NCDLA - Are you Ready to Teach Online


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  • who is this handsome guy?
  • not all hybrid models have small group class sessions led by undergraduate students (peer instructors)
  • identifying the “right” faculty and then training them well is very important
  • actually we selected the only textbook that was fully online at the time. The weakness of the materials is that they weren’t interactive and engaging enough
  • NCDLA - Are you Ready to Teach Online

    1. 1. Session 2.52<br />Taking Your Talents Online:Are you ready to Teach Online?<br />February 16, 2011<br />Rob Moore, Instructional Technology Developer<br />UNC-Chapel Hill, School of Government<br />
    2. 2. Presenter Introduction<br />Instructional Technology Developer at UNC-Chapel Hill School of Government<br />Member of ROML Spanish course redesign team which redesigned three courses<br />Has developed and taught online and blended courses on integrating technology in language instruction<br /><br /> <br /> <br />
    3. 3. About this Presentation<br />The models presented are based on my professional experiences<br />There are many variations for each of these models and this presentation is not an inclusive list<br />
    4. 4. Questions<br />Have a question?<br />Raise your hand or use the text chat<br />
    5. 5. Goals for Presentation<br />Identify 3 models for online courses<br />Share experiences working with each model<br />Identify challenges and possible solutions<br />Provide lessons learned <br />
    6. 6. What’s your Background?<br />What’s your experience with teaching online courses? <br />I’m currently teaching an online course<br />I’m considering teaching an online course<br />I’m developing an online course<br />I’m interested in teaching online but not sure how to get started<br />
    7. 7. 3 Models for Online Courses<br />
    8. 8. Experiences with Online Courses<br />Introductory Spanish Course<br />Multi-year process to go from 4 credit hour face-to-face traditional class format to fully online 4 credit hour course<br />
    9. 9. Experiences with Online Courses<br />Challenges<br /><ul><li>Student Perception</li></ul>Possible Solutions<br /><ul><li>Interview past students, create an introduction video
    10. 10. Getting faculty buy-in
    11. 11. Identify the right faculty, create course template
    12. 12. Creating online content
    13. 13. Don’t reinvent the wheel
    14. 14. Training and support
    15. 15. Use undergraduate students where possible</li></li></ul><li>Experiences with Hybrid Courses<br />Spanish 102 Hybrid Course<br />
    16. 16. Experiences with Hybrid Courses<br />Challenges<br /><ul><li>Pacing of course, selection of activities from textbook</li></ul>Possible solutions<br /><ul><li>More diligent about identifying core concepts
    17. 17. Using VoiceThread or Glogster for video introductions; use of small group sessions; mandatory office hours
    18. 18. Building sense of community since limited instructor face time</li></li></ul><li>Experiences with Blended Courses<br />Blended courses can be easier to implement:<br /><ul><li>Are there opportunities to use technology to more effectively teach specific components?
    19. 19. Is there material that can be delivered or taught online?
    20. 20. If some content is delivered online, can face-to-face instruction be improved or enhanced?</li></li></ul><li>Experiences with Blended Courses<br />Blended courses can be most effective:<br /><ul><li>When there are basic or introductory skills that students need for class
    21. 21. When students can benefit from repeated practice
    22. 22. When classroom resources (technological or space) are limited or inconsistent across sections</li></li></ul><li>Experiences with Blended Courses<br />Challenges<br /><ul><li>Merging two course content delivery methods</li></ul>Possible Solutions<br /><ul><li>Think about desired outcomes and work backwards
    23. 23. Supporting the online part
    24. 24. Selecting supported solutions, familiarizing yourself before starting to teach</li></ul>Start small and build on that!<br />
    25. 25. Lessons Learned<br />Developing an online course using any model is a fluid and dynamic process<br />Survey students at midpoint and end of course with qualitative questions<br />When considering technology make sure it is supporting the course goals and is adding value to the course<br />Familiarize yourself with the technology to create documentation and support for students<br />
    26. 26. Questions<br />Have a question?<br />Raise your hand or use the text chat<br />