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Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
Transformational online and hybrid teaching%28 sjc%29 (1)
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Transformational online and hybrid teaching%28 sjc%29 (1)

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  • 1. A 7-Module Faculty Development Programin Online/Hybrid Teaching & Course Design
  • 2. This Program :• focuses on designing coherent,integrated courses• prepares faculty to effectively infusetechnology in online and hybrid courses tofoster student interaction and engagement
  • 3. Program Modules1. Foundations of Online & Hybrid Teaching2. Asynchronous Strategies3. Synchronous Strategies4. Creating Presentations and Podcasts5. Integrating On-line Resources6. Creating Social Presence and Fostering Community7. Designing Integrated Hybrid/Online Courses:(competencies, assessment, materials and activities, developingcourse syllabus)
  • 4. Each Module Contains…1. A selection of readings, videos, and other resourcesfocused on the theories and practices on effectiveonline and hybrid teaching2. Reflection prompts to encourage inquiry andcollaboration3. Portfolio entrie(s) (technology-based productsplanned for integration in hybrid/online course)4. Access to technology video tutorials and otherresources providing guidance in use of onlineteaching tools.
  • 5. Program is informed by the“community of inquiry” modelto enhance presence
  • 6. Program is grounded in anIgnatian Approach to OnlineTeaching
  • 7. …and integrates QualityMatters® Standards for Onlineand Hybrid coursesA set of standards (rubric) for the design of online and hybrid courses: Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Interaction Course Technology Learner Support Accessibility
  • 8. Goals for: Foundations ofOnline/Hybrid TeachingFaculty will: Identify differences between teachingonline/hybrid and and face-to face. Investigate the role of teaching, social, andcognitive presence in online teaching Identify benefits and challenges of online andhybrid courses
  • 9. Sample Materials: Foundationsof Online/Hybrid Teaching Best Practices in Online Teaching Strategies A Constructivist Approach to Online Learning:The Community of Inquiry Framework Changing Course: Ten Years of Tracking OnlineEducation in the United States
  • 10. Introduction: Portfolio EntryCreate a Panopto recording of you answering thefollowing questions.1. Why are you interested in teaching online?2. What do you see as the main benefits andpossibilities in online teaching?3. What are the drawbacks?
  • 11. Foundations of Online/HybridTeaching : Technology TutorialsPanopto Tutorial
  • 12. Foundations of Online/HybridTeaching : Technology TutorialsPanopto Sample
  • 13. Module 2: AsynchronousInstructional Strategies Identify the characteristics of effective asynchronouscommunication Differentiate between inadequate, excessive and optimallevels of instructor participation in student asynchronousdiscussions. Devise guidelines, expectations, goals and deadlines thatlead to active, motivated, focused student participation inasynchronous discussions. Recognize and develop discussion facilitation styles thatencourage higher-order critical thinking and lead toconstructivist learning dialogues
  • 14. Sample Materials:Asynchronous Communication1. From Message Posting to Learning Dialogues2. Developing Teaching Practice for more Effective use ofAsynchronous Discussion3. Conducting Effective Online Discussions4. Teaching with Online Discussion Forums
  • 15. Module 2: ReflectionsIn what ways do you currently foster discussion inyour teaching?How would you plan to adapt your discussionfacilitation strategies for an online setting?What sort of challenges and opportunities do youforesee in making these modifications?
  • 16. Module 2: Portfolio Entry(Discussion Forum)Compose a new discussion forum that you could useon one of your courses.Pose a question/prompt for students to begindiscussion.Add your own comment in which you explain howthis discussion would contribute to student learningin your course.
  • 17. Module 2: Portfolio Entry(Discussion Forum)How would you plan facilitate discussion inthis forum?What sort of challenges do you anticipate infacilitating a meaningful discussion using this tool?How would you deal with these challenges?
  • 18. Module 2: Portfolio Entry(Voicethread)Create and share your own Voicethread inwhich you pose a question that you woulduse in one of your classes.
  • 19. Module 2:Sample Technology TutorialsUsing Discussion ForumsVoicethread
  • 20. Module 3: SynchronousInstructional Strategies Identify the characteristics of effectivesynchronous communication Identify strategies to facilitate interactive andproductive synchronous meetings. Devise guidelines, expectations, goals anddeadlines that lead toactive, motivated, focused studentparticipation in synchronous discussions.
  • 21. Sample Materials: SynchronousCommunication Designing Interactive Webinars Virtual Spaces Bringing Life to E-Learning Web Collaboration & Learning with AdobeConnect Innovative Techniques in Synchronous Sessions
  • 22. Module 3: ReflectionsAdobe Connect Describe how you could usesynchronous discussions in one of yourcourses. What role would these discussionshave in fostering student learning inyour course?
