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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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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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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    • 1. 27th Annual Conference on Distance Teaching and Learning<br />August 3 - 5 2011<br />Ten Best Practices — A Quick Guide for Teaching Great Courses Online<br />Judith V. Boettcher <br />Designing for Learning<br />University of Florida<br />judith@designingforlearning.org<br />1<br />2011<br />
    • 2. 2011<br />2<br />PRESENCE<br />COMMUNITY<br />PERSONALIZATION<br />As in Vygotsky’s ZPD<br />
    • 3. But, how will I “talk” to them? <br />Do I really need to be on my course site every day? <br />How do I know if they understand? <br />But wait, I didn’t really mean that I would teach online <br />“Help!” said with quiet desperation…<br />
    • 4. 2011<br />4<br />Where did the Best Practices Come From? <br />Community of Inquiry model Social, Teaching and Cognitive Presence <br />Community of learners <br />Idea of a University<br />Garrison, Anderson, Archer, Swan, others<br />John Henry Newman<br />Instructional design and learning theory How People Learn reports<br />Research on dialogue and communication Discussion as a way of teaching<br />Bransford, Brown and Cocking<br />Learner-centered Teaching…<br />Brookfield and Preskill<br />Maryellen Weimer<br />
    • 5. Inspirations of Ten Learning Principles<br />2011<br />5<br />Constructivism and active learning <br />Zone of Proximal Development<br />Lev Vygotsky <br />Daniel Schacter<br />Jerome Bruner<br />Memory<br />Experiential personalized learning<br />Cognitive apprenticeship<br />John Dewey<br />John Seely Brown<br />
    • 6. TEN BEST PRACTICES<br />2011<br />6<br />
    • 7. 2011<br />7<br />Yes, every day! <br />But you can “fence” that time… <br />Be Present at the Course Site<br />Best Practice 1<br />
    • 8. 2011<br />8<br />“Is anyone out there?”<br />
    • 9. The “Three Presences” <br />The Three Presences based on Online Collaboration Principles by D. R. Garrison (2006) and article by Garrison, Anderson and Archer (2000) <br />2011<br />9<br />Social Presence <br />Teaching Presence <br />Cognitive Presence<br />
    • 10. 2011<br />10<br />Social Presence - Faculty <br />Being a person, being "real" to your learners<br />Social presence - the ability to project oneself socially and affectively in a virtual environment<br />Some Ideas<br />Picture — in context <br />Short bio <br />Favorite food<br />Interesting stories <br />How do you “make yourself known” to your students? As an expert, as a mentor, as a 3D person?<br />
    • 11. First Week Forum: Social Presence and Trust among Learners<br />Getting acquainted postings <br />“My favorite movie, or book, or meditation or relaxation is….” <br />Post one/more of their favorite pictures<br />Pix of where they study/work/learn<br />Describe their morning commute.. :-) <br />Significant/favorite life experience related to the course <br />11<br />Useful in launching a “quick trust” among learners<br />Elevator, cocktail openings, but deeper<br />Chihuly Glass room at MFA last week<br />
    • 12. Teaching Presence 1– What you do before the course… <br />Syllabus<br />Assessment plan with assignments and rubrics<br />Course framework and communication plan<br />Mini-lectures, concept intros with text, YouTube videos, podcasts <br />Forum questions <br />Project descriptions <br />Core, recommended and personal choice resources<br />Week-by-week schedule<br />2011<br />12<br />
    • 13. Teaching Presence 2– Suggesting, Guiding, Challenging Showing the Way <br />Group presences <br />Announcements, reminders, guideposts <br />Supportive, monitoring, questioning, affirming comments in the discussions and forums and blogs etc. <br />Q&A sessions<br />Individual presence <br />Encouraging and shaping of individual and small team projects <br />Individual feedback, support as may be appropriate <br />2011<br />13<br />Three presences “ebb and flow” over a course (Akyol and Garrison, 2008) <br />Note: "Teaching Presence" refers to the design, direction, facilitation and feedback, from a faculty in a course. <br />
    • 14. Cognitive Presence<br />Cognitive Presence - “Construction of meaning through sustained communication in a climate of trust.” <br />2011<br />14<br />What are the zones, readiness points of your students? <br />Not just “turn-taking” in the forums, but a give and take conversation<br />
    • 15. First Week Forum: Cognitive Presence <br />Customize learning goals <br />Do I understand the learning outcomes of the course? <br />What do the learning outcomes mean to me? <br />How do I think that I will use the knowledge, skills, perspectives now and in the future?<br />Arthur was preparing to become King.<br />How will I personalize the learning outcomes? <br />When I talk with my friends, family and other folks, how can I share what I am doing? <br />15<br />Who am I as a learner and why am I here?<br />
    • 16. 2011<br />16<br />Best Practice 2<br />Create a Supportive Online Course Community<br />
