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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)
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This presentation on Online Teaching Techniques was held for the discipline of Pedagogical Processes E-Learning Professor Morten Paulsen. Apr 2010
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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
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
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The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Designing Exemplary Online Courses in BlackboardJason Rhode
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Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learning Online, Sheri Hutchinson and Karen LaPlant – Hennepin Technical College.
Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
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MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
Edu 632
1. EDUCATIONAL RESOURCE
REVIEW: TEACHING ON -
LINE
Teaching On-Line A Practical Guide, 3rd Edition by
Susan Ko and Steve Rossen, Routledge Taylor and Grancis
Group, NY and London, 2010, Preface, and Chapters 1-14
EDU 632
Submitted by Ali Alhamad
2. INTRO TO SAAVY ON-LINE
TEACHING
Adult Pedagody in Review
Scope and Breadth of On-Line Teaching
Collaboration and Resources to Curriculum Design
Interactive Resources and Companion to Text
3. PEDAGODY IN REVIEW
Adult Learners are unique
Self –motivated
Bring many skills to the education table
Learners are active
Resources more flexible
Assessment and feedback continuous
4. FACILITATOR ROLE
Coach and mentor
Create asynchronous (different time /classroom /meeting time)
Support adult learners by creating environment to promote
content(subject) mastery
Provide on-going support and feedback solicited and through
observation
5. TYPES OF ON -LINE
COURSES
Web-facilitated is course which uses Web-based technology
Blended/hybrid is courses using both on-line methods and face –
to face- delivery
On-line courses deliver most or all of content on-line without face
to face meetings
6. OTHER NAMES FOR ON -
LINE TEACHING
eLearning is electronic learning using all/many forms of
technology support
Form of distance education
Virtual classroom
7. GETTING STARTED
Assess your basic computer skills- you do not have to be a computer
expert
Assess, talk and visit your college resources to learn what is available to
support on-line classroom for you and your students
Use team collaboration and technical support to design your
software/hardware and support systems
Research and use free educational and other eLearning resources to
support your course design and student services
8. COURSE DESIGN
Analyze and review existing materials
Study student audience to assess their skills and needs
Develop goals and objectives of course
Develop support materials for students to complete goals
Create an easy to understand e-learning site which displays all
course information, assignments, links, and information
9. CREATE A MAP FOR YOUR
COURSE
Your course design is a map to your student success
Explain your on-line geography and how each tab, section, and
resource is to be used
Clearly label all assignments and due dates
Provide continuous feedback to students privately which is both
solicited and unsolicited
10. EFFECTIVE SYLLABUS AND
COURSE MANAGEMENT
Broadly, the syllabus will include standard topics of materials,
schedules, topics, readings, assignments, due dates, objectives,
outcomes and expectations
Specifically, an on-line syllabus must be specific and not general
and include the following: student contract, participation and grading
scale, course management policies, and a well-developed BB site with
tabs for each on-line procedure and classroom management
11. STUDENT ACTIVITIES IN
THE ON -LINE COURSE
Group activities
Icebreaking activities
Problem-based learning
Role-play and simulations
On-line discussion and presentation
Simulations and Annimations
12. LEGAL ASPECTS FOR
EDUCATIONAL RESOURCES
Open educational resources are many and enable instructors to use, adapt, and
add to the content as a means to create their course.
Many materials are protected by copyright and fair use laws and instructors must
be familiar with the laws and what materials they apply to or use in a course.
The Teach ACT 2002 is a copyright amendment allows for some use but is
complicated and legal interpretation is required to see what/how materials that are
copyrighted can be used. This applies to digital and other technical work including
intellectual property.
13. STUDENTS AND ON -LINE
LEARNING
Welcome and a means to establish how many students have ever had
an on-line class
Detailed discussion on time requirements, techniques, sotware
requirements, terms, computer skills needed, where to get help (on-
campus or private tutoring) FAQ’s, sample use activities to try out
techniques
List of resources, clearly described assignments, outside reading and
regular meeting/discussion with students on progress or problems.
14. MANAGING THE CLASS
Establishing communication with students individually and as a whole is important to
student success
Establish the best method for record-keeping for the system used by college for your
course
Use techniques to create work, sub-divide work, sort/save student work and emails
Minimize the amount of paperwork you must print out and always keep back up
copies of electronic and paper copies of work and student work.
