Top Ten eLearning Mistakes Teachers Make & How to Avoid Them  <br />Greg Williams, Ed.D.<br />www.umbc.edu/isd<br />
Greg Williams, Ed.D.<br />Director &  <br />Assistant Professor<br />UMBC<br />www.gregwilliams.net<br />
3<br />
Unclear Objectives<br />1. Unclear Objectives<br />
Problems With Objectives<br /><ul><li>Why have them?
Can be hard to measure
No-no words
Map to course content </li></li></ul><li>ABCD Method<br />A = Audience<br />B = Behavior<br />C = Condition<br />D = Degre...
Poor Instructional Objective<br />At the end of this course, students will know how to be better typists<br />
2. Poor Assessment<br />
Poor Assessment<br /><ul><li>Pre-course assessment
Knowledge, skills
Learning preferences
Online class candidate?</li></li></ul><li>Poor Assessment<br /><ul><li>Do not assess at all or properly
Assessing the wrong things
Periodic & variety of assessment
Rubrics, e.g. Sister Veronica’s grading</li></li></ul><li>3. Poor Course <br />    Site Navigation<br />
Poor Course Navigation<br /><ul><li>Implications
Simple is good
Start slow
Course Tour
Scavenger Hunt</li></li></ul><li>Poor Course Navigation<br /><ul><li>Consistent with syllabus
Help for “lost” students
Three before me
Examples</li></li></ul><li>
Greg’s Online Communication Assumption<br />I can take a few days off <br />and not check in online <br />
Communications Issues<br />4. Communication Issues<br />
Communication Issues<br /><ul><li>It’s a new world (every day)
Easy to mis-communicate online
Think, and then think again
Set expectations </li></li></ul><li>Communication Issues<br /><ul><li>Keep it simple
Clarify and confirm
Using the phone is OK</li></li></ul><li>Online Course Example<br />I can take a few days off <br />and not check in online...
Don’t Leave <br />Communication <br />to Chance<br />
5. Inadequate Feedback<br />
Inadequate Feedback<br /><ul><li>Takes variety of forms
Establish guidelines
Establish timeframes
Meaningful & specific</li></li></ul><li>Inadequate Feedback<br /><ul><li>What does success look like?
Link feedback to rubrics
Sister Veronica’s grading</li></li></ul><li>6. Poor Materials & Resources<br />
No “Page Turners”<br />
Poor Instructional Materials<br /><ul><li>Don’t match objectives
Appropriate for online delivery
Provide supporting materials
Include additional resources, links</li></li></ul><li>Poor Instructional Materials<br /><ul><li>Variety of instructional s...
Use familiar technology (YouTube)
A website is not a course</li></li></ul><li>END<br />Same Content – Different Reactions<br />
END<br />7. No Learner Interaction<br />
Learner Motivation?<br />
No progresswithout mistakes<br />
No Learner Interaction<br /><ul><li>Tap student experience & expertise
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Top Ten eLearning Mistakes Teachers Make and How to Avoid Them

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“The Top Ten eLearning Mistakes Teachers Make and How to Avoid Them”, presented at the Maryland Society for Educational Technology (MSET)

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Top Ten eLearning Mistakes Teachers Make and How to Avoid Them

