Getting Started with Online Teaching
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Getting Started with Online Teaching






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  • (adaptive release)
  • Different areas of knowledge and skills require different attention and treatment in the design of instructional activities.Concept learning requires information gathering and organizationCognitive skills require problem solving and critical thinkingPsychomotor skills require practice and hands-on experienceAttitudinal changes require role play and situational practice

Getting Started with Online Teaching Getting Started with Online Teaching Presentation Transcript

  • Getting Started with Online Teaching Jun Yang OIT Learning Technologies Group
  • Workshop Objectives  Apply effective online teaching pedagogies to online course development  Identify the basic characteristics and components of an online course  Recognize the essential competencies required for teaching online  Identify technologies and strategies to use in the course delivery, interactions and assessments.  Develop an online course development plan and get started with course development using design templates.
  • The efficacy of online learning  In September 2010, the Department of Education issued a detailed report  This analysis demonstrates very convincingly that online learning methods are, on average, at least as effective as face-to-face learning.
  • Technologysupported teaching/learning Platform Physical separation: invisible students /professors Instructorfacilitated, student-centered New Roles Ongoing, Self-paced 24/7 Online learning environment Asynchronicity Different ways to deliver content, assess and engage learners What makes online teaching unique?
  • What basic competencies do online teachers need?  Be comfortable using computer, internet and learning tools to create and deliver online instruction  be proficient using the basic LMS features to design, and deliver online instruction  Be able to provide students with basic technical assistance  Be able to provide detailed, clear and explicit written instructions Pedagogical readiness &technical readiness https://weblearning.psu. edu/FacultySelfAssessme nt/  be able to use different instructional tools to produce and deliver instruction  Be able to moderate and facilitate online communication and learning  be aware of the accessibility issues associated with online education
  • Getting Started Be aware of the two stages: • Development stage before the term starts • Teaching stage after the term starts
  • Dr. David will teach a new full online course in September, 2014. Since this online course will be converted from an existing f2f course, he thinks if he starts course development in mid-May, he should have sufficient time by devoting the whole summer for this course.
  • Getting Started Be aware of the two stages: • Development stage before the term starts • Teaching stage after the term starts Allow adequate development time: 6 months for a new online course An online course should be fully developed or at least most done before the term starts, Why?
  • Key Course Elements in an Online Course
  • See one example 1. 2.
  • Getting Started: Steps to online course development
  • Start: Develop Course Development Plan & Timeline Handout
  • Step One: Start from your f2f syllabus  Review the syllabus Exam the course learning objectives Or Set appropriate learning objectives (Level of learning objectives: Content or Skills/Competency? asking students to actively engage in the learning objectives )  How do you teach the current f2f version of the course?  What are the main problems you are facing at the moment with your classroom teaching? Which component didn’t’ go well? What learning outcomes did most students struggle with?  Are there any skill/knowledge gap for your students?  What needs to be changed when move online? Be intentional about the aligning the course content to the course objectives.
  • Step 2 Reviewing/select the content and topics Modularization of the course content to plan the flow of content (breakdown) mapping out the module by module view of readings & activities & assignments using the module development template
  • Module Components Module Components: Module Introduction Module Learning Objectives Module To_Do_List Required readings Module lectures Activities Assessments Resources Module Summary Module Design Considerations: 1. What do I want my students to get out of this? To what level and how well? 2. Which topic in the module might be difficult to learn for students in an online environment? 3. What are most effective activities for the module objectives? 4. What’s the most effective assessment for this module?
  • Start Here Learning objectives Module 1 To-do List Lectures Overview Topic one Topic two Module 2 Assignments Learning Objectives To-do List Discussion Self-check quiz Project Topic three • Course is organized in modules or units with each module released on a scheduled time. With a predictable weekly schedule/Rhythm Lectures Assignments
  • First Week: “Read Me First”, “Getting Started” or “Start Here” Course Tour Getting to know each other Welcome Message Online Syllabus A “FAQs” file Or “FAQs” in the Discussion Forum Technology Skills Survey/ User Computer Skills Survey/Assessments Online learners need course orientation before getting started.
  • Canvas courses  
  • Question to discussion What do you think about the following statement? PowerPoint + lectures + Tests (Exams) are enough for an online course.
  • Step 3: Developing activities for each module to support learning objectives Schedule and sequence of class activities Parallel activities need to be deliberately built into an online course at regular space. otai/                  Blogging Case Briefs Case Studies & Case-based Instruction Group problem solving/reports Journaling Peer Editing Portfolios Presentations Self-assessment tests Short essays Individual or group project work Individual blog reflection or e-Portfolio Online discussion forums Reflections Reviews WebQuest Scavenger Hunt What can you do to get the learner to practice using the information in a setting similar to what they’d do in the real world?
  • Step 4 Developing assessments to support learning objectives  Clear-defined instructions and rubrics  Diverse Array of Assessment Methods __ Formative & Summative             Minute paper and one sentence summary Clearest/Muddiest point Journal, Blog and Wiki Pre-test Student-generated test questions Written assignments: paper and reports Presentation Peer Review Group or individual project Creating a visual product (a web site, portfolio, audio/ video) Self-assessments Quizzes and tests  Security  Canvas Assessment tool features: Randomization, time and attempt limits
  • Planning and Designing  Exam the course learning objectives  Reviewing the content and topics & Modularization of the course content to plan the flow of content (breakdown)  Developing the content  Developing activities and assessments for each module to support learning objectives  Scheduling and sequence of course content and activities Finalizing Online Course Syllabus
  • An Online Course Synchronous Asynchronous Instructional Strategies Instructional Objectives Content Delivery Interactivity Assessments Student-content |Student-student |Student-Instructor Student Support
  • Strategies used by online instructors  Online tutorials and lectures: Deliver content in different formats/Incorporate online resources for curriculum  Set clear expectations, guidelines and set ground rules from the start  Be in regular communication with students using multiple methods  Incorporate the use of real-time virtual classroom: Adobe connect  Use adaptive release to force completion of certain content/ force sequential viewing of content  Continuous assessment and prompt (automated) feedback. Use a variety of assessment methods (question banks, projects, groups, pre/post assessments/, self –assessments)  Use social tools for collaboration (Wikis, blogs, discussion board, etc…)  Monitoring and intervention. Track student progress in LMS for ongoing documentation of student learning and participation.
  • Online Teaching Tools  Camtasia; Jing; Pronopto  Streaming Server; Dropbox  Youtube/Vimeo  Adobe Connect; Canvas Conference; Skype  Audacity; Podcasting; iTunesU  Wikis; Blogs; Journals  Google Tools  Voice Thread, SlideShare; Prezi
  • True or False? To convert my f2f lectures online, I will record a bunch of lectures in video format. This should be sufficient.
  • Instructional Design Consultation Available We are here to help! Instructional Designers Deborah Mateik Mary Jansen Jun Yang Email: or