Establish a method of communication for you and student that works effectively.
Manage communication, workload and other tasks through class size, protocol for
communication, methods to deliver work, due dates, and division of labor, types of
activities, and your role in guiding the course.
15. SPECIAL TOPICS
Establish a means to communicate privately with students
How to make a quiet student feel comfortable and increase participation
How to manage a disruptive student
Individual student needs
Always check yourself as the instructor: are you clear? Are your announcements, homework and other items
posted timely? Are you consistent in your teaching method? Be willing to adjust and adapt the academic plan as
indicated by the performance or areas of concern you observe in your students.
Web-based instruction and use of virtual tools should be the means to allow student success rather than
create confusion or failure. It is a resource which can enhance on-line, web-based or web enhanced instruction
16. CONTINUOUS
IMPROVEMENT
As an instructor of on-line education, one must constantly upgrade
their skills, gain new skills, and learn from others in the field.
The academic plan should be revised and coordinated with changes in
the field and the student population to be successful
Training is an important aspect of on-line teaching: attend as many
seminars as possible to stay current on topics
Take time to plan your course and be willing to adjust it as necessary
17. SUPPORT RESOURCES FOR
THIS TEXT
www.routledge.com/professional/teachingonline3ed
Glossary of terms
Educational Guide to Resources
Subject index
Editor's Notes
Hello, Class, and Professor. I have reviewed the text listed above and will summarize points of interest in my presentation.
My presentation will consist of the following topics: adult instruction technique, creating on-line courses, resources, and companion guide to the text.
To begin, let’s review some basic facts about adult learners
The instructor serves as a new kind of teacher in the on-line world
There are three main types of on-line courses
On-line courses can also be called by these terms
On-line instructors have worked together to suggest simple steps to creating user-friendly on-line courses
First steps, include reviewing your materials and resources before you begin to design your class
Students look to your on-line class in the same way one would read a map for directions.
It is important to supply all details to the syllabus and the BB site so that students have all information available to them. Students may believe on-line courses are easier than an in-classroom course so details must be spelled out clearly and often repeated in both tabs, syllabus, threads, chat, and lectures. Specifics, rather than general information should be supplied such as dates, due dates, assignments, readings, and other class information.
It is important to get students involved in the course through participation, to guide them through lectures and to assign readings, activities and homework in a manner that will reinforce the goals and objectives of the course. Continuous review, clear directions, review and feedback is important so the student will progress and gain the skills necessary to pass the course. If the classroom includes students from different cultural backgrounds, it is helpful to include activities to allow students to share different cultural experiences and learn from each other.
Copyright means you must have written permission to use any/or parts of another person’s work. Links and embedded works may be included as a resource but the owner should be notified. These are just some basic rules of copyright and fair use but this is an important aspect the teacher must study and stay current on changes in laws pertaining to work of others and also to protect their own work.
Frequently Asked Questions would help new students because the instructor will have a list of known problems of former students. Before the class begins, an orientation and discussion of expectations will help prepare students for on-line learning because their skill levels will differ from other students. For example, some students may be very computer literate, some students work in the field, and some are new to the field and computer, and also ESL students or International Students.
Classroom management refers to the methods and activities the instructor will use to keep organizational tasks and procedures for the class flowing smoothly. Depending on the students enrolled, these may be modified from course to course depending on the need and background of the students and their progress.
Since an instructor may not have opportunity to meet every student, all attempts should be made to “get to know them” through observation of their work, their background, course participation and the quality of their work. If at all possible, course introductions should help you learn something of the student. If constructive criticism is necessary, it should never be done where other students can read it. Whenever possible, try to meet with students by phone, skype or in person to discuss areas of concern. For other discipline problems, refer to your course policies, the college handbook or refer to appropriate supervisors within the college.
Networking, continuous study and improvement is an important role of the instructor who teaches on-line. In this manner, the instructor can be sure to present only the newest concepts, use the best techniques, and assure students will enter and exit the class with a good experience and skills they will be able to use in their own careers.
This text is unique because it provides additional resources for new or experienced on-line teachers. The book is now in 3rd edition and a widely used resource. Thank you for your time and patience. Ali.