The document discusses developing an online presence for teaching. It provides information on establishing presence through community of inquiry, teaching presence, and course design. Specific strategies are outlined, such as communicating clearly with students, providing feedback, facilitating discussions, and overcoming obstacles to presence. Stages of teacher readiness with technology are also defined from non-readiness to fully redefining teaching with technology. The overall goal is to immerse students in an online experience and make them forget they are taking a class online through active engagement and a strong sense of presence.
This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
a presentation based on Polloff and Pratt's beyond the looking glass, talking about the importance f training for Online successful course for both students and faculty.
This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
a presentation based on Polloff and Pratt's beyond the looking glass, talking about the importance f training for Online successful course for both students and faculty.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Designing for innovative learning: Between making pedagogical decisions and u...Nadia Naffi, Ph.D.
Naffi, N. (2016). Designing for innovative learning: between making pedagogical decisions and unleashing the control on decisions. Workshop. Marianopolis College, Montreal, Canada
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
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Slides to accompany STC Summit presentation for Wednesday, 24 June 2015. Discuss class formats, academic analysis and metrics, and case history of presenter's experience moving from standup instructor to virtual one.
Redefining the concept of ‘face-to-face’ and online learning using the Collab...Blackboard APAC
First, this paper explores various concepts of the ‘face-to-face’ learning and teaching experience. It also challenges the current views of ‘face-to-face’ mode of content delivery as a feature limited to the physical classroom. This study is based on the use of the Collaborate Ultra for teaching in the postgraduate online TESOL (Teaching English to Speakers of Other Languages) programs at Bond University, Gold Coast, Australia. These online TESOL programs aim to deliver not just the subject content but also the ‘online face-to-face’ experience to university students. The project uses quantitative and qualitative research methods to analyse the effectiveness of the Collaborate Ultra platform in addressing the needs and expectations of the new learners. The research sample comprises data collected from teacher and student surveys and the Bond University teaching evaluation results. The ultimate objective of this project is to propose a new definition of ‘face-to-face’ as a feature also applicable to online learning and to emphasize the critical role of the Collaborate Ultra tools in making it possible.
TIGed Empowering Student Voice - Session 3 Professional Learning Course Jennifer Corriero
These slides are part of session 3 for the TakingITGlobal Empowering Student Voice in Education Professional Learning course that is being offered to participants from six school boards across Canada.
Introducing Blackboard Ally, Blackboard’s newest innovation that focuses on making digital course content more accessible. It helps institutions gain detailed insight into the accessibility of their course content, provides guidance to teachers on how to improve the accessibility of their content, and automatically provides students with a range of more accessible alternative formats.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Designing for innovative learning: Between making pedagogical decisions and u...Nadia Naffi, Ph.D.
Naffi, N. (2016). Designing for innovative learning: between making pedagogical decisions and unleashing the control on decisions. Workshop. Marianopolis College, Montreal, Canada
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
Online Education: Where Benefits Outweigh ChallengesLinda Oestreich
Slides to accompany STC Summit presentation for Wednesday, 24 June 2015. Discuss class formats, academic analysis and metrics, and case history of presenter's experience moving from standup instructor to virtual one.
Redefining the concept of ‘face-to-face’ and online learning using the Collab...Blackboard APAC
First, this paper explores various concepts of the ‘face-to-face’ learning and teaching experience. It also challenges the current views of ‘face-to-face’ mode of content delivery as a feature limited to the physical classroom. This study is based on the use of the Collaborate Ultra for teaching in the postgraduate online TESOL (Teaching English to Speakers of Other Languages) programs at Bond University, Gold Coast, Australia. These online TESOL programs aim to deliver not just the subject content but also the ‘online face-to-face’ experience to university students. The project uses quantitative and qualitative research methods to analyse the effectiveness of the Collaborate Ultra platform in addressing the needs and expectations of the new learners. The research sample comprises data collected from teacher and student surveys and the Bond University teaching evaluation results. The ultimate objective of this project is to propose a new definition of ‘face-to-face’ as a feature also applicable to online learning and to emphasize the critical role of the Collaborate Ultra tools in making it possible.
TIGed Empowering Student Voice - Session 3 Professional Learning Course Jennifer Corriero
These slides are part of session 3 for the TakingITGlobal Empowering Student Voice in Education Professional Learning course that is being offered to participants from six school boards across Canada.
Introducing Blackboard Ally, Blackboard’s newest innovation that focuses on making digital course content more accessible. It helps institutions gain detailed insight into the accessibility of their course content, provides guidance to teachers on how to improve the accessibility of their content, and automatically provides students with a range of more accessible alternative formats.
