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The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
The online teaching survival guide powerpoint
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The online teaching survival guide powerpoint

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Book report of The Online Teaching Survival Guide

Book report of The Online Teaching Survival Guide

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  • 1. The Online Teaching Survival Guide Judith Boettcher and Rita-Marie Conrad Steve ThompsonEDUC 632 Use of Telecurricular Instruction Fall 2011
  • 2. “A course is a set of learning experiences within a specified time frame, often between six and fifteen weeks, in which learners, mentored by an instructor, are expected to develop a specific set of knowledge, skills, and attitudes”.Teaching Online – the Big Picture
  • 3. 5 major differences between online and campus courses:1. The faculty role shifts to mentoring and coaching.2. Meetings are asynchronous.3. Learners are more active.4. Learning resources and spaces are more flexible.5. Assessment is continuous.Teaching Online – the Big Picture
  • 4. Types of Online Courses:1. Web facilitated – up to 30% delivered online2. Blended/Hybrid – between 30 and 80 % delivered online3. Online – 80% or more delivered onlineTeaching Online – the Big Picture
  • 5. The four stages of a course:Phase One – Course Beginnings Learner – familiarity with course requirements Mentor – establish trust, promote social presence, state expectations Content Knowledge – access to required resources Environment – learners know how to use the learning tools of the courseTeaching Online – the Big Picture
  • 6. Phase Two: Early Middle Learner – weekly rhythm: readings, postings, collaborating Mentor – guiding the learning of core concepts, supporting community, balance coverage of content with understanding Content Knowledge – exploring, engaging, and identifying resources Environment – Community settled into a routineTeaching Online – the Big Picture
  • 7. Phase Three: Late Middle Learner – applying core concepts, supporting and challenging others Mentor – personalized instruction, support learners as leaders, mentoring, providing feedback Content Knowledge – creating and sharing: blogs, wikis, projects, etc. Environment – active use of course tools, sharing with the communityTeaching Online – the Big Picture
  • 8. Phase Four: Closing Weeks Learner – demonstrated knowledge of core concepts through complex projects and assignments Mentor – continues teaching presence, supporting learner projects, clarifying course wrap-up activities Content Knowledge – application of core content beyond the basics Environment – Learners effectively evaluate tools based on needTeaching Online – the Big Picture
  • 9. Learning Theories and Theorists: Theory of Social Development – Vygotsky Experimental Learning – Dewey Genetic Epistemology – Piaget Constructivism – Bruner Cognitive Apprenticeship – Brown Schema Theory - SchankTeaching Online – the Big Picture
  • 10. Ten Core Learning Principles Every structured learning experience has four elements with the learner at the center. Learners bring their own personalized and customized knowledge, skills, and attitudes to the experience. Faculty members are the directors of the learning experience. All learners do not need to learn all course content: all learners do need to learn the core conceptsTheoretical Foundations
  • 11. Ten Core Learning Principles continued Every learning experience includes the environment or context in which the learner interacts Every learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledge Concepts are not words but organized and interconnected knowledge clustersTheoretical Foundations
  • 12. Ten Core Learning Principles continued Different instruction is required for different learning outcomes Everything else being equal, more time on task equals more learning We shape our tools and out tools shape usTheoretical Foundations
  • 13.  Be present at the course site Create a supportive online course community Develop a set of explicit expectations for your learners and yourself as to how you will communicate and how much time students should be working on the course each week. Use a variety of large group, small group, and individual work experiences Use synchronous and asynchronous activitiesTen Best Practices for TeachingOnline
  • 14.  Ask for informal feedback early in the term Prepare discussion posts that invite responses, questions, discussions, and reflections Search out and use content resources that are available in digital format if possible Combine core concept learning with customized and personalized learning Plan a good closing and wrap activity for each courseTen Best Practices for TeachingOnline
  • 15.  The essential course elements of an online course How not to lose the first week How an online syllabus is different Launching the social presence in your course Getting to know students minds individually Getting into the swing of the course The why and how of discussion boards Characteristics of good discussion questions Managing and evaluating discussion postings The faculty role in the first weeksTips forCourse Beginnings
  • 16.  Tools for communicating Learning and course management systems Weekly rhythm Early feedback loop from learners to you Early feedback tools The why and how of group projects within online courses Sharing the teaching and learning Promoting peer interaction and community with learner to learner dialogue and teamingTips for the Early Middle
  • 17. Continued Online classrooms and tools for synchronous collaboration Using audio and visual resources to create a more engaging and effective course A good discussion post has three parts Discussion wraps Getting an early start on cognitive presence Launching projects that matter to the learnerTips for the Early Middle
  • 18.  Questions and answers Three techniques for making your students knowledge visible Moving beyond knowledge integration to defining problems and finding solutions Simple rules about feedback in online learning Feedback on assignments Reshaping learning habits of online students Customizing and personalizing learningTips for the Late Middle
  • 19. Continued Managing and facilitating group projects Assessing group projects A rubric for analyzing critical thinking Four effective practices during project times Souped-up conversations that help build up community Using social networking techniques to build a learning community A touch of spiceTips for the Late Middle
  • 20.  Authentic problem solving Using what-if scenarios Stimulating and comfortable comaraderie Learners as leaders A strategy for capturing course content meaningfully Pausing, reflecting, and pruning strategies Wrapping up a course with style Stories and suggestions for closing experiences Debriefing techniques with studentsTips for the Closing Weeks
  • 21. 1. Just do your best2. It’s kind of fun to do the impossible3. Begin with the end in mindAdvice from Those who have beenThere

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