Your SlideShare is downloading. ×
Transformation of the Ol Instructor
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Transformation of the Ol Instructor

442

Published on

Presentation @ 25th Conference Distance Teaching & Learning

Presentation @ 25th Conference Distance Teaching & Learning

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
442
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
19
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • 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.
  • Transcript

    • 1. Transformation of the Online Instructor Michael Wilkinson [email_address] Saint Louis University 25 th Annual Conference on Distance Teaching & Learning
    • 2. Online Faculty Development Online
      • Online Teaching Certification (OTC) created for full- and part-time teachers
      • Pathway to higher education teaching is experiential
        • Graduate teaching assistant
        • Working with a mentor
    • 3. Online Faculty Development Online
      • Pathway to online teaching is technical training
        • CMS or LMS
        • ICT training
    • 4. Online Faculty Development Online
      • Profile of the effective teacher:
      (Cruickshank, D.R)
              • Well organized
              • Efficient
              • Task oriented
              • Knowledgeable
              • Verbally fluent
              • Aware of student developmental levels
              • Clear
              • Enthusiastic
              • Self-confident
      Confident of student abilities Friendly and warm Encouraging and Supportive Attentive Accepting Hold high expectations “ Can do" attitude
    • 5. Online Faculty Development Online
      • Profile of the effective teacher:
      (Higher Education Opportunity Act (HEOA))
              • Knowledge of content
              • Knowledge of pedagogy
              • Knowledge of assessment (formative & diagnostic)
              • Instruction engages students
              • Collaborates with colleagues
              • Modifies instructions for different learning styles
    • 6. Online Faculty Development Online
      • Profile of the effective teacher:
      (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
    • 7. Effective Implementation Online
      • 1. ENCOURAGES STAFF-STUDENT CONTACT
        • Introductions
        • E-mail
        • Announcements
        • Virtual office hours
        • Chat
        • Discussion forums
        • Personalized feedback
    • 8.  
    • 9.  
    • 10. Effective Implementation Online
      • 2. ENCOURAGES COOPERATION AMONG STUDENTS
        • Discussion forums
        • Team Projects
        • Peer reviews
        • Learning community (shared resources)
        • Study Groups
        • Others
    • 11.  
    • 12. Effective Implementation Online
      • 3. ENCOURAGES ACTIVE LEARNING
        • Internet exploration e.g. Web quests
        • Inquiry/discovery
        • Case studies
        • Problem solving
        • Writing
        • Journals
    • 13.  
    • 14. Effective Implementation Online
      • 4. PROVIDES PROMPT FEEDBACK
        • Automatic grading of tests, quizzes, discussion forums
        • 24/7 responses
        • Peer review
        • Q & A after each course module
        • Virtual Grade book
        • Rubrics
        • Online interactive self-scored tests
    • 15.  
    • 16. Effective Implementation Online
      • 5. ENCOURAGES TIME ON TASK
        • Deadlines
        • Timelines
        • Focused discussions
        • Expanded learning
        • Re-tests/re-writes
        • Others
    • 17.  
    • 18.  
    • 19. Effective Implementation Online
      • 6. COMMUNICATES HIGH EXPECTATIONS
        • Syllabus
        • Challenges
        • Encourages improvement
        • Praises & recognizes excellence
        • Model desired behavior
        • Best effort gets the best grade
        • Others
    • 20.  
    • 21.  
    • 22. Effective Implementation Online
      • 7. RESPECTS DIVERSE TALENTS AND WAYS OF LEARNING
      • Vary formats, PPT, images, video, audio
      • Assess for different learning styles
      • Encourage self-directed paths
      • Recognize and accept diverse backgrounds and experiences
      • Provide an even playing field (open discussion)
      • Respond to students as individuals
      • Use the students own words in responses
    • 23.  
    • 24.  
    • 25.  
    • 26. 8.Other Best Practices:
      • Practice good pedagogy
      • Don’t overuse technology
      • Over communicate
      • Make applications to real world
      • Use Webquest, Blogs, Web resources
      • Use library e-Reserve
      • Maintain personal & social presence
      • Reinforce reading and good writing skills
      • Praise student’s work
      • Keep high standards
    • 27. Online Faculty Development Online
      • Profile of the effective Online teacher:
    • 28. Three Themes Emerged…
      • In relation to the “best Practices”:
      • Course design
          • Encompasses: Practices 2,5 and 8
      • Instructor Effectiveness
        • Encompasses: Practices 1,6 and 7
      • Course Management
        • Encompasses: Practices 3 and 4
    • 29. Competencies
      • Understand online format
      • Understand online pedagogy
      • Develop Course Content
      • Understand Instructional Design
      • Demonstrate Course Management
      • Practice use of Technology
      • Develop Quality Assurances
    • 30. Competency-Based Model
      • Identify “best practices” for online teaching
      • Present competencies needed to teach online
