Shaw and Xizoming Liu (2006) Teaching Courses Online: A Review of the Research. Review of Educational Research 76(1): 93-135.