Lori I could not find a clip art with a Christian symbol using computers…this will do Theological education will get a makeover in fall 2010 at Lexington Theological Seminary when it begins offering its masters programs through a hybrid online model using a combination of video, audio, and PowerPoint presentations. The seminary, based in Kentucky, expects to deliver a mixture of short courses online and on-campus intensives to students.
Lori Harvard and columbia added social networking courses to mba program. Digital Natives - A systematic search of the research literature from 1996 through July 2008—Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (2009) —found that students who took either all or part of their instruction online performed better than those taking the same course through traditional face-to-face instruction. These positive results appeared consistent for all types of higher education, undergraduate and graduate, across a range of disciplines. This is notable given that many colleges are reporting that blended instruction is among the fastest-growing types of enrollment -
Lori 1. Purdue – also an example of collaboration. Between PU and IU – Masters in Music Tech shared. Prof also dev first distance learning music ed degree
Lori-technology is daunting
Lori Twitter in the Classroom: A Step-by-Step Approach
Campus Tech – host of resources including conferences (face-to-face and digital), white papers, webinars Prof hacker- ProfHacker delivers tips, tutorials, and commentary on pedagogy, productivity, and technology in higher education, Monday through Friday.
Developing and Teaching Online/Distance Learning Courses
Developing & Teaching Distance Learning/On-Line Courses ALSB 2010 ANNUAL CONFERENCE, RICHMOND, VA Lori Harris-Ransom , Caldwell College Ida Jones , California State University-Fresno Linda Christiansen , Indiana University Southeast David Schein , University of Maryland This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA.
WHAT IS EDUCATION? <ul><li>AND WHAT IS THE TREND IN ONLINE EDUCATION? </li></ul>
WHAT IS QUALITY EDUCATION? Creating a learning environment where individuals with a variety of skills can increase knowledge, skills and the abilities to adapt to changing environments so that they can act as informed citizens of the world.
DEVELOPING AND TEACHING DISTANCE LEARNING Online Learning-A Short Story
HYBRID/BLENDED <ul><li>Part Online/Part Face-to-Face </li></ul><ul><li>Separate based on Pedagogy </li></ul><ul><li>Course Structure </li></ul><ul><li>Reflection and Student Feedback </li></ul>
USING TECHNOLOGY IN EDUCATION <ul><ul><li>Technology = Tools to foster learning </li></ul></ul><ul><ul><li>Uses range from posting course materials, administering exams, linking to library and web resources, encouraging collaborative learning, encouraging critical thinking, virtual reality 3D environments (MUVE) </li></ul></ul>Document storage Immersive environments such as Second Life Educational Uses of Second Life
EDUCATIONAL MALPRACTICE??? CHE, Jeffrey Young 7/24/10 http://chronicle.com/article/Reaching-the-Last-Technology/123659/?sid=pm&utm_source=pm&utm_medium=en
PROFESSORS’ USE OF TECH IN THE CLASSROOM http://chronicle.com/article/Professors-Use-of/123682 CHE 7/25/10
DISTANCE LEARNING TRENDS <ul><li>Student Profiles and Enrollment </li></ul><ul><li>Faculty </li></ul><ul><li>Academic </li></ul><ul><li>Technology </li></ul><ul><li>Economic </li></ul><ul><li>Distance Learning </li></ul>Online Journal of Distance Learning Administration, Volume VI, NumberI I I, Fall2003 State University of West Georgia, Distance Education Center Scott L. Howell, PhD Brigham Young University [email_address] Peter B. Williams, M.S. Brigham Young University [email_address] Nathan K. Lindsay, M.S. University of Michigan [email_address] http://www.westga.edu/~distance/ojdla/fall63/howell63.htm l
HYBRID IF GOD CAN DO IT . . . <ul><li>Seminary To Take Theology Courses Online </li></ul>
PROLIFIC USE <ul><li>HARVARD AND COLUMBIA MBA PROGRAMS </li></ul><ul><li>ADVERTISING AND SOCIAL MEDIA, MARKETING AND SOCIAL MEDIA….WHY NOT LAW AND SOCIAL MEDIA </li></ul><ul><li>DIGITAL NATIVES </li></ul>
WHAT ARE MINUSES AND PLUSSES OF ONLINE EDUCATION?