      • Demonstrate how competencies cut cross “best practices”
      • Provide examples for implementation
      • Master competencies with practice
      • Evaluate practice through peer review.
    • 31. Format for Model
      • Online Delivery
      • Independent Mastery Approach
      • Open enrollment
      • Peer Review
      • Director of Faculty Development Oversight
    • 32. Competency #1:
      • Understand Online Format
      • Determine time and effort required
      • Understand the medium (CMS)
        • Use
        • Support
      • Believe in the outcome
      • Discover teaching and social presence
    • 33. Competency #2:
      • Know Online Pedagogy
      • Connectivity
        • Student to student…dialogue
        • Student to content…active and applicable
        • Student to instructor… feedback and communication
      • Interactivity
        • Learning community
        • Groups
        • Feedback
        • Peer Review
        • Journals
    • 34. Competency #2:
      • Know Online Pedagogy Connectivity (engagement)
      • Student to student:
        • Facilitate discussions (do not overly engage)
        • Motivate participation
        • Encourage participation (groups)
        • Respect
        • Encourage peer feedback
    • 35. Competency #2:
      • Know Online Pedagogy Connectivity (engagement)
        • Student to Content:
        • Additional resources
        • Creative teaching techniques
        • Application strategies
        • Independent online activities
    • 36. Competency #2:
      • Know Online Pedagogy Connectivity (engagement) - Student to Instructor:
        • Facilitate discussions
        • Encourage dialogue
        • E-mail
        • Parameters for feedback
        • Repeat everything, often
        • Announcements
        • Respect
        • Reflect student ideas
    • 37. Competency #2:
      • Know Online Pedagogy
        • Interactivity:
          • Learning Community
          • Groups
          • Feedback
          • Peer Review
          • Journaling
    • 38. Competency #3:
      • Develop Course Content
        • Build a Course Outline
          • Course outcomes
          • Course learning objectives
          • Course activities
          • Timelines and Schedules
          • Assessments
        • Write a Syllabus
          • Detailed instructions
          • Rubrics
          • Grading, Attendance and Plagiarism policies
          • Deadlines
    • 39. Competency #4:
      • Know Instructional Design
        • Developing Content
          • Presentation of content
            • Chunking and modules
            • Learning style sensitivity
            • Use of HTML, Images and PowerPoint
            • Audio and visual
            • Web quests
            • Case studies
    • 40. Competency #4:
      • Know Instructional Design
        • Use of Resources
          • Copyright issues
          • Glossary of terms
          • Reading lists…relevant journals
          • Pod casts
          • Web links…to library, writing center, other sources
    • 41. Competency #5:
      • Understand Course Management
        • Support and CMS navigation
        • Student Profiles and records
        • Welcome and ice breakers
        • Start and stop dates
        • Pace and workload
        • Communicate time commitment
        • Communication: e-mail and chat
        • Directions, Assignment submission, grades
    • 42. Competency #6:
      • Practice Use of Technology
        • Functionality and Usability
          • Use of appropriate technology
          • Navigation on the WWW as well as in CMS
          • Graphic elements
          • Fonts and formats
          • Color, layout and design
          • Student support (who, where and when)
    • 43. Competency #6:
      • Practice Use of Technology
        • Media Elements
          • Video
          • Audio
          • Simulations
          • Games
          • graphics
    • 44. Competency #7:
      • Develop Quality Assurances
        • Standards of conduct (netiquette)
        • Rubrics
        • Evaluations (informal and formal)
        • Open course for preview
        • Open course for review
        • Check course web links for access
    • 45. Cross-cutting Competencies
      • Understanding Online Format - Competency #1 Practices:
          • 1. Communication
          • 5.Time on Task
          • 6. Expectations
    • 46. Cross-cutting Competencies
      • Understanding Online Pedagogy – Competency #2 Practices:
          • 1.Communication
          • 2. Cooperation
          • 3. Active Learning
          • 4. Feedback
          • 5. Time on Task
          • 6. Expectations
          • 7. Diversity
    • 47. Cross-cutting Competencies
      • Develop Course Content– Competency #3 Practices:
          • 1. Communication
          • 5. Time on Task
          • 6. Expectations
      • Know Instructional Design-Competency #4 Practices:
          • 2. Cooperation
          • 3. Active Learning
          • 7. Respect for diversity
    • 48. Cross-cutting Competencies
      • Understand Course Management - Competency #5 Practices:
          • 1. Communication
          • 4. Feedback
          • 5. Time on Task
          • 6. Expectations
      • Use of Technology - Competency #6 Practices:
          • 1. Communication
          • 7. Respect for Diversity
    • 49. Cross-cutting Competencies
      • Develop Quality Assurances- Competency #7 Practices:
          • 1. Communication
          • 2. Cooperation
          • 4. Feedback
          • 6. Expectations
          • 7. Respect for Diversity

    ×