    • 17. Balanced Dialogue Helps to Build Community <br />2011<br />17<br />Too much faculty talk and direction <br />Balanced communication of dialogue of mentor to learner, peer to peer and learner to resource<br />
    • 18. Members of a Community… <br />“Share common joys and trials”(C. Dede, 1996)<br />Share a sense of belonging, of continuity, of being connected to others and to ideas and values (T. J. Sergiovanni, 1994)<br />Act within a climate of justice, discipline, caring, and occasions for celebration" (E. Boyer,1995)<br />2011<br />18<br />Members of a learning community care about each other and their learning successes<br />
    • 19. 2011<br />19<br />Where do I start? What do I do now? What do I do next? <br />Best Practice 3<br />Develop a set of clear expectations<br />
    • 20. Best Practice 3: Develop a Set of Clear Expectations<br />How you will communicate, how often and response times and methods <br />How learners should be communicating and participating <br />How much time do you design for learners to be “engaged” in content every week? <br />Weekly guide and overview<br />What is your "weekly rhythm?" <br />2011<br />20<br />Are rubrics clear and purposeful? <br />Is 6 hours a week enough?<br />
    • 21. 2011<br />21<br />Best Practice 4<br />Design in a variety of learning experiences<br />
    • 22. Include Individual, Small and Large Group Learning Activities<br />Online courses can be isolating and overwhelming <br />Design opportunities for students to brainstorm and work through concepts and assignments with one or two or more fellow students.<br />Small teams for complex case studies or scenarios <br />Expert events make for great large group activities <br />2011<br />22<br />
    • 23. 2011<br />23<br />Best Practice 5<br />Design for synchronous and asynchronous experiences <br />
    • 24. 2011<br />24<br />Best Practice 6<br />Ask for Informal Feedback Early <br />
    • 25. Such as…<br />How is course going? <br />What would help you if it were different? <br />Invite suggestions, observations<br />How early is early? <br />15% of the way in to the course, second week of 15 week course<br />Avoids problems of "postmortem" evaluations and "If I had only known!" <br />2011<br />25<br />“I didn’t know that anyone cared.” <br />
    • 26. 2011<br />26<br />Best Practice 7<br />Prepare Inviting, Challenging Discussion Posts <br />
    • 27. Characteristics of Great Posting Questions <br />Encourage exploration and research <br />Encourage links to local, regional, personal life experiences<br /> Socratic-type probing and follow-up questions<br />Why do you think that? <br />What is your reasoning? <br />Is there an alternative strategy? <br />Ask clarifying questions that encourage students to think about what they know and don't know<br />2011<br />27<br />A high priority “online skill” <br />
    • 28. End of Week Discussion “Wraps” <br />Discussion wraps aid reflecting and pruning processes of learning <br />Students might otherwise drift with questions such as …<br />What was that all about?<br />Where has this conversation taken me? Taken our group?<br />What have I learned? What do I know now that I did not know before?<br />Have I changed how I think about these ideas or problem? <br />What does our faculty leader think? Students want to know. <br />2011<br />28<br />
    • 29. Best Practice 8<br />2011<br />29<br />Design for Digital Resources and Tools for Core Concepts and Experiences <br />"If content and tools are not digital, it is as if it does not exist for today’s learners"<br />
    • 30. Why Digital Resources, Tools Are Essential…<br />Visualize where learners are going to be…they can be anywhere, anytime and often while they are doing other things<br />Learners want to be creative, such as making movies, podcasts, research, collect data<br />Design for learners to research and identify resources that support learning of core concepts — for themselves and others <br />2011<br />30<br />
    • 31. 2011<br />31<br />“I think I can…I think I can…<br />Best Practice 9<br />Combine Core Concepts with Customized Learning <br />
    • 32. Four Layers of Content<br />Core Concepts <br />and Principles<br />Core Concepts <br />and Principles<br />Applying Core Concepts<br />Problem Analysis and Solving<br />Customized and Personalized<br />32<br />2011<br />
    • 33. 2011<br />33<br />Best Practice 10<br />Plan a Good Closing and Wrap for Your Course<br />
    • 34. Wrapping Up <br /><ul><li>Reflection activities
    • 35. Project sharing “beyond the course”
    • 36. Summarize/Debrief
    • 37. Concept mapping captures course content
    • 38. Look to the future – what might work better?
    • 39. Agree on “Big Ideas, Big Connections”
    • 40. Celebrate!</li></ul>2011<br />34<br />
    • 41. Conclusion Very Important Guideline<br />2011<br />35<br />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.<br />“I really enjoyed the project and how my teacher supported me in doing what was important for me personally.”<br />
    • 42. 36<br />Class of 2027<br />Class of 2025<br />Presence, Community and Personalization<br />More resources …www.designingforlearning.info/services/writing/ecoach/tenbest.html<br />judith@designingforlearning.org<br />jboettcher@comcast.net<br />

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