This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
This was a short 30 minute presentation that I gave during the 2013 Annual Meeting. I defined what synchronous, asynchronous, and hybrid learning was and outlined how the online learning environment would be designed to incorporate mixed methodologies. I concluded with what actions needed to be taken to ensure the online program would be successful and asked the Directors and Faculty to commit to ownership of their students' success. The major outcomes of the presentation were increased stakeholder understanding of program changes and direction.
Introduction to Online Teaching and LearningJason Rhode
It is important to begin planning online courses early because teaching in the online environment involves principles and practices different from those used in traditional face-to-face instruction. In this online workshop offered 11/11/2013, we ntroduced the unique characteristics of online instruction and provide an overview of the components in an engaging and interactive online course. This workshop was geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.
This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
Juliana Antunes - MPEL - Open University
This was a short 30 minute presentation that I gave during the 2013 Annual Meeting. I defined what synchronous, asynchronous, and hybrid learning was and outlined how the online learning environment would be designed to incorporate mixed methodologies. I concluded with what actions needed to be taken to ensure the online program would be successful and asked the Directors and Faculty to commit to ownership of their students' success. The major outcomes of the presentation were increased stakeholder understanding of program changes and direction.
Introduction to Online Teaching and LearningJason Rhode
It is important to begin planning online courses early because teaching in the online environment involves principles and practices different from those used in traditional face-to-face instruction. In this online workshop offered 11/11/2013, we ntroduced the unique characteristics of online instruction and provide an overview of the components in an engaging and interactive online course. This workshop was geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.
Guide to Establishing an Online Teaching Programspagball
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Identify two important skills for an effective distance learning facilitator. Create a 8-12 slide presentation that includes the following: Explain why you selected these two skills.
Within each skill, do the following: Discuss the development phases the facilitator needed to achieve skill. Identify the forms of training the facilitator has received in support of the skill.
What does instruction look like online vs. face-to-face? What common elements exist; what critical differences must be considered? How can a world language activity be adapted for F2F, blended, or online implementation?
Principal’s Guide to Blended Learning for Elementary MathematicsDreamBox Learning
Blended learning – the powerful combination of real-time and online interaction – is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Jeff Piontek, PhD, Curriculum and Assessment President, Educational Consulting Services, LLC and Tim Hudson, Director of Curriculum Design for DreamBox Learning discuss how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics include the importance and efficacy of blended learning, evaluating curriculum and blended learning model options, and the latest and most effective technology used in elementary-level mathematics.
Guide to Establishing an Online Teaching Programspagball
More than a decade ago, the American Psychological Association (APA) Task Force on Distance Education and Training in Professional Psychology (2002).
As a response to how an institution might address concerns cited by the task force and as a resource for faculty members considering online teaching, the APA Committee of Psychology Teachers at Community Colleges (PT@CC) has created the Guide to Establishing an Online Teaching Program.
It is divided into three sections: Faculty Preparation for Online
Teaching, College Support for Online Teaching, and Online
Student Support Services.
Identify two important skills for an effective distance learning facilitator. Create a 8-12 slide presentation that includes the following: Explain why you selected these two skills.
Within each skill, do the following: Discuss the development phases the facilitator needed to achieve skill. Identify the forms of training the facilitator has received in support of the skill.
What does instruction look like online vs. face-to-face? What common elements exist; what critical differences must be considered? How can a world language activity be adapted for F2F, blended, or online implementation?
Principal’s Guide to Blended Learning for Elementary MathematicsDreamBox Learning
Blended learning – the powerful combination of real-time and online interaction – is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Jeff Piontek, PhD, Curriculum and Assessment President, Educational Consulting Services, LLC and Tim Hudson, Director of Curriculum Design for DreamBox Learning discuss how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics include the importance and efficacy of blended learning, evaluating curriculum and blended learning model options, and the latest and most effective technology used in elementary-level mathematics.
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This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.
Blended learning strategies vary according to the discipline, the year level, student characteristics and learning outcomes, and have a student-centred approach to the learning design. Blended learning can increase access and flexibility for learners, increase level of active learning, and achieve better student experiences and outcomes.
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
How can you use opportunities afforded by technology to improve the learning experience?
The whitepaper describes the blended classroom concept which is the thoughtful integration of the at-school, at-home and online learning arenas. The combination is a powerful theory that helps all teachers using itslearning (and teachers using web 2.0 tools) to frame their work in the context of 21st-century teaching.
The whitepaper looks at some of the possibilities offered by technology and shows how two teachers are applying them in a pedagogical setting, in something refered to as the blended classroom.
The ideal blended classroom is about using available technology to put learning first by combining blended learning, visible learning and formative assessment; three of today’s most popular teaching strategies.
The blended learning community has had a lengthy discussion on what to call this new modality: blended hybrid mixed-mode Most prefer to call it *blended* - because it integrates so well, that it becomes a new type of delivery system. Not online, not face-to-face.
All manner of combinations can be called “blended”, but BL is different from “web-enhanced” in which no seat-time is replaced.