  • 23. Module 3 Portfolio EntryUse Adobe Connect to Facilitate aSynchronous SessionThis session will include other faculty whoare completing the online teaching program.In your session is a PowerPoint slide oranother visual prompt to summarize theways in which you could use synchronousdiscussions in your teaching…
  • 24. Also address what sort of opportunitiesand challenges you expect you wouldencounter when facilitating synchronouslearning experiences for students.Module 3 Portfolio EntryUse Adobe Connect to Facilitate aSynchronous Session
  • 25. Module 3: Technology Tutorials Sample AdobeConnect Tutorial Sample Adobeconnect Recording
  • 26. Module 4: CreatingPresentations and Podcasts Identify benefits of using recorded presentationsand podcasts Develop effective strategies for using recordedpresentations. Develop strategies for ways to use recordedpresentations to "flip" the classroom Create an effective audio and video recording thatcould be used in a hybrid or online course
  • 27. Sample Materials:Presentations and Podcasts Virtual Lecturing Flipped Classrooms Using Screencasts to Enhance Student Feedback What is a Screencast & Why use one? Increase Student Engagement With Podcasts Six Types of Podcasts
  • 28. Module 4: ReflectionsExplain how you might use audioand/or video presentations in one ofyour courses.
  • 29. Module 4: Portfolio Entry(Audio Feedback)1. Using a sample of student work froma course you have taught create anaudio response using Audacity.2. In your response provide the studentwith feedback on their work andsuggestions for improvement.
  • 30. Module 4: Portfolio Entry(Video Screencast)Using Panopto, create a 5 to 10 minute videopresentation that you could use in a course thatyou teach.In the presentation provide either an introductionto the course itself or to a particular topic/concept.Use a PowerPoint presentation or alternative visualin your presentation. Save your presentation as aURL link. Sample recording
  • 31. Module 4: Technology Tutorials Using Audacity Using Panopto
  • 32. Module 5: Enhancing Participationthrough Online Resources Explore the way social media can enhance studentlearning and engagement Consider the ways that web2.0 tools can broadenstudents access to knowledge and collaboration Integrate social media and web-based resources intoa course design
  • 33. Sample Materials:Enhancing Participation throughOnline Resources To use or not use web2.0 in higher education Social Media use in Higher Education Open Educational Resources Teaching with Web2.0: Twitter, wikis, and blogs
  • 34. Module 5: ReflectionsDescribe some ways that a course youteach could be enhanced by some externalresources that contain content related tothe course.These resources could include RSSfeeds, Twitter links, other websites, YouTubevideos, and open source content related toyour course content.
  • 35. Module 5: Portfolio Entry(Create Blog)Using the blog tool in Moodle or an another blogsite, create a blog for a course you could teachonline. In your blog create link to some externalresources that contain content related to yourcourse.Include some of the following types of links: RSSfeeds, Twitter links, other websites, YouTubevideos, open source content related to your coursecontent.
  • 36. Module 5: Technology Tutorials Using Blogs Using Wikis
  • 37. Module 6: Fostering SocialPresence and Building Community Identify the role of social presence in successfulonline teaching Develop strategies to enhance studentcollaboration and teamwork Understand the role of momentum and tone inonline teaching
  • 38. Sample Materials: Fostering SocialPresence and Building Community Instructor’s personality Building Instructor and Social Presence Best Practices in Online Education
  • 39. Module 6: ReflectionsHow have you successfully created a senseof community among students in your faceto face teaching experiences?How do you think you might fostercommunity-building in your online teaching?
  • 40. Module 6: Portfolio Entry(Video Introduction)Using Panaopto, create a 5 minute videointroduction of yourself that you might useto introduce yourself to your students at thebeginning of an online course.Describe your own background and interests.Use some video cues such asphotos, websites, or illustrations in yourpresentation.
  • 41. Module 6 :Sample Technology Tutorials Using Panopto Using Panopto 2
  • 42. Module 7: Designing IntegratedHybrid/Online CoursesPart 1: Course CompetenciesOutline specific course and module learningobjectives that are consistent, measurable, andclearly articulated.
  • 43. Module 7: Designing IntegratedHybrid/Online CoursesPart 1: Course Competencies What thinking strategies and processes do studentsneed to develop? What methods and techniques need to be learned? What terminology and concepts are importantto know?
  • 44. Course Competencies:Sample Materials Articulate Your Competencies A Theoretical Framework for EffectiveOnline Course Design Planning Your Online Class
  • 45. Competencies: Reflections &Portfolio Entry What thinking strategies and processes do studentsneed to develop? What methods and techniques need to be learned? What terminology and concepts are importantto know? What do student’s need to experience at a personallevel that will contribute to their growth as personsfor others?
  • 46. Competencies: Reflections &Portfolio EntryPortfolio Assignment:Outline course competencies including thestrategic knowledge, proceduralknowledge, facts and concepts.
  • 47. Module 7: Designing IntegratedHybrid/Online CoursesPart 2: Assessment1. Develop a variety of assessments that measurethe stated learning objectives aresequenced, varied, and appropriate2. Create specific and descriptive criteria for theevaluation of students work and participation
  • 48. Module 7: Designing IntegratedHybrid/Online CoursesPart 2: Assessment3. Design an explicit course grading policy4. Develop assessment strategies that provide forstudent self-assessment and ability to measuretheir own progress.