Fostering interaction and engagement continues to be a primary concern in the digital classroom. This session explores two models of leveraging pedagogical support staff to improve course design as well as student retention, engagement, and performance. First, initially established at CU Boulder for talented students interested in STEM education, the Learning Assistant model hires undergraduates to assist faculty in redesigning and teaching courses. Second, the CU Denver School of Education and Human Development (SEHD) leverages graduate students from its own Instructional Learning Technologies (ILT) program to partner with faculty in co-constructing the online student experience. This session reveals how these partnerships encourage instructors to stretch their own ideas and notions, reexamine their courses, create alternative student spaces for learning, and emphasize collaboration.
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If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
Each technological age has been marked by a shift in how the industrial platform enables companies to rethink their business processes and create wealth. In the talk I argue that we are limiting our view of what this next industrial/digital age can offer because of how we read, measure and through that perceive the world (how we cherry pick data). Companies are locked in metrics and quantitative measures, data that can fit into a spreadsheet. And by that they see the digital transformation merely as an efficiency tool to the fossil fuel age. But we need to stretch further…
ELCC 2009 Presentation: Presentation includes faculty example of survey and timeline tools for assessing a common outcome for the GT Pathways courses.
Additional Web 2.0 Assessment Resources are included.
Creating Engaging Student Communities in the Online Classroom, Karen Lyndenkarenlynden
This session will focus on instructor strategies that create extraordinary student learning experiences in the online class environment. Techniques that will be explored include best practices for creating dynamic group projects, service-learning projects connected to learning outcomes, and other project-based based assignments that help build the student learning community in the class and beyond. Implementation strategies and examples of effective assignments will be shared.
Presenter(s): Karen Lynden (Rowan-Cabarrus CC)
Creating Engaging Student Communities in the Online Classroom, Karen Lynden
Developing an online presence
1. Developing an Online Presence
October 19, 2012
Diane Onorato
Claudia Matz
Cartoon Source http://kbarnstable.wordpress.com /
2. Agenda:
(Please pick up handouts and complete survey)
Annual
Conference on Distance
Teaching and Learning Madison, WI
August 8-10, 2012
Community
of Inquiry
Creating Presence
Facilitating Presence
Six-Step Change Cycle
Activity
Wrap-up
Next
online Presence
or
presence
Online
3. Presence with a lower case letter:
A presence online
Are you ready to
take your class
beyond Face2Face
to the next level?
Are you ready to
begin to establish a
presence online?
4. Presence with a Capital Letter:
An online Presence =
P
A class with resence
immerses learners in an
illusion that becomes its
own reality:
The students are so
actively and richly
engaged that they forget
that they are online.
Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in Online Teaching. pp. 18-
5. Develop a Community of Inquiry
Social
Presence:
Establishes learners
as individuals and
helps build
interpersonal
relationships that
have a positive
effect on learning.
Online experience
should allow for
collaboration,
negotiation, and
creation.
Cognitive
Presence:
ability to construct
knowledge together
as students engage in
sustained
interactions.
Online experience
should be sustained
and reflective:
critical thinking,
problem-solving
activities, debate.
Stavredes, Tina. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco: Jossey-Bass/Wiley.
6. Community of Inquiry: Teaching
Presence
Teaching
presence is important
for the creation and sustainability
of a community of inquiry focused
on exploration, integration, and
testing of concepts and solutions.
The
instructor’s creation of a
supportive teaching presence is a
critical element for successful
interaction not only between the
instructor and learners but also
among the learners themselves.
Rita-Marie Conrad and J. Ana Donaldson. Continuing to Engage the Online Learner. (2012). See pages 11-12.
7. All Online Presence Begins With Course Design
1.Preplanning: instructional materials and
assignments are ready, available, and fully functioning
when the course starts
2.Anticipating: prepare and articulate all student
responsibilities and deliverables
3.Prioritize activities and evaluations in the course;
develop the calendar and the rubrics
4.Predict your learners’ needs; establish guidelines
5.Provide and explain the support systems:
external from Blackboard
within Mercyhurst University
from instructor (set up communication
expectations: how, when, best contact methods)
peer to peer (informal discussion board,
Facebook page, Twitter, peer review
assignments, partners)
Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in Online Teaching.
8. Kathleen Sheridan. “Teacher dispositions in the online classroom.”
Pilot study, 60 students. Distance Teaching and Learning, Madison, WI
(2012). Establishing Teacher Presence: Top 10 Behaviors According
to Students
Communicate:
From the Very
Beginning
1. Write a welcome note to students: balance professional expertise with
some appropriate personal comments so students can relate to instructor.
2. Personalize feedback with student names and specific references.
Mention what you notice: comment, appreciate, praise.
3. Write a personal note to students at least once.
4. Keep response time within 24-48 hrs. and write careful responses for
at least 3 times in the beginning of the course.
5. Open class for students to explore before the course begins.
6. Let students start to talk to each other before the class starts so they
are ready to go when the class starts. Open discussion forums early.
