Sloan C Ask the Experts


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This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.

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  • Step back to reexamine course learning objectives..... considering some course redesign questions. Not simply about transferring course materials to the web format, but designing activities that engage and challenge and take advantage of the learning opportunities that some of the technologies offerIn terms of a blended course (hybrid), How can we effectively integrate the face to face activities with the online activities “the mix” so they connect with one another?How will students move through the course materials? Can students work though the material at his/her own pace or do they need to follow a set schedule? How will you organize your course content? Course design template
  • Take inventory of all materials and resources you are planning to use for your course, what file format and determine what needs to be converted to the online environment.Begin to organize and plan your site by organizing content into modules or units of instruction. How you decide to organize is up to you, but typically content is organized into modules by topic, activity or week. The goal here to create a simple clear and straightforward design that the learner can navigate and clearly understand.
  • you will need to carefully organize and design your course in such a way that not only helps your students achieve the learning objectives but is also functional and intuitive One way to do that is through storyboarding., creating a flowchart, site map of your course structure.Why? gives you an overall view of your structure how each is related what may be missing and helps you to design how the learner will flow through the course site. Bubbl.usYou can also use Microsoft Word PowerPoint, index cards, or even sticky notes to graphically represent your course site ideas. great free web based mind mapping tools that you can use on the web. Resources at the end of the workshop.The boxes can represent a course component such as a syllabus, tool, folder or module/unit of instruction. You can or delete sections as needed. Additionally, you should insert arrows as necessary indicating how the course components connect to one another. This also important to show others colleagues, people like myself ,to get some feedback.
  • provides overall structure of course decide what key course components will appear on the homepage what is the first thing you want students to see when they enter the site? , what should be organized into folders or modulesrefer to sample flowchart in packetThis also important to show others colleagues, people like myself ,to get some feedback. Flow chart template
  • a learning module which can help to structure learning paths for students to take through your course content and activities.  Think of Learning Modules as “units of instruction” which provide a table of contents that links individual content files and other resources and makes it easier to guide students through the course material. A key advantage to the learning module is the ability to easily integrate many types of components, tools and resources together into one module. Additionally, a learning module provides an action menu for additional navigation, link to discussions, goals, references, bookmarks, note-taking and printing.
  • You will want to consider breaking up large amounts of text based material into smaller “chunks” of information. Think of breaking your content into units or modules of instruction. The smaller units would then be saved as individual files that could be organized or logically sequenced into a learning module. As a general rule, keep individual file length to the size of one 8.5 x 11 page or less to minimize scrolling.Use headings and subheadings to separate text. Utilize formatting techniques like bolding, italics, and color (use sparingly)to emphasize important information.Use bulleted lists.Use hyperlinks to larger sized documents that can be opened and printed.Utilize tables for organizing data and columns of information.Use graphics and images to enhance/break up your text. Create appropriate contrast between text and background. Usually dark text on light background. (use traditional black text on white background for best printing results) Add text descriptions for links, folders and modules so students clearly understand what they are viewing before they click. Using consistent icons to represent various activities throughout your course can help to keep students on track.