  • 49. Sample Materials: Assessment Thinking about Evidence of Mastery How Experts Differ From Novices Think Aloud Technique
  • 50. Sample Materials: Assessment Assessing Learning in Online Education Online Assessment Strategies Evaluating Online Discussions
  • 51. Assessment: Reflections &Portfolio Entry How will you know if students have mastered thecompetencies in your course? What types of complex problems will they beable to solve? How will students think and behave as evidenceof their ability?Portfolio Assignment:1. Assessment Evidence2. Explanation of Grading Criteria
  • 52. Module 7: Designing IntegratedHybrid/Online CoursesPart 3:Materials & Learning ExperiencesDevelop: Instructional materials that contribute to theachievement of course competencies and module/unitobjectives Learning experiences that provide opportunities forstudent/content, student/student, student/teacherinteraction Technology tools and strategies that support courselearning competencies
  • 53. Sample Materials:Online Course Content MERLOT (http://www.merlot.org):Searchable, rated (mostly free) database of learningobjects provided by instructors MIT OpenCourseWare(http://ocw.mit.edu/OcwWeb/web/home/home/index.htm): Free access to over 1,700courses, readings, audio and video clips provided byinstructors at MIT.
  • 54. Sample Materials:Online Course Content Annenberg Media (http://www.learner.org):Access Annenberg Media discovery learningprogramming, including audio and video clips, foreducational use. You can link to any of the clips intheir web site and enhance the content of yourcourse. Free sign up is required for first-time users. You Tube (www.youtube.com): A vast collectionof video clips that might hold some treasures youcan use.
  • 55. Sample Materials:Online Course Content Teacher Tube (www.teachertube.com):The educational version of YouTube. TED (Ideas Worth Spreading)(www.TED.com): A free, moderated collections ofspeeches on a variety of topics by notable andunknown speakers
  • 56. Sample Materials:Interactive Technologies Get Your Head In The Cloudssocialnetworkinginclass.ning.comintroduces top technology tools.Tools are described, modeled andrated in terms of its usefulness toonline instructors. Delicious- www.delicious.comA social bookmarking service thatallows you to tag, save, manage andshare web pages with a community. Top 100 Tools for Learning-c4lpt.co.uk/recommended/index.html Listing of over 2000 toolssuitable for the managing learning. Learning Style Assessment andGuides - www.vark-learn.com/english/index.aspProvides individuals to complete alearning styles assessment, andview “Helpsheets” that list the bestactivities suited to their learningstyle.
  • 57. Activities and Materials:Reflections and Portfolio EntryHow will your course activities and materialsactivities promote student-student, student-instructor, and student-content interactionPortfolio Assignment: List the learning activities and course materialsused in your course. Explain how these activitiesand materials promote student attainment ofcourse objectives
  • 58. Module 7: Designing IntegratedHybrid/Online CoursesPart 4:Creating an Online/Hybrid CourseFaculty create a course syllabus that incorporates:
  • 59. Module 7: Designing IntegratedHybrid/Online CoursesPart 4:Creating an Online/Hybrid Course1. Explicit learning competencies for a course2. Learning materials that contribute to the achievement ofthe stated course and module/unit learning objectives.3. Course activities that promote the achievement of thestated learning objectives, provide opportunities forinteraction; and integrate technology into the coursedesign in ways that support student engagement.
  • 60. Part 4:Creating an Online/Hybrid Course Develop an course introduction that makes clearhow to get started and where to find various coursecomponents and introduces students to the purposeand structure of the course Develop course instructions that link to a cleardescription of the technical support offered Ensure that the course employs accessibletechnologies and provides guidance on how toobtain accommodation.
  • 61. Sample Materials: Creating anOnline/Hybrid Course Constructing an Effective Online Syllabus A Theoretical Framework for Effective Online CourseDesign Ray Schroeders Online Learning Update Developing and Teaching an Online/In-class Hybrid: ADemonstration. www.sbaweb.wayne.edu/~absel/bkl/.%5Cvol31%5C31ae.pdf
  • 62. Creating an Online/HybridCourse: Create SyllabusDevelop course syllabus that contains: Learning materials that contribute to the achievement ofthe stated course and module/unit learning objectives. Course activities that promote the achievement of thestated learning objectives, provide opportunities forinteraction that support active learning; Technology integrated into the course design in ways thatsupport student engagement.
  • 63. Develop an course introduction that makes clear how toget started and where to find various course componentsand introduces students to the purpose and structure ofthe courseDevelop course instructions that link to a description of thetechnical support offeredEnsure that the course employs accessible technologies andprovides guidance on how to obtain accommodation.Creating an Online/HybridCourse: Create Syllabus
  • 64. Creating anOnline/Hybrid Course:Technology ResourcesMoodle Course Design
  • 65. ContactInformation

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