Transitioning from Seated to Online


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Erie Community College Faculty Development Day July 27, 2011

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  • Transitioning from Seated to Online

    1. 1. Transitioning from Seated to Online<br />Erin Maney, Instructional Designer<br />Monroe Community College<br />July 27, 2011<br />
    2. 2. Agenda<br />Why?<br />Online Pedagogy<br />How?<br />Architecture and Design<br />“Borrowing” the Wheel<br />Q & A<br />
    3. 3. ICE BREAKER<br />REDWhat is your favorite candy?<br />BLUE<br />What have you tried and were simply not good at?<br />WHITE<br />What is the most common compliment people give you?<br />YELLOW<br />Where is the worst place you’ve ever been stuck waiting?<br />GREEN<br />Fill in the blank: When I dance, I look like __________.<br />ORANGE<br />What television channel do you watch most frequently?<br />
    4. 4. So what does that have to do with building an online course?<br />EVERYTHING!<br />It’s about Community & Engagement<br />
    5. 5. <ul><li>Learning can take place anywhere, anytime, and at a controlled pace
    6. 6. High quality dialogue can be maintained because it is not restricted by a traditional classroom or time models
    7. 7. There is great access to a larger variety of quality resources
    8. 8. There is a level playing field for all learners, regardless of visual or physical handicap, location or learning schedule</li></ul>What is different about learning online?<br />
    9. 9. Benefits of Online Teaching & Learning<br />Student Benefits <br />Online learning is convenient: Students can access course material at any time from any place, and on a variety of devices.<br />Online education is accessible to everyone, including students with disabilities who may have difficulty getting to class, or those with personal commitments.<br />Online learning teaches students how to use cutting-edge technology.<br />Online teaching tools can tailor course material to students with different learning styles.<br />Instructor Benefits<br />Online teaching encourages class discussion.<br />Discussion can take place both synchronously and asynchronously, and is easy to quantify.<br />Online tests can be easier to administer, secure, and grade than paper tests.<br />Online teaching allows for a flexible schedule, and courses are accessible anywhere, at any time.<br />
    10. 10. Digital Lifestyle Meets Digital Workstyle<br />
    11. 11. The Gap: Traditional Teachers vs. Digital Learners<br />
    12. 12. What can be done to promote interaction and presence online?<br />There are four main components to consider when promoting interaction and presence as you transition your traditional face-to-face course to an online version:<br />
    13. 13. Introductions<br />What creative ways would you introduce yourself to your students? How might you have your students “meet”?<br />Traditional Classroom<br />Online Environment<br />Students have a physical building in which to meet and see one another face-to-face.<br />Students and instructor(s) take turns introducing themselves in the first class meeting.<br />Create a discussion forum for students for introductions that students can access before the class officially starts.<br />Provide an ice breaker question or activity with your response and include your photo. Ask students to do the same.<br />
    14. 14. Organization<br />Describe your level of comfort in using a course management system to organize your course.<br />Traditional Classroom<br />Online Environment<br />Syllabus<br />Class meeting schedule with due dates<br />Office hours<br />Required text(s) and readings<br />Electronic version of syllabus, including schedule<br />Hyperlinks to day/week’s announcements<br />Links in multiple locations to Discussion Boards and Assignments (or separate tabs)<br />Links to online readings<br />“Virtual” office hours<br />
    15. 15. Instruction<br />How do you think your time commitment to teaching might change in facilitating an online class?<br />Traditional Classroom<br />Online Environment<br />Assigned readings<br />Instructor lectures<br />Class discussions<br />Break into small groups<br />Assign homework<br />Use of video<br />Guest lectures<br />Role playing<br />Provide links to assigned readings and to websites<br />Assign pairs of students to read opposing views on a topic (set up a debate)<br />Design a virtual field trip that students can take via the Web<br />Instructor designed discussion board questions<br />Student led discussion threads monitored by instructor<br />
    16. 16. Feedback<br />What would need to change about your grading process to provide feedback to students in an online environment?<br />Traditional Classroom<br />Online Environment<br />Tests<br />Verbal feedback<br />Meetings with students<br />Written comments on submitted papers<br />Quizzes via course management system<br />Writing assignments<br />Surveys/polls<br />Email/audio comments<br />Announcement pages and discussion board replies<br />
    17. 17. ONLINE COURSE DESIGN<br />Careful organization and design helps students achieve learning objectives and also creates a functional and intuitive course. You will need to rethink how you present content and structure it for the online environment.<br />