  • Sloan C Ask the Experts

    1. 1. Ask the ExpertPre-Conference Workshop <br />Sloan ConferenceOctober 28, 2009<br />
    2. 2. Introductions<br />Susan Cannata, University of North Carolina Pembroke, Associate Professor, English (2009 University of North Carolina Board of Governors Award for Teaching Excellence)<br />Damon Gatenby, UMass Dartmouth, Instructional Technologist<br />Phil Ice, Director of Course Design, Research & Development, American Public University System<br />Jen Riley, UMass Dartmouth, Academic Director of Online Education; Associate Professor, English and Women’s Studies (Sloan 2008 Excellence in Online Teaching award recipient)<br />Tracey Russo, UMass Dartmouth, Instructional Technology Manager<br />
    3. 3. Workshop Goals<br /><ul><li>Identify how to determine an effective mix of instructional technologies to facilitate student interaction and learning in online courses
    4. 4. Develop ideas about your course assignments and how various tools might work
    5. 5. Learn tips for assignments and strategies for online course design</li></li></ul><li>Workshop Plan<br /><ul><li>Presentations (1:10-2:40 with Q&A included)</li></ul>Tracey on course site structure and design <br />Susan on discussions boards<br />Jen on wikis and voice boards<br />Damon on instructional technologies<br />Phil on implementing and assessing new technologies online<br /><ul><li>Break (2:40-2:55)
    6. 6. Group Conversations (2:55-3:30)
    7. 7. Group report outs (3:30-3:40)
    8. 8. General Q&A session (3:40-3:55)
    9. 9. Wrap up and Resources (3:55-4:00  )</li></li></ul><li>Guiding Questions<br />There are some questions we can ask ourselves as we consider what makes an effective learning experience:<br />What learning behavior do I want to see?;<br />How will I get the students to engage in that behavior?; and<br />What markers will I build into my assignments that will help me determine if the class learning objectives are accomplished?<br />
    10. 10. Effective Online Course Site Design: Strategies and Tips<br />Tracey RussoInstructional Technology Manager<br />
    11. 11. Course Redesign<br />What are your objectives for the online course or online component?<br />What activities work well in your f2f classroom?<br />What activities do you think could be redesigned for the online environment?<br />How will the learner demonstrate what they have learned?<br />What content should be taught, in what order?<br />
    12. 12. Putting It All Together<br />Gather course materials, resources<br />Course organization<br />Clear and straightforward<br />Consistent design<br />Decide how to organize content <br />activities<br />topics<br />weeks<br />Keep it simple<br />
    13. 13. Storyboard<br />Storyboarding is simply a visual interpretation or visual sketch of your ideas for organizing your course site contents and activities and their relationship to one another.<br />
    14. 14. Storyboard<br />Benefits<br />Overall view of course site/structure<br />See the relationships/links of your course design<br />See missing pieces<br />Aids in organizing and or sequencing instruction<br />
    15. 15. Tips<br />Keep your levels of information to a minimum.<br />Try to avoid folders inside of other folders. This makes it more likely that students will miss course material because it is buried too deeply. <br />
    16. 16. Think “Units of Instruction” <br />Structure learning paths<br />Break your content into logical units or topics<br />Be consistent<br />Vary content and resources<br />If possible, integrate activities such as discussions, assessments and assignments<br />
    17. 17. Redesign for Online<br />Design with scanning in mind<br />Small “chunks” of information<br />Take advantage of formatting techniques<br />Add text descriptions for links, folders and modules so students clearly understand what they are viewing before they click. <br />
    18. 18. Recommended Course Components<br />Course Syllabus includes:<br />Course learning objectives<br />Detailed assignment explanations<br />Grading polices<br />Course schedule in one place and easy to print<br />Course texts and where to purchase those texts<br />Policies regarding plagiarism<br />Policies regarding late assignments and missed classes<br />Policies regarding disabilities (see<br />Policies regarding incompletes <br />Faculty member introductory and contact information<br />Faculty member office hours (or offer Chat office hours)<br />
    19. 19. Recommended Course Components<br />Communication Policies:<br />Faculty member&apos;s email response time<br />Discussion board and chat room etiquette guidelines<br />Procedures for course questions (i.e. a general Q&A discussion board)<br />
    20. 20. Recommended Course Components<br />Course Specific Information for Students includes:<br />How often students should access site<br />How often students should check course email<br />Reminders to students for checking site for announcements<br />Reading expectations<br />Participation requirements<br />
    21. 21. Recommended Course Components<br />Welcome Statement<br />Overview of course<br />Course tour<br />Getting help<br />Orientation to Your LMS<br />Announcements<br />Calendar<br />
    22. 22.
    23. 23.
    24. 24. Blended Example<br />
    25. 25.
    26. 26.
    27. 27.
    28. 28. Discussion Board and Critical Engagement<br />Susan M. Cannata, University of North Carolina at Pembroke<br />
    29. 29. Main Objectives for Discussion Board<br />To create forums to discuss reading assignments<br />To foster critical engagement with reading assignments<br />To create a site where faculty and students can interact with each other<br />
    30. 30. How to Accomplish Objectives<br />Have a separate site, e.g., assignment descriptions, where you explain what exactly you want in Dboard<br />Provide initial thread/s<br />Model the kinds of posts you want to see<br />Reinforce the good practices of students<br />
    31. 31.
    32. 32.
    33. 33.
