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New and Old Strategies for teaching online and integrating Instructor, Student and Institution goals.

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  1. 1. Strategies for Online Instruction <ul><li>Old and New </li></ul>
  2. 2. Background <ul><li>Instructional Designer (efficient, effective instruction) Theories: Communication, Systems, Learning </li></ul><ul><li>Faculty Development, online instruction </li></ul><ul><li>Online Instructor (Blended Environment, computer science) </li></ul>
  3. 4. Instructor Choices <ul><li>Learning Outcomes </li></ul><ul><ul><li>Skill development & practice, (Feedback, Scaffolding) </li></ul></ul><ul><ul><li>Passive, Procedural knowledge </li></ul></ul><ul><ul><li>Active, Inquiry </li></ul></ul><ul><ul><li>Constructed, Collaborative </li></ul></ul><ul><ul><li>Integrated, Applied </li></ul></ul><ul><ul><li>Reflective </li></ul></ul><ul><li>Delivery/Presentation/Media Preferences </li></ul><ul><ul><li>Face to Face. synchronous. lecture, lab, seminar </li></ul></ul><ul><ul><li>Asynchronous, podcasts, videos </li></ul></ul><ul><ul><li>Collaborative. games, MUVEs </li></ul></ul><ul><ul><li>Social, blogs, wikis, discussion, role play </li></ul></ul>
  4. 5. Results
  5. 6. Example of Instructor Preferences
  6. 7. Case Studies
  7. 8. Learning Objectives <ul><li>Administration’s Objectives </li></ul><ul><ul><li>Performance, Measurable, Student will be able to do... </li></ul></ul><ul><li>Instructor’s Goals </li></ul><ul><ul><li>Values for student learning in course and curriculum </li></ul></ul><ul><li>Students’ Needs </li></ul><ul><ul><li>Students will value and use in life </li></ul></ul>
  8. 9. <ul><li>Goals, Objectives, Needs </li></ul><ul><ul><li>Administration Objectives, (what will students be able to do and how will it be assessed) course syllabus </li></ul></ul><ul><ul><li>Instructor Goals, (values, what students need from this experience) course syllabus </li></ul></ul><ul><ul><li>Students Needs, Hardest </li></ul></ul><ul><ul><ul><li>Ask questions, listen, make assumptions, check assumptions </li></ul></ul></ul><ul><ul><ul><li>Perceived value comes from user's experience innovation firm Method. Co=Design, Sept 9, 2010 </li></ul></ul></ul>
  9. 10. <ul><li>Examples </li></ul><ul><li>Admin: Identify and critically evaluate the strategy and tactics needed to leverage social media in business; Design a usability experiment for a product </li></ul><ul><li>Instructor: values new ideas and creative possibilities of emerging technology tools used by business organizations and other environments; also concerned with exposing the students to ideas from academic areas outside of computer science—displaying how other disciplines adapted technology; valued accessibility and simplicity for interface design and wanted students to expand their experiences to include all users (Universal Design). </li></ul><ul><li>Student: Wants to get ahead in job market, integrate with work life (Hates school, get out asap), make a difference; OR is exploring, discovering (re-discovering); Wants exposure, experience, success; Do something relevant; “Before this class, I never thought I could do something like that!” </li></ul>
  10. 11. Integrating Goals, Objectives, Needs Admin (what will student be able to do?) Instructor (what learning is valuable?) Student (what can I use this for?) Assignments, Activities
  11. 12. Integrating Goals, Objectives, Needs Research relevant literature Use alternative and new media presentation What I really want to do is work for my church Online presentations, Personal Blogs related to organizations Samples
  12. 13. My Window
  13. 14. Things I Have Learned <ul><li>Match goals, objectives and student needs to delivery and assignments </li></ul><ul><li>Be flexible; when valid, make changes as you go </li></ul><ul><li>Be specific and provide details (requirements) and examples </li></ul><ul><li>Repeat important information in more than one place </li></ul><ul><li>Organize your own system for labeling assignments, grading, version control </li></ul><ul><li>Provide Presence (text, audio/video, virtual) several times a week. </li></ul>
  14. 15. More <ul><li>Early Bird/Warnings (early submittals get early feedback) </li></ul><ul><li>Keep copies </li></ul><ul><li>Keep up-to-date </li></ul><ul><li>Some students are always on (blackberries, etc.) </li></ul>
  15. 16. Author Contact <ul><li>Anne-Marie Armstrong, PhD </li></ul><ul><li>Colorado Technical University </li></ul><ul><li>[email_address] , [email_address] , </li></ul><ul><li>twitter: @gypsieanne, </li></ul><ul><li>   </li></ul>
  16. 17. <ul><li>Integrating Goals, Objectives, Needs </li></ul><ul><li>Instructor’s learning goal of providing alternative means of both instruction and presentation in the classroom and with exposing the students to ideas from academic areas outside of computer science—and the administrative objective of Research the relevant literature in the field and investigate the current best practices in social networks and Web media were integrated by an assignment of literature reviews and annotated bibliographies that included posting on the web as a presentation using a “cloud tool” and on an individual blog dedicated to the student’s project (chosen for personal interest). </li></ul><ul><li>An additional assignment related to the same goal and objective required the students to describe a procedure for enhancing media literacy among their colleagues and friends and to present it in the form of a metaphor. This assignment was only 5% of the total grade, but produced poems, haiku, charts, cartoons and videos. It also illustrates a means of meeting the learning needs of the students, themselves. </li></ul>