Principle 7 Respecting Diverse Talents and Ways of Learning - Respect of the individual student and faculty…Provide protocols for Respecting others and Guidelines for “netiquette”…this included addressing people to whom you respond in a discussion and also signing your name to responses.
Our own Principle #8 Faculty say: “ use the technology as a means to an end, as a tool, rather than as an end in itself.” “… keep the standards high…” “ Keep learning relevant” “… find something in a student’s work to praise rather than emphasizing only the work's weaknesses” “ The class must be easy to navigate.” Prompt feedback is key to the success of online courses…reinforce good writing, challenge ideas, encourage critical thinking Let students know that you hear them…with the feedback you give.
We used these “best practices” to inform our Online Faculty Development Model in Online Teaching. First: we identified patterns and themes within the seven (our eight) best practices. Second: We identified competencies that matched the practices Third: We refined the competencies to seven and saw how they cut across practices Fourth: Determined how these Seven Competencies address and cut across the best practices within the emergent themes to build our model.
These are the seven competencies: We came to a consensus of what faculty need to know in order to teach online using the best practices of good online undergraduate instruction we just reviewed.
When using the competency-based model you will: Best practices…this is what we want them to do Competencies…what needs to be mastered in order to use best practice. See how mastering competency cut across more than one practice Use examples as demonstrated Apply competencies thru implementation in a best practice Test and Evaluate competencies using practice through peer review
We want the faculty to access the information and training any time, anywhere and be able to refresh learning
1.What is the time and effort required to develop and deliver an online course. This includes, not just faculty time and effort, but also student time and effort 2. Understand the use and limitations of the CMS. Depending on the CMS there are issues as to bandwidth, software and hardware…Know sources for support and assistance for instructor and student. 3. Believe in the process for learning using this format and the expected outcomes. Critical thinking can be accomplished, student connections and discussions can be made 4. Understand the notion of teaching presence…the student is not left to fend on his own. The instructor is always overseeing without micromanaging the student learning process. Understand the concept of social presence…the student wants to know that a real person is there, has a personality and cares about the student. The student matters whether they are visible physically or not.
Two categories of understanding : Connectivity and Interactivity in the online environment must be mastered. These concepts go beyond the pedagogy necessary in the classroom. Let’s break it out…for clarity
To build community online students must connect with other students. These are the ways this can happen…
In order to build a connection between the student and the content material students need more resources …need to be able to discover content
A connection between student and instructor include teaching and social presence
Independent learning is not a medium for interactivity…must learn to bring students together.
Evaluation mid course and end of course are good.
Transformation of the Online Instructor Michael Wilkinson [email_address] Saint Louis University 25 th Annual Conference on Distance Teaching & Learning
(Chickering & Gamson) Encourages staff-student contact Encourages cooperation among students Encourages active learning Provides prompt feedback Encourages time on task Communicates high expectations Respects diverse talents and ways of learning