CREATING ASSIGNMENTS <ul><li>BEST PRACTICES </li></ul>Designing Effective Online Assignments By Todd Gilman, CHE March 22, 2010 http://chronicle.com/article/Designing-Effective-Online/64772/
THREADED DISCUSSIONS <ul><li>Structure </li></ul><ul><li>Current Events and/or Questions </li></ul><ul><li>Typical Progress over time </li></ul><ul><li>Grading & Feedback </li></ul>
PRACTICAL ISSUES <ul><li>To create an online classroom that provides something like the in-classroom experience, class participation is important. </li></ul><ul><li>Question: How do you encourage students to participate in the online classroom? </li></ul><ul><li>Question: How does this differ from encouraging students to participate in the traditional classroom? </li></ul>
CLASS PARTICIPATION <ul><li>One Approach: Participation = 10% of Final Grade </li></ul><ul><li>Students will receive a participation grade for each half of the course equal to 5% of their final grade. </li></ul><ul><li>Rubric for evaluation of class participation. The focus is on meaningful participation and not just adding entries to the Conferences section. </li></ul><ul><li>Frequency - Theoretically possible to enter the online classroom once a week and receive a decent grade. The reality is that frequent participation each week puts the student in a much better position to make timely and meaningful contributions. </li></ul><ul><li>Benchmark is that eight meaningful posts to the classroom each week would be an A, six meaningful posts would be a B, and four would be a C. </li></ul><ul><li>Note that simply posting a short “me too” comment is not considered a “meaningful” post and will not support a strong grade for the week. </li></ul>"Clip art licensed from the Clip Art Gallery on DiscoverySchool.com"
CLASS PARTICIPATION GRADING <ul><li>Sample Grading Rubric: </li></ul><ul><li>Weekly participation grade is worth a maximum of 30 points. </li></ul><ul><li>27-30 pts - A – At least 2 comments needed * student provides thorough details of relevant facts * comments demonstrate a comprehensive analysis and/or interpretation of the case/issue * student supports his/her opinion by citing relevant, scholarly sources * student adds some new thought or point of view to the discussion or critiques another’s point of view. </li></ul>
CLASS PARTICIPATION GRADING, CONT. <ul><li>24-26 pts - B– At least 2 comments needed; one or more of the following may apply: * student provides a response with a limited number of facts * student does not clearly state the issue * student provides an adequate but not comprehensive analysis of the case/issue * student has a partial understanding of the concepts in the case * student sometimes, but not always, supports key statements with relevant, scholarly sources </li></ul><ul><li>21-23 pts - C– At least 2 comments needed; one or more of the following may apply: * student's comments do not reflect a comprehensive reading of the case/issue. * student describes only minimal components of the case/issue * student's analysis is not clear and coherent * analysis is only vaguely supported by scholarly material from the text or elsewhere * student merely restates what is in text instead of interpreting the material </li></ul>Another Sample Rubric
GROUP PROJECTS ONLINE <ul><li>Considerations: </li></ul><ul><li>Should you try group projects at all? </li></ul><ul><li>Assembling the Group – Random, system, or students choose? </li></ul><ul><li>Best approach to grading? </li></ul><ul><li>Input sheet from each group member to avoid slackers or dominant students? </li></ul><ul><li>Faculty input to groups? </li></ul>
FACULTY INPUT <ul><li>Faculty can insert comments for all students to see in the online classroom: </li></ul><ul><ul><li>Pros? </li></ul></ul><ul><ul><li>Cons? </li></ul></ul><ul><li>Email through the course site if possible </li></ul><ul><li>Email through traditional email </li></ul>
FACULTY INPUT CONT. <ul><li>Telephone discussions with students for remote faculty or remote students. </li></ul><ul><li>Question: In the pure online classroom, should there ever be the need for phone contact with students? </li></ul><ul><li>On-campus meetings with students who are in the vicinity of campus </li></ul>
WHAT ARE TOOLS? <ul><li>AND WHAT CAN ONLINE COURSES LOOK LIKE? </li></ul>
APPLICATIONS <ul><li>Twitter in the MBA Classroom: </li></ul><ul><li>A Recipe For Success </li></ul><ul><li>Pat LeMay Burr, Ph.D., Distinguished </li></ul><ul><li>Chair-International Business, </li></ul><ul><li> firstname.lastname@example.org </li></ul><ul><li>Annette E. Craven, Ph.D., Associate </li></ul><ul><li>Professor-Management; </li></ul><ul><li> email@example.com </li></ul><ul><li>University of the Incarnate Word, San Antonio, TX </li></ul>ACBSP 2010 Annual Edition, Recognizing Excellence in Business Education, vol 1,