Ten Best Practices for Teaching Online. Designing and Teaching Online Learning. J.Boettcher
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Ten Best Practices for Teaching Online. Designing and Teaching Online Learning. J.Boettcher

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Ten Best Practices for Teaching Online. Slides from 2011 Distance Learning conference in Madison WI August 3 2011. Orientation session Panel with Judith Boettcher

Ten Best Practices for Teaching Online. Slides from 2011 Distance Learning conference in Madison WI August 3 2011. Orientation session Panel with Judith Boettcher

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Ten Best Practices for Teaching Online. Designing and Teaching Online Learning. J.Boettcher Ten Best Practices for Teaching Online. Designing and Teaching Online Learning. J.Boettcher Presentation Transcript

  • 27th Annual Conference on Distance Teaching and Learning
    August 3 - 5 2011
    Ten Best Practices — A Quick Guide for Teaching Great Courses Online
    Judith V. Boettcher
    Designing for Learning
    University of Florida
    judith@designingforlearning.org
    1
    2011
  • 2011
    2
    PRESENCE
    COMMUNITY
    PERSONALIZATION
    As in Vygotsky’s ZPD
  • But, how will I “talk” to them?
    Do I really need to be on my course site every day?
    How do I know if they understand?
    But wait, I didn’t really mean that I would teach online
    “Help!” said with quiet desperation…
  • 2011
    4
    Where did the Best Practices Come From?
    Community of Inquiry model Social, Teaching and Cognitive Presence
    Community of learners
    Idea of a University
    Garrison, Anderson, Archer, Swan, others
    John Henry Newman
    Instructional design and learning theory How People Learn reports
    Research on dialogue and communication Discussion as a way of teaching
    Bransford, Brown and Cocking
    Learner-centered Teaching…
    Brookfield and Preskill
    Maryellen Weimer
  • Inspirations of Ten Learning Principles
    2011
    5
    Constructivism and active learning
    Zone of Proximal Development
    Lev Vygotsky
    Daniel Schacter
    Jerome Bruner
    Memory
    Experiential personalized learning
    Cognitive apprenticeship
    John Dewey
    John Seely Brown
  • TEN BEST PRACTICES
    2011
    6
  • 2011
    7
    Yes, every day!
    But you can “fence” that time…
    Be Present at the Course Site
    Best Practice 1
  • 2011
    8
    “Is anyone out there?”
  • The “Three Presences”
    The Three Presences based on Online Collaboration Principles by D. R. Garrison (2006) and article by Garrison, Anderson and Archer (2000)
    2011
    9
    Social Presence
    Teaching Presence
    Cognitive Presence
  • 2011
    10
    Social Presence - Faculty
    Being a person, being "real" to your learners
    Social presence - the ability to project oneself socially and affectively in a virtual environment
    Some Ideas
    Picture — in context
    Short bio
    Favorite food
    Interesting stories
    How do you “make yourself known” to your students? As an expert, as a mentor, as a 3D person?
  • First Week Forum: Social Presence and Trust among Learners
    Getting acquainted postings
    “My favorite movie, or book, or meditation or relaxation is….”
    Post one/more of their favorite pictures
    Pix of where they study/work/learn
    Describe their morning commute.. :-)
    Significant/favorite life experience related to the course
    11
    Useful in launching a “quick trust” among learners
    Elevator, cocktail openings, but deeper
    Chihuly Glass room at MFA last week
  • Teaching Presence 1– What you do before the course…
    Syllabus
    Assessment plan with assignments and rubrics
    Course framework and communication plan
    Mini-lectures, concept intros with text, YouTube videos, podcasts
    Forum questions
    Project descriptions
    Core, recommended and personal choice resources
    Week-by-week schedule
    2011
    12
  • Teaching Presence 2– Suggesting, Guiding, Challenging Showing the Way
    Group presences
    Announcements, reminders, guideposts
    Supportive, monitoring, questioning, affirming comments in the discussions and forums and blogs etc.
    Q&A sessions
    Individual presence
    Encouraging and shaping of individual and small team projects
    Individual feedback, support as may be appropriate
    2011
    13
    Three presences “ebb and flow” over a course (Akyol and Garrison, 2008)
    Note: "Teaching Presence" refers to the design, direction, facilitation and feedback, from a faculty in a course.
  • Cognitive Presence
    Cognitive Presence - “Construction of meaning through sustained communication in a climate of trust.”
    2011
    14
    What are the zones, readiness points of your students?
    Not just “turn-taking” in the forums, but a give and take conversation
  • First Week Forum: Cognitive Presence
    Customize learning goals
    Do I understand the learning outcomes of the course?
    What do the learning outcomes mean to me?
    How do I think that I will use the knowledge, skills, perspectives now and in the future?
    Arthur was preparing to become King.
    How will I personalize the learning outcomes?
