Best practice strategies for online teaching cswe apm 2010
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Presentation at CSWE APM Conference in Portland Oregon October 17, 2010. Contact Jo Ann Regan at joannr@mailbox.sc.edu if you want a copy emailed to you.
![Best Practice Strategies for Teaching Online By: Jo Ann R. Coe Regan [email_address] Nancy Brown [email_address] University of South Carolina School of Social Work Presented as a Curriculum Workshop at the Council on Social Work Education (CSWE) 2010 Annual Program Meeting (APM) Portland, Oregon](https://image.slidesharecdn.com/bestpracticestrategiesforonlineteachingcsweapm2010-101017023017-phpapp01/85/Best-practice-strategies-for-online-teaching-cswe-apm-2010-1-320.jpg)
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Best practice strategies for online teaching cswe apm 2010
- 1. Best Practice Strategies for Teaching Online By: Jo Ann R. Coe Regan [email_address] Nancy Brown [email_address] University of South Carolina School of Social Work Presented as a Curriculum Workshop at the Council on Social Work Education (CSWE) 2010 Annual Program Meeting (APM) Portland, Oregon
- 5. Let’s Collaborate to Avoid This Dick Schoech, CSWE San Francisco, DE Research Assumption in the Form of a Cartoon-you have permission to laugh
- 6. 2010 2004 2004 2008 1998 2007 2005 2003 2001 2003 2005 2008 2004 2006 2004 1999 2005
- 9. Sloan Consortium Classification of Online Learning Allen, I.E. & Seaman, J. (2008). Staying the course: Online Education in the United States, 2008 . The Sloan Consortium: Needham, MA. Proportion of Content Delivered Online Type of Course Typical Description 0% Traditional Course with no online technology used-content is delivered in writing or orally 1 to 29% Web Facilitated Course that uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system or web pages to post the syllabus and assignments 30 to 79% Blended/Hybrid Courses that blend online and face-to-face delivery. Substantial proportion of the content is delivered online 80%+ Online A course where most or all of the content is delivered online. Typically have no face-to-face meetings.
- 26. How do you know if students are engaged in your class or course content?
- 27. How does Active Learning and Engagement happen in the Online Classroom?
- 32. A DECISION MATRIX TO LINK TECHNOLOGY WITH ACTIVE LEARNING AND ENGAGEMENT Perceptions of Innovational Attributes of Television and the Internet BENCHMARKS TO ENSURE QUALITY ONLINE LEARNING COMMITMENT TO GOOD TEACHING PRINCIPLES APPROPRIATE USE OF TECHNOLOGIES THAT FACILITATE AND ENHANCE ACTIVE LEARNING AND ENGAGEMENT DEVELOPMENT OF TEACHING AND LEARNING ACTIVITIES THAT ARE IMPLEMENTED & EVALUATED IN AN ONLINE CLASSROOM
- 37. PARADIGM SHIFT Tapscott, D. (1998). Growing up Digital: The Rise of the Net Generation
- 41. The Good, The Bad, The Evil
Editor's Notes
- -focused dissertation on distance education -Faculty development
- Use this as audience gauging activity.
- The use of information technology tools in higher education has increased dramatically. Faculty in higher education settings are taking advantage of these tools to improve the learning experiences of students who are unable to come to campus but have also found that on-campus classroom based courses can also be improved by these technologies. Access to library and information services, web-based learning activities, and extended content discussions are becoming essential components of faculty efforts to improve teaching. Clearly, this expo is a testament to that fact. In my four years at USC, things have moved extremely fast that sometimes I can’t keep up.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Technology should not just enhance our current instructional approaches (ie. lecture on Power Point). Have to look back at our fundamental student learning goals for a specific course and brainstorm ways to use technology to enhance student learning. The technology cannot drive the teaching and learning. “ After all, technique is the differentiating force with all technologies” (Hamilton, 1999) People, institutions, companies and society at large, transform technology, any technology, by appropriating it, modifying it, by experimenting with it” (Castells, 2001)
- This helps to focus and emphasize the pedagogical underpinnings of the technology application. I would argue that this is no different than what we should be doing with any other tool.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- - In a traditional classroom, it’s fairly easy to tell when you are losing your students. Eyelids droop. Heads start to bob. And you have this funny feeling that the click-clacking of keyboards isn’t the result of copious note-taking. In an online classroom, it’s a little more difficult. Not only is it impossible to tell what students are doing on the other end, but the students have access to so many more distractions that it’s sometimes hard to keep them engaged in their learning.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
- Jobs says technology will amaze, but teachers are still at the epicenter (Newsweek, 2001). Distributed learning is much more than an online substitute for lectures and professors. Distributed learning extends the opportunities for interaction between faculty and student, incorporating simulations and visualizations, as well as collaborative learning. The “any time, anyplace” nature of this new set of electronic educational opportunities may well have its greatest impact on face-to-face education. Since distributed education can occur anywhere and at any time, these conditions can be modified on a number of dimensions. It will involve faculty to determine how these modifications will be made.
- -In all my courses, I have focused on how to best foster the deep learning ideas and development of student thinking skills and use technology that addresses “bottlenecks.” -Technology enables many pedagogical strategies that were impossible or impractical