Intro to online_0710


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  • Evaluations to help you decide: Myers-Briggs Type indicator (personality assessment) Learning Styles Inventory – David Kolb, William Kneak Change Style Indicator Keirsey Temperament Sorter Vocational Personality Indicator Others
  • Intro to online_0710

    1. 1. Ann M. Giralico Pearlman, M.A.
    2. 2. <ul><li>Question? </li></ul><ul><ul><li>How can I present a course in a virtual environment and provide success for all students goals and outcomes? </li></ul></ul>ELA Essay Martin Luther King ~~ ~~~~~~ ~~~~~~~~~~~ ~~~~~~~~~~~ A+
    3. 3. <ul><li>Things to consider as you develop </li></ul><ul><ul><li>your online or blended course: </li></ul></ul>
    4. 4. <ul><ul><li>As educators, we have preferred methods of teaching. </li></ul></ul><ul><ul><li>Many times, college educators come to the class with extensive field experience, which drives the content and presentation/teaching style. </li></ul></ul>
    5. 5. <ul><li>Determine your teaching style and how this style aligns with the way in which the millennium students of today learn. </li></ul><ul><ul><ul><li>Visual </li></ul></ul></ul><ul><ul><ul><li>Textual </li></ul></ul></ul><ul><ul><ul><li>Auditory </li></ul></ul></ul><ul><ul><ul><li>Kinesthetic </li></ul></ul></ul><ul><ul><ul><li>Preference: social or </li></ul></ul></ul><ul><ul><ul><li>independent learner </li></ul></ul></ul>(Included in the notes section of this slide are different learning style indicator methodologies quizzes.)
    6. 6. <ul><li>Students have varying learning styles. </li></ul><ul><li>Research indicates presenting instruction in a variety of ways, benefits all students. </li></ul>
    7. 7. What methods are demonstrated here that would effectively teach students with various learning styles?
    8. 8. <ul><li>Content – Topic </li></ul><ul><li>Goals and outcomes: What should the students know and be able to do upon completing the course. </li></ul><ul><li>What you bring to the class as an educator and expert. </li></ul><ul><li>Class interaction and exchange of knowledge. </li></ul>
    9. 9. <ul><li>Physical presence – meeting in a virtual environment. </li></ul><ul><li>Direct access to campus tools and materials. </li></ul><ul><li>Cooperative groups </li></ul><ul><li>Methods of transferring knowledge </li></ul>
    10. 10. <ul><li>Learning Centered </li></ul><ul><li>Instructor as Facilitator </li></ul>
    11. 12. <ul><li>The beginning steps: </li></ul><ul><ul><ul><li>Evaluate your syllabus to create a blended or online learning experience. </li></ul></ul></ul><ul><ul><ul><li>Develop an outline of your course </li></ul></ul></ul><ul><ul><ul><li>Consider the topic: i.e.. </li></ul></ul></ul><ul><ul><ul><ul><li>theoretical </li></ul></ul></ul></ul><ul><ul><ul><ul><li>hands-on lab </li></ul></ul></ul></ul><ul><ul><ul><ul><li>authentic assessment assignments. </li></ul></ul></ul></ul>Course Syllabus In this class you Will learn~~~~~~ ~~~~~~~~~~~ ~~~~~~~~~~~
    12. 13. <ul><li>Blended course </li></ul><ul><ul><ul><li>Balancing students and teacher face-to-face meetings and online coursework. </li></ul></ul></ul><ul><ul><ul><li>Consider using face-to-face class time for discourse, critical thinking activities, or student presentations </li></ul></ul></ul><ul><ul><li>Fully Online </li></ul></ul><ul><ul><ul><li>The class will only “meet” in the virtual environment </li></ul></ul></ul><ul><ul><ul><ul><li>Asynchronous : learners take part in class activities at any time and communicate back and forth through electronic forms. There are no set times to meet. </li></ul></ul></ul></ul>
    13. 14. <ul><li>What activities will students take part in for course assessment in a learning-centered online course. </li></ul><ul><ul><ul><li>Student Presentations </li></ul></ul></ul><ul><ul><ul><li>Essays/Papers </li></ul></ul></ul><ul><ul><ul><li>Tests/quizzes </li></ul></ul></ul><ul><ul><ul><li>Authentic Assessment Projects </li></ul></ul></ul><ul><ul><ul><li>Team Projects </li></ul></ul></ul><ul><ul><ul><li>Field Trips </li></ul></ul></ul><ul><ul><ul><ul><li>(refer to the “50 Alternatives to Lecture” article) </li></ul></ul></ul></ul>
    14. 15. <ul><li>Recorded presentations </li></ul><ul><li>Films/videos </li></ul><ul><li>Discussions </li></ul><ul><li>PowerPoint's with Audio </li></ul><ul><li>Audio recordings, etc. </li></ul>Art/drawings Television Radio/music Computer videos Animation