    18. 18. PLANNING<br />Think about the end first. What are you trying to achieve? What do you want the learner to be able to do at the end of this course or after completing the online instructional activities?<br />Considerations:<br /><ul><li>How much time do I have to devote to putting up materials before and during the semester?
    19. 19. Do I have time to facilitate weekly discussions?
    20. 20. Can I use my course site to post materials that I would otherwise have to copy and distribute?
    21. 21. Can I encourage student interaction as a way of making students more responsible for the class as a whole?</li></li></ul><li>DESIGN & DEVELOPMENT<br />Sometimes, the most difficult decision can be deciding which learning activities will be redesigned to suit the online environment. Since the online environment can be more conducive to student-centered learning, you may need to rethink how you will structure your instructional activities.<br />Considerations:<br /><ul><li>What activities work well in your face-to-face classroom?
    22. 22. What activities do you think could be redesigned for the online environment?
    23. 23. What skills and knowledge must the learner acquire?
    24. 24. What content should be taught, and in what order?
    25. 25. How will the learner demonstrate what he or she has learned?</li></ul>Tip: Create a visual map, flowchart, or storyboard to guide you in the course design process. This blueprint can help you see the overall organization of your course contents and activities and their relationship to one another. <br />(Microsoft Word org charts, index cards, sticky notes, etc.)<br />
    26. 26. Introduction & Orientation<br /><ul><li>Welcome Announcement
    27. 27. Introductory Email
    28. 28. Discussion Board / Ice Breaker
    29. 29. Syllabus & Course Schedule
    30. 30. LMS Orientation / Online Student Orientation
    31. 31. First Assignment
    32. 32. Technical Support & Contact Information</li></li></ul><li>Adapting Course Material<br /><ul><li>Lectures
    33. 33. PowerPoint/Slideshow
    34. 34. Video
    35. 35. Segmentation of Material
    36. 36. Discussion
    37. 37. Group Projects
    38. 38. Exercises
    39. 39. Tests
    40. 40. Reflection Questions
    41. 41. Readings</li></li></ul><li>Framework for Interactive, Online Teaching<br />Tell: lecture, readings, stories, Podcasts, video, audio, PowerPoint<br />Show: video, audio, PowerPoint, graphics, diagrams, illustrations, YouTube<br />Do: simulations, activities, third-party websites, widgets, games, social networks<br />Review: self-checks, journals, blogs, summaries, wikis, social networks<br />Ask: assessments, assignments, polls, surveys, e-portfolios<br />
    42. 42. Integrating Technology<br /><ul><li>Course Management System (ANGEL, D2L, Blackboard, Moodle)
    43. 43. Streaming Video/Audio
    44. 44. YouTube
    45. 45. Webinars
    46. 46. Interactive Graphics & Simulations
    47. 47. Web 2.0 Tools</li></li></ul><li>Fostering Discussion<br />Woof!<br /><ul><li>Discussion Boards
    48. 48. Blogs
    49. 49. Chat
    50. 50. Web Conferencing
    51. 51. Virtual Worlds</li></li></ul><li>Promoting Online Interaction<br />
    52. 52. Building Community in the Online Classroom<br />Define expectations in course syllabus<br />Know your IT resources<br />Solicit feedback early<br />Hold online office hours<br />Use a webcam<br />Create screencasts (Jing)<br />Have a resources page with suggested reading list, websites, etc.<br />Reward initiative<br />Have a surplus of discussion topics<br />Be patient<br />Encourage individuals<br />Hold online review sessions<br />Seek out other online educators<br />Give anonymous course evaluations<br />Have fun!<br />Source:<br />
    53. 53. Creating a Community of Inquiry<br />Social Presence<br />Cognitive Presence<br />Teaching Presence<br />SupportingDiscourse<br />SettingClimate<br />Learning<br />SelectingContent<br />
    54. 54. Prepare your Course ContentYou Can Do It!<br />You will need to have a course syllabus or course outline from a face-to-face course that you would like to transition.<br />Materials:<br /><ul><li>Index cards (or sticky notes)
    55. 55. Colored highlighters</li></ul>Process:<br />Consider the following . . .<br />How do you approach planning a face-to-face course?<br />What part of planning an online course are you most excited about? Most challenged by?<br />Look over your course syllabus and identify specific elements that you would like to include in your online course. List each element separately on index cards.<br />Examples:a quiz on learning styles, a reading on differentiated instruction, a discussion on the topic of universal design<br />Organize your index cards into patterns that make sense to you. What reading goes with what discussion? What paper goes with what topic? Where does the quiz follow?<br />Next, use the highlighter to mark any assessments or items that will have a date change in the future. This helps keep track of items that will need updating.<br />These cards are the beginning of your planning process and can be used as an outline for your course. As you get further into course development, you can freely move the cards around as your thinking changes.<br />
    56. 56. Thank You!<br />Questions?<br />