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Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
Training In-Service Teachers to be Online Instructors and Online Course Developers
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Training In-Service Teachers to be Online Instructors and Online Course Developers

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This slide show on preparing online teachers and online course developers was presented at the Texas Education Agency conference, "21st Century Skills for the Digital Learner" held in Austin, Texas …

This slide show on preparing online teachers and online course developers was presented at the Texas Education Agency conference, "21st Century Skills for the Digital Learner" held in Austin, Texas
February 8, 2010

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  • 1. Training In-Service Teachers to be Online Instructors and Online Course Developers Texas Education Agency 21st Century Skills for the Digital Learner February 8, 2010 Richard A. Smith Clinical Associate Professor & Caroline M. Crawford Associate Professor Instructional Technology Program School of Education
  • 2. Typical University Distance Ed Courses – Offered online – Few external • Occasionally face-to- applications taught face – Not linked directly to a – Concentration upon particular course discussion activities management system for transmission of – Little, if any, hands-on course information experience in building and teaching a real course
  • 3. University of Houston-Clear Lake Instructional Technology Program • Offers a 36 hour Master’s of Science degree in Instructional Design and Technology, and the – Online Distance Educator Professional Development Certificate (9 hours) • Can be a component of the instructional technology master’s degree course of study • All UHCL DE certificate courses approved for professional development by the Texas Virtual School Network
  • 4. UHCL New Model • Courses 1. Required Core: Interactive Distance Learning 2. Elective Course Options (two required): a) Technology and eLearning b) Multimedia Design Applications c) Advanced Technology Applications
  • 5. Underlying Philosophy  Enable students to  Create high quality distance education courses upon program completion  Hit the ground running  Provide students with  A comprehensive background in instructional design  History of distance education  Use of web based applications  Professional outlook  Produce students who are  In control of web page design  Can understand and apply html to the design of web-based teaching
  • 6. Typical Course Structure
  • 7. Professional Standards Addressed – iNACOL – International Association for K-12 Online Learning http://www.inacol.org/ • Interesting requirements – International Society for Technology in Education http://www.iste.org/ • De rigueur
  • 8. Distance Education Training at the School of Education - UHCL A Course-by-Course Overview All courses adhere to iNACOL Standards And are approved for professional development training for the Texas Virtual School Network (TxVSN)
  • 9. Interactive Distance Learning The ―Core‖ Course  Emphasis upon  Instructional systems view  Course design and development  Author-Editor Model  Course evaluation  Interactive designer feedback  Roles of the Instructor  Modeling of good practice by the prof  Research studies focused upon distance learning effectiveness
  • 10. Interactive Distance Learning Apps – Tools for course design • Course Management • Graphic organizers System – a) Mindomo b) Exploratree c) IHMC – UHCL Moodle Cmap Tools – Tools for instruction • Video – a) Jing, b) DimDim • Google Docs – Google Sites – Resources • Merlot • MIT Open High School Software
  • 11. Students Extend Teaching • As students develop resources they are integrated into Interactive Distance Learning – Students serve as distance education • peer tutors • role models
  • 12. Course Methods • Explain how to design a Moodle-based course – Integrate design principles • Use of the Author-Editor model – Roles are switched • Heavy emphasis on evaluation of the course design • Evaluations are assessed and graded • Weekly discussions – Including a help discussion
  • 13. Moodle Features Studied • Lessons • Glossaries • Assignments • Blogs • Quizzes • Databases • Managing the class • Grades • Forums, Chats, and • Surveys and Choices Messaging
  • 14. Technology and eLearning • Links current understanding of human cognition with advances in computer technologies • Addresses how technology-rich learning environments are based upon a firm grounding in educational psychology and cognitive science • Focuses upon distance learning instructional enhancements within the Moodle environment
  • 15. Technology and eLearning: Course of Study • Belief systems • Multimedia – learning styles representations of – Instructional (teaching) information styles – Graphic • Developing communities – Audio of learners – Video – Synchronous Events and Web Conferencing – Assistive and Adaptive Accessibility Support • Formative and Summative Evaluations
  • 16. Technology and eLearning • Framing the course knowledge: Beyond text-based information and towards – Graphic representations of information – Audio support enhancement – Video support enhancement – Synchronous events & web-conferencing – Assessment & evaluation
  • 17. Technology and eLearning: Areas of Production Emphasis • Software  Internet-Accessible – Open source  Software – Freeware  Web Conferencing Systems – Shareware  Video  Audio  ePublications  eBooks  eJournals  eArticles  Blogs  eTutorials  eConferences
  • 18. Multimedia Design Applications • Goals – Use information technology to • produce web pages • disseminate web pages – Increase global perspectives by publishing web pages within the world wide community, and – Increase self-directed learning through the opportunity to • extend the basic information presented through links • web sites with additional information.
  • 19. Multimedia Design Applications Examples of Unit – Exploring graphics Topics software – Understanding design – Basic animation on the strategy web – Applying multimedia to – Understanding 3-D online courses animation, special effects, and VR – Utilizing HTML and XHTML – Using audio on the web – Sources of digital images – Video on the web
  • 20. Advanced Technology Applications • Goals – Identify current issues – Understand key pertaining to the use of educational advanced psychology and technologies in f2f cognitive science classrooms and online terminology – Align classroom and • Identify teaching strategies • Define with advanced forms • Explain of online instruction – Identify and apply various technologies contained within the course
  • 21. Advanced Technology Applications • Examples of Topics – Using Audacity to create an advanced audio podcast – Developing and using avatars – Implementing virtual reality tools – Using online educational gaming tools – Evaluating online tools and programs – Using advanced accessibility tools – Identifying current trends and issues
  • 22. Questions, Comments, and Discussion Hmmm, I wonder what the students think of these courses? Funny you should ask.
  • 23. • end
  • 24. Instructional Web Design and Development s • Course Assignments: • Final portfolio. The culmination of this class will be the creation of a final portfolio. The final portfolio will be an instructional web site that you have designed, developed, and disseminated. In addition, you will also complete a series of projects. You can skillfully build your responses to the projects to fit into, complement, and reinforce your final portfolio's web site. The final portfolio Web page contains links to 10 sample portfolios as well as additional information about the assignment. • Projects. To develop the HTML skill needed to build your final portfolio's web site, you will complete five projects that demonstrate your mastery of page development skills. Requirements, specifications, grading template, and a sample of these projects are available in the lessons which assign them. • Project 1 — Prepare a proposal for your final portfolio's web site. • Project 2 — Create a basic text-only Web page which demonstrates your ability to handle text attributes and lists. • Project 3— Design and develop a web page illustrating your ability to use links, images and formatted text. • Project 4— Create a Web page illustrating your ability to use tables in a Web Site. • Project 5 — Create a Web page illustrating your ability to create and use an image map. • Project 6— Create a Web page which demonstrates your ability to use Frames in a Web Site. • Project 7— Create a Web page illustrating your ability to use Forms on a Web page. • Project 8— Create a Web page that illustrates your ability to use Style Sheets. • Project 9— Create a Web page that illustrates your ability to use JavaScript. • Project 10— Create a Web page that illustrates your ability to create Pop-Up Windows, Scrolling Messages, and Validating Forms. • Project 11— Create a Web page that illustrates your ability to use DOM to enhance your Web page. • Project 12— Create a Web page that illustrates your ability to create and use XML. • Project 13— Create a Web page that illustrates your ability to use Flash to enhance your Web page. • Final Portfolio - Create a unit of on-line instruction in a subject of your choice.
  • 25. Mindomo
  • 26. Exploratree
  • 27. IHMC Cmap Tools
  • 28. Discussion Topics

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