OLC Ideate 2020 Online Faculty Focus Too Many options
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This deck was used to support OLC's Ideate 2020 salon session on Faculty Focus when teaching online.
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OLC Ideate 2020 Online Faculty Focus Too Many options
- 1. Too Many Options: Faculty Focus in the Online Landscape Dr. Susan Wegmann Associate Dean of Digital Learning and Innovation University of Mary Hardin-Baylor; Belton, TX
- 2. Discussion Q 1: What is the first thing you do when you log in?
- 3. Discussion Q2: What is your online persona?
- 4. Online persona The personality that you create while online, or your personal “brand.” Social presence (Lowenthal, 2009; Short, Williams, & Christie, 1976) Transactional Distance
- 5. Transactional Distance (Moore, 1993) As structure increases, transactional distance increases As dialog decreases, transactional distance increases Dialogmore lessStructuremore less moreless
- 6. Five ways to enhance your online persona 1. Be responsive to student e-mails with offers of assistance. 2.Be proactive with assignments and other coursework 3.Don’t assume that students’ questions are a challenge to you. 4.Admit when you make a mistake 5.Let students see glimpses of the real you. 6.BONUS: Social presence includes students, as well.
- 7. Discussion Question 3: What is your best tip for dealing with emails?
- 8. Email Strategies: 1.The Duck and Cover: 2.The Scan 3.The Great Escape 4. Pick and Choose 5.The Planner
Editor's Notes
- When teaching online, your online persona is created from your interactions with students. You are constantly reinforcing an online persona by the way you deliver information to students and how you respond to students in e-mails, Discussions, feedback on assignments and assessments, and other ways. Social presence theory) (Lowenthal, 2009; Short, Williams, & Christie, 1976) is, in part, the study of computer-mediated communication (CMC) and how people’s personalities and online personas are influenced by technology and the distance it creates in the teaching-learning act. (This is a very basic definition of a multi-layered theory that has been added on to and informing instructional design and online teaching for decades!) Social presence has been correlated to student satisfaction (Richardson, Caskurlu, & Lv, 2017), but we have been thrust into a socially-distanced teaching world recently (called transactional distance)). However, this distance is more concerned with pedagogy than geography, and there are things we can do to enhance social presence in our courses.
- Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical Principles of Distance Education (pp. 22–29). New York: Routledge.
- Five ways to enhance your online persona in your course: Be responsive to student e-mails with offers of assistance. Much like your f2f teaching presence, your online presence requires constant attention – we are only as effective as our last interaction with a student. Be proactive with assignments and other coursework. Make as much visible as possible. This will give students an opportunity to ask questions and clear up any confusion. Don’t assume that students’ questions are a challenge to you. This was a hard lesson for me to learn. . . I finally began asking follow-up probing questions to get at the heart of why students were asking for (what I thought) were unreasonable requests. For example, instead of getting frustrated about questions about the content of the Final Exams, provide as much review as you feel necessary. It might be that students missed a section of the course – it might be that they didn’t finish a particular assignment before it closed – it might be that they simply didn’t do something they should have. Asking probing questions allows you to dig into the real reason(s) and answer accordingly. Admit when you make a mistake. This is another lesson I had to learn the hard way! My online persona at first was characterized as “Dr. Know-it-all” and I worked hard to keep it that way. Then, I realized that I could simply admit when I didn’t open an assignment, or when I didn’t grade an assessment in good time. Admission of mistakes, especially when followed with “I will try harder next time, and you help me do so” (and then doing so!), is powerful! Students appreciate authenticity, and they usually acknowledge the fact that you are doing your best – especially (I would imagine) in these challenging days. Let students see glimpses of the real you. Give them this gift. What makes you laugh? What are you passionate about? What parts of your content area make you really excited? Tell them about your Vocare – your “life call” to this subject. Social presence is enhanced when students know they are interacting with a real person, and connecting in a real way, over real issues reminds them of the depth of your humanity. BONUS: Social presence includes students, as well. Consider ways that your students can contribute to the course content. If possible, provide regular opportunities for them to share relevant, meaningful content so that they can engage in the inquiry process. Resources Lowenthal, P. R. (2009). Social presence. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of distance and online learning (2nd ed.). Information Science Reference. Retrieved at: https://www.researchgate.net/publication/265375995_Social_Presence Short, J., Williams, E., & Christie, B. (1976). The Social Psychology of Telecommunications. London: John Wiley & Sons, Ltd. ISBN 978-0471015819 Richardson, J, Caskurlu, S., & Lv, J. (2017). Social Presence in Relation to Students’ Satisfaction and Learning in the Online Environment: A Meta-analysis Computers in Human Behavior Pp. 402–417. DOI 10.1016/j.chb.2017.02.001
- Emails = other people’s problems Duck and cover – When you don’t check emails that often and you train others to not send you messages The Scan – when you only access the important emails and let the others sit and wait. The Great Escape – When you check emails only a few times a week, escaping for days without checking into them Pick and choose – Begin by scanning for important senders (bosses, people, etc.) then go through all of the rest to catch up incessantly. The Planner – only check e-mails at the top of the hour