    When I talk with my friends, family and other folks, how can I share what I am doing?
    15
    Who am I as a learner and why am I here?
  • 2011
    16
    Best Practice 2
    Create a Supportive Online Course Community
  • Balanced Dialogue Helps to Build Community
    2011
    17
    Too much faculty talk and direction
    Balanced communication of dialogue of mentor to learner, peer to peer and learner to resource
  • Members of a Community…
    “Share common joys and trials”(C. Dede, 1996)
    Share a sense of belonging, of continuity, of being connected to others and to ideas and values (T. J. Sergiovanni, 1994)
    Act within a climate of justice, discipline, caring, and occasions for celebration" (E. Boyer,1995)
    2011
    18
    Members of a learning community care about each other and their learning successes
  • 2011
    19
    Where do I start? What do I do now? What do I do next?
    Best Practice 3
    Develop a set of clear expectations
  • Best Practice 3: Develop a Set of Clear Expectations
    How you will communicate, how often and response times and methods
    How learners should be communicating and participating
    How much time do you design for learners to be “engaged” in content every week?
    Weekly guide and overview
    What is your "weekly rhythm?"
    2011
    20
    Are rubrics clear and purposeful?
    Is 6 hours a week enough?
  • 2011
    21
    Best Practice 4
    Design in a variety of learning experiences
  • Include Individual, Small and Large Group Learning Activities
    Online courses can be isolating and overwhelming
    Design opportunities for students to brainstorm and work through concepts and assignments with one or two or more fellow students.
    Small teams for complex case studies or scenarios
    Expert events make for great large group activities
    2011
    22
  • 2011
    23
    Best Practice 5
    Design for synchronous and asynchronous experiences
  • 2011
    24
    Best Practice 6
    Ask for Informal Feedback Early
  • Such as…
    How is course going?
    What would help you if it were different?
    Invite suggestions, observations
    How early is early?
    15% of the way in to the course, second week of 15 week course
    Avoids problems of "postmortem" evaluations and "If I had only known!"
    2011
    25
    “I didn’t know that anyone cared.”
  • 2011
    26
    Best Practice 7
    Prepare Inviting, Challenging Discussion Posts
  • Characteristics of Great Posting Questions
    Encourage exploration and research
    Encourage links to local, regional, personal life experiences
    Socratic-type probing and follow-up questions
    Why do you think that?
    What is your reasoning?
    Is there an alternative strategy?
    Ask clarifying questions that encourage students to think about what they know and don't know
    2011
    27
    A high priority “online skill”
  • End of Week Discussion “Wraps”
    Discussion wraps aid reflecting and pruning processes of learning
    Students might otherwise drift with questions such as …
    What was that all about?
    Where has this conversation taken me? Taken our group?
    What have I learned? What do I know now that I did not know before?
    Have I changed how I think about these ideas or problem?
    What does our faculty leader think? Students want to know.
    2011
    28
  • Best Practice 8
    2011
    29
    Design for Digital Resources and Tools for Core Concepts and Experiences
    "If content and tools are not digital, it is as if it does not exist for today’s learners"
  • Why Digital Resources, Tools Are Essential…
    Visualize where learners are going to be…they can be anywhere, anytime and often while they are doing other things
    Learners want to be creative, such as making movies, podcasts, research, collect data
    Design for learners to research and identify resources that support learning of core concepts — for themselves and others
    2011
    30
  • 2011
    31
    “I think I can…I think I can…
    Best Practice 9
    Combine Core Concepts with Customized Learning
  • Four Layers of Content
    Core Concepts
    and Principles
    Core Concepts
    and Principles
    Applying Core Concepts
    Problem Analysis and Solving
    Customized and Personalized
    32
    2011
  • 2011
    33
    Best Practice 10
    Plan a Good Closing and Wrap for Your Course
  • Wrapping Up
    • Reflection activities
    • Project sharing “beyond the course”
    • Summarize/Debrief
    • Concept mapping captures course content
    • Look to the future – what might work better?
    • Agree on “Big Ideas, Big Connections”
    • Celebrate!
    2011
    34
  • Conclusion Very Important Guideline
    2011
    35
    In course design, we design for the probable, expected learner; in course delivery, we flex the design to the specific, particular learners within a course.
    “I really enjoyed the project and how my teacher supported me in doing what was important for me personally.”
  • 36
    Class of 2027
    Class of 2025
    Presence, Community and Personalization
    More resources …www.designingforlearning.info/services/writing/ecoach/tenbest.html
    judith@designingforlearning.org
    jboettcher@comcast.net