9. Communication =Explain Expectations
Top 10 Behaviors According to Students
due dates and time frame
expectations for discussions
course requirements, outcomes
processes, instructions
use template/clearly organized
navigation
tone matters
Kathleen Sheridan. “Teacher dispositions in the online
classroom.” Pilot study, 60 students. Distance Teaching
and Learning, Madison, WI (2012). Establishing
Teacher Presence: Top 10 Behaviors According to
10. Communication = Provide Feedback
Top 10 Behaviors According to Students
Provide
clear instructions about how to
participate
interesting material
grading rubrics
timely feedback
updated calendar
Don’t assign discussions
if you don’t participate –
Kathleen Sheridan, Associate Provost Academic Programs and Faculty Development, National Louis University.
“Teacher dispositions in the online classroom.” Pilot study, 60 students. Distance Teaching and Learning, Madison, WI (2012).
11. Teaching Presence: Discussion Facilitator
Sharing too much of your own opinion and perspective is
negative to development of critical thinking.
Instead, try the following:
No response after a few days??
add a prompt or give an example of a response that includes necessary
elements of a discussion response (the response could be about a different
topic so as to not sway student thinking, but have all the aspects of an
acceptable post)
•Too vague??
Ask for elaboration/clarification with specific references to what to expand.
•Busy discussion board?? Try weaving.
Weaving points out main points of several learners OR pulls a disorganized or
off-track conversation back to point. This is a good way to demonstrate
presence without targeting particular students and avoiding singling one. Enter
discussion several times to weave and connect responses together.
Stavredes, Tina. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco: Jossey-Bass/Wiley .
12. Teaching Presence: Discussion Facilitator
Need to direct an off-track
conversation??
provide an actual or real-world
experience narrative illustrating
what others are saying or one
that is on-track.
Conversation dragging or
sounding like crickets??
enter the discussion and plant a counterpoint for consideration OR request
others to think of opposite positions which may not be their own perspective
but which may counter-argue those views which are posted.
Conversation not moving into higher levels of cognition??
Enter the discussion and ask students to think of implications of their reason
or extensions OR to make related evaluations or judgments.
At the end of a discussion, provide a summary of the conversation.
Stavredes, Tina. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco: Jossey-Bass/Wiley.
13. Obstacles to Overcome in Establishing Presence
The way we think: traditional v. ??
Lack of understanding of what
online learning is
Tendency to be consumed by
online demands
Balancing student needs
with personal boundaries
Funding or support
Technical malfunctions
Source of cartoon is http://learnmore.uncg.edu/blog/bid/97532/Teaching-Online-Is-All-About-Communication
Lehman, Rosemary and Simone C.O. Conceicao. (2010). Creating a Sense of Presence in Online Teaching.
14. Advantages of Establishing Presence
Students feel like their needs are being
met and that other learners are
accessible too.
Positive reviews of
instructor and
school
Retention
LEARNING
Lehman, Rosemary and Simone C.O.
Conceicao. (2010). Creating a Sense of
Presence in Online Teaching.
15. Stage A
State of non-readiness and non-use
Resistant and have little or no knowledge
Denial of benefit personally or instructionally
Technology is another passing educational fad
May cite lack of access or time as reasons
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology
integration in schools: Implications for professional
development. Computers in the Schools 26(2), 130-146. doi:
10.1080/07380560902906070
16. Stage B
Focus on technology itself or
technology for personal use
Proficient with specific software programs
May be easily impressed with basic
functionalities that others expect
Due to limited knowledge and confidence, often
experience technology-related problems that
they are unable to solve.
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in
schools: Implications for professional development. Computers in the
Schools 26(2), 130-146. doi: 10.1080/07380560902906070
17. Stage C
Have basic understanding of some, not all,
technologies and often use the appropriate
jargon with students and colleagues
View technology as end rather than means
Upon encountering difficulties, discontinue use
and return to traditional instruction
Believe technology is non-essential and is only
supplemental
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology
integration in schools: Implications for professional
development. Computers in the Schools 26(2), 130-146. doi:
10.1080/07380560902906070
18. Stage D
View as an instructional tool rather
than an instructional component
Consider technology an integral part
of the instructional process that cannot easily be
abandoned
Still experimenting with how best to use technology
Provide a great deal of structure for students in the
learning process
Willing to solve minor technological malfunctions
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development.
Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070
19. Stage E
Find it necessary to redefine teaching and
learning after realizing the educational value
Tend to use more varied instructional strategies
and require higher order thinking
Require students to use various technology
applications daily or weekly
Typically request little assistance from tech
support
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools:
Implications for professional development. Computers in the Schools 26(2), 130146. doi: 10.1080/07380560902906070
20. Stage F
View technology as a force that has
significantly changed their teaching
Engaged in active discussions related to
research using, planning for, and
management of instructional technology
Students in these classrooms take active
role in the use of technology to direct their
own learning activities
Hixon E. and Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development.
Computers in the Schools 26(2), 130-146. doi: 10.1080/07380560902906070