  1. 1. Top Ten eLearning Mistakes Teachers Make & How to Avoid Them <br />Greg Williams, Ed.D.<br />www.umbc.edu/isd<br />
  2. 2. Greg Williams, Ed.D.<br />Director & <br />Assistant Professor<br />UMBC<br />www.gregwilliams.net<br />
  3. 3. 3<br />
  4. 4. Unclear Objectives<br />1. Unclear Objectives<br />
  5. 5. Problems With Objectives<br /><ul><li>Why have them?
  6. 6. Can be hard to measure
  7. 7. No-no words
  8. 8. Map to course content </li></li></ul><li>ABCD Method<br />A = Audience<br />B = Behavior<br />C = Condition<br />D = Degree<br />
  9. 9. Poor Instructional Objective<br />At the end of this course, students will know how to be better typists<br />
  10. 10.
  11. 11. 2. Poor Assessment<br />
  12. 12. Poor Assessment<br /><ul><li>Pre-course assessment
  13. 13. Knowledge, skills
  14. 14. Learning preferences
  15. 15. Online class candidate?</li></li></ul><li>Poor Assessment<br /><ul><li>Do not assess at all or properly
  16. 16. Assessing the wrong things
  17. 17. Periodic & variety of assessment
  18. 18. Rubrics, e.g. Sister Veronica’s grading</li></li></ul><li>3. Poor Course <br /> Site Navigation<br />
  19. 19. Poor Course Navigation<br /><ul><li>Implications
  20. 20. Simple is good
  21. 21. Start slow
  22. 22. Course Tour
  23. 23. Scavenger Hunt</li></li></ul><li>Poor Course Navigation<br /><ul><li>Consistent with syllabus
  24. 24. Help for “lost” students
  25. 25. Three before me
  26. 26. Examples</li></li></ul><li>
  27. 27. Greg’s Online Communication Assumption<br />I can take a few days off <br />and not check in online <br />
  28. 28. Communications Issues<br />4. Communication Issues<br />
  29. 29. Communication Issues<br /><ul><li>It’s a new world (every day)
  30. 30. Easy to mis-communicate online
  31. 31. Think, and then think again
  32. 32. Set expectations </li></li></ul><li>Communication Issues<br /><ul><li>Keep it simple
  33. 33. Clarify and confirm
  34. 34. Using the phone is OK</li></li></ul><li>Online Course Example<br />I can take a few days off <br />and not check in online <br />
  35. 35. Don’t Leave <br />Communication <br />to Chance<br />
  36. 36. 5. Inadequate Feedback<br />
  37. 37. Inadequate Feedback<br /><ul><li>Takes variety of forms
  38. 38. Establish guidelines
  39. 39. Establish timeframes
  40. 40. Meaningful & specific</li></li></ul><li>Inadequate Feedback<br /><ul><li>What does success look like?
  41. 41. Link feedback to rubrics
  42. 42. Sister Veronica’s grading</li></li></ul><li>6. Poor Materials & Resources<br />
  43. 43. No “Page Turners”<br />
  44. 44. Poor Instructional Materials<br /><ul><li>Don’t match objectives
  45. 45. Appropriate for online delivery
  46. 46. Provide supporting materials
  47. 47. Include additional resources, links</li></li></ul><li>Poor Instructional Materials<br /><ul><li>Variety of instructional strategies
  48. 48. Use familiar technology (YouTube)
  49. 49. A website is not a course</li></li></ul><li>END<br />Same Content – Different Reactions<br />
  50. 50. END<br />7. No Learner Interaction<br />
  51. 51. Learner Motivation?<br />
  52. 52. No progresswithout mistakes<br />
  53. 53. No Learner Interaction<br /><ul><li>Tap student experience & expertise
  54. 54. Activities to link w/ objectives
  55. 55. Foster connections between students
  56. 56. Consider some groups projects </li></li></ul><li>Activities<br />
  57. 57. Variety & Choice<br />No Learner Interaction<br />
  58. 58. 8. Improper Use of Technology <br />
  59. 59. Infatuated with Technology<br />
  60. 60. END<br />Hate the Technology<br />
  61. 61. Variety of Choices<br />END<br />
  62. 62. Use Familiar Technology<br />
  63. 63. What’s Next?<br />
  64. 64. Learning Tools <br />Jane Hart’s<br />Centre for Learning <br />& Performance Technologies<br />http://c4lpt.co.uk/recommended/<br />
  65. 65. 9. No Learner Support<br />
  66. 66. No Learner Support <br /><ul><li>Instructional & technical
  67. 67. Troubleshooting help
  68. 68. Online Resources (library, tutorials)
  69. 69. Tools supported by IT
  70. 70. Link to school’s academic support</li></li></ul><li>No Learner Support <br /><ul><li>Teacher, school, students
  71. 71. FAQs
  72. 72. Link to school’s support
  73. 73. Three before me</li></li></ul><li>10. No Planning for Predictable Problems<br />
  74. 74.
  75. 75. Typical Issues <br /><ul><li>Communication
  76. 76. Participation
  77. 77. Students “missing in action”
  78. 78. Course Expectations
  79. 79. Technical
  80. 80. Grading & late policies</li></li></ul><li>Possible Solutions <br /><ul><li>Clear syllabus
  81. 81. Course tour
  82. 82. Three before me
  83. 83. Start slow
  84. 84. Back-up Plan (PC Access)
  85. 85. Use FAQs</li></li></ul><li>Final Thoughts <br /><ul><li>eLearning not going away
  86. 86. Not for everyone
  87. 87. Be open to possibilities
  88. 88. Experiment
  89. 89. Nut and bolts are easy
  90. 90. Future career opportunities</li></li></ul><li>Maryland Online“Quality Matters” Initiative<br />
  91. 91.
  92. 92. Greg Williams, Ed.D.<br />Director & <br />Associate Professor<br />UMBC<br />www.gregwilliams.net<br />gregw@umbc.edu<br />

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