    34. 34. What you can also accomplish with DBoard:<br />Use student posts as teaching moments<br />Establish good habits in forums that carry over into other assignments<br />Create a record of discussions for review<br />
    35. 35. Structure Your Availability<br />
    36. 36. Voice Boards and Wikis<br />Jen RileyAcademic Directory of Online Education<br />
    37. 37. Voice Boards<br />Voice Boards<br />Learning objective: students learn pace, tone, and sound of poetry<br />Learning objective: students practice speaking extemporaneously online<br />Learning objective: students practice critical thinking verbally<br />
    38. 38.
    39. 39. Poetry Podcasts<br />
    40. 40. Benefits / Drawbacks<br /><ul><li>Benefits</li></ul>Students learn to “hear” poetry and appreciate hearing classmates’ voices<br />Some students learn more effectively through audio lessons and class is not just static text<br />Technology is easy to learn and use<br />Students can set up a RSS feed to get automatic updates when classmates post<br /><ul><li>Drawbacks</li></ul>20 students X 3-5 minutes each = a lot of listening<br />Not all students learn through listening<br />Students may receive podcast, but no guarantee they listened to it<br />
    41. 41. Wikis<br /><ul><li>What are Wikis?</li></ul>A fully editable web site<br />Open to all (permissions can be enabled)<br />Multiple authors<br />Online discussions<br />Keeps a history of revisions and author’s name<br />Automatic notification of changes in content<br />Ability to review and revert to previous versions<br />
    42. 42. <ul><li>Multiple teaching and learning uses</li></ul>Research projects; writing assignments; project development; peer review; resource sites; course sites; study groups; a presentation tool; track group projects<br />Net generation “gets” collaborative spaces on the web<br />Addresses team dynamics<br />Why Wikis?<br />
    43. 43. Wiki Example<br />
    44. 44. Grading Team Projects<br />
    45. 45. Grading Team Projects<br />
    46. 46. Benefits / Drawbacks<br /><ul><li>Benefits</li></ul>Wikis foster group work and collaboration<br />Wikis are easily accessible and free<br />Wikis require students to create knowledge in the classroom<br />Wikis draw students into the internet and demonstrate the possibilities for social networking and public communication<br /><ul><li>Drawbacks</li></ul>Wiki formatting can be a bit pesky at times<br />Assignments need careful preparation and structuring; significant time commitment on part of faculty member<br />
    47. 47. Group Discussion<br /><ul><li>Individually, take a few minutes to think of a learning objective in one of your courses. Jot down some notes in response to these questions:</li></ul>What is your learning objective? <br />What assignment(s) will you blend to achieve that learning objective?<br />What instructional technologies will you use to develop and present the assignment(s)?<br />What are the benefits of your approach?<br />What are the drawbacks of your approach?<br /><ul><li>Then, within a group of 4-5 people, present your ideas for feedback. Each group should plan to share 1-2 ideas wth the larger audience after the small group discussion. </li></li></ul><li>Online Instructional Technology Overview <br />Damon GatenbyInstructional Technologist<br />
    48. 48. Instructional Technologies<br /><ul><li>Synchronous Virtual</li></ul>Chat/Instant Messaging<br />Virtual Classrooms<br />Asynchronous Virtual<br />Threaded Discussions (Voice or Text)<br />Wikis<br />Blogs/Journals<br />Weblinks<br />Self-Paced Asynchronous <br />Standard text lectures<br />Audio lectures<br />Camtasia/PPT presentations with or without audio voice over<br />Podcasts<br />Self-tests<br />Tutorials/Simulations<br />
    49. 49. Guiding Principles <br />Find the right tool to fit the desired learning outcome<br />Keep it simple<br />Don’t over use bells and whistles<br />Start small<br />Let the instruction guide the technology use<br />Reusability<br />
    50. 50. Asynchronous<br />Wikis<br />Ancient Art and Culture of Mexico<br />Blogs<br />UMassD Blog Hosting System<br /><br />
    51. 51. Synchronous<br />Wimba Classroom<br />Gap Conversation<br />Second Life<br />Temple of Quetzalcoatl<br />
    52. 52. Self-Paced/Reusable Learning Objects<br />Embedded Streaming Video<br />Seneca Reflections<br />Tutorial<br />Online Course Design Strategies<br />Narrated PowerPoint<br />19th Century Women’s Movement<br />
    53. 53. Thank You<br />For more information:<br /><br />