This document outlines the agenda for an online class being held in two groups - Group A from 6-7:20pm and Group B from 7:40-9pm. The agenda includes check-ins, discussions on open access/creative commons, social presence/transactional distance, and cognitive load. There will be a breakout activity for groups to discuss tips for reducing cognitive load or increasing social presence. The class will end with general Q&A, assignments/to-dos, and an overview of the next class.

1. Group A
(6-7:20 pm ET)
Agenda:
• Check-In
• Discussions & Demos:
• Open Access & Creative Commons
• Social Presence & Transactional Distance
• Cognitive Load
• Break-Out Activity – Sharing Advice and Tips
• General Q&A
• Assignments
• Technical How-Tos
• To Do List

2. TEACHING & LEARNING IN AN ONLINE WORLD
CHECK-IN
• How is Week 3 going?
• What are you trying to
figure out?

3. TEACHING & LEARNING IN AN ONLINE WORLD
OPEN ACCESS & CREATIVE COMMONS

4. TEACHING & LEARNING IN AN ONLINE WORLD
SOCIAL PRESENCE & TRANSACTIONAL DISTANCE
Athabasca University. (2016). The Community of Inquiry.
[Web site]. Available from https://coi.athabascau.ca/
Moore, M. (1989). Editorial: Three types of interaction. The
American Journal of Distance Education, 3(2), 1-7. Available from
http://dx.doi.org/10.1080/08923648909526659
Moore, M. (1991). Editorial: Distance education theory. The
American Journal of Distance Education, 5(3), 1-6. Available from
http://dx.doi.org/10.1080/08923649109526758
Transactional Distance Theory

5. “Processes of meaning-making, integrating new information,
and creating knowledge are not only enhanced and
stimulated through reaction, discussion, and argument with
others but also much knowledge confirmation, interpretation,
contextualization, and validation happens only through
interaction with others.”
(Dron & Anderson, 2014, p. 39)

6. TEACHING & LEARNING IN AN ONLINE WORLD
ZONE OF PROXIMAL DEVELOPMENT

7. TEACHING & LEARNING IN AN ONLINE WORLD
COGNITIVE LOAD
Intrinsic Load
manage
Extrinsic Load
minimize

8. TEACHING & LEARNING IN AN ONLINE WORLD
COGNITIVE LOAD
Germane Load
maximize

9. TEACHING & LEARNING IN AN ONLINE WORLD
BREAKOUT ACTIVITY – GROUP A
Instructions:
• Watch the video
• Refer to the resources in Week 3 in Canvas
• Discuss how you could reduce cognitive
load for participants in your courses
• What is the single most important tip you
would pass along to your classmates, or
other teachers designing online modules
for the first time?
• Designate one group member to record a
response at:
• https://flipgrid.com/d96209
https://youtu.be/hw2hi7D1ALE

10. TO DO: WEEK 3
EDUC 5199 G
• Review ALL contents in the Week 3
Module
• Finish building your online module “draft”
• Submit your Module Setup document to
the Canvas dropbox, and share with your
Peer Review Group partner
• Complete the mid-course survey
• Continue with your Online Teaching
Journal
• Participate in Week 3 Discussions

11. COMING UP: NEXT CLASS
EDUC 5199 G
• Scheduled for Wednesday, July 12
• Q&A on:
• Open Access & Creative Commons
• Increasing Social Presence
• Reducing Transactional Distance
• Reducing Cognitive Load
• Collaboration and Sharing:
• Demos and How-Tos
• Finishing & Sharing Draft Modules

12. Break Time!
…back to start the session with Group B at 7:40 pm ET…

13. Agenda:
• Check-In
• Discussions & Demos:
• Open Access & Creative Commons
• Social Presence & Transactional Distance
• Cognitive Load
• Break-Out Activity – Sharing Advice and Tips
• General Q&A
• Assignments
• Technical How-Tos
• To Do List
Group B
(7:40-9 pm ET)

14. TEACHING & LEARNING IN AN ONLINE WORLD
CHECK-IN
• How is Week 3 going?
• What are you trying to
figure out?

15. TEACHING & LEARNING IN AN ONLINE WORLD
OPEN ACCESS & CREATIVE COMMONS

16. TEACHING & LEARNING IN AN ONLINE WORLD
SOCIAL PRESENCE & TRANSACTIONAL DISTANCE
Athabasca University. (2016). The Community of Inquiry.
[Web site]. Available from https://coi.athabascau.ca/
Moore, M. (1989). Editorial: Three types of interaction. The
American Journal of Distance Education, 3(2), 1-7. Available from
http://dx.doi.org/10.1080/08923648909526659
Moore, M. (1991). Editorial: Distance education theory. The
American Journal of Distance Education, 5(3), 1-6. Available from
http://dx.doi.org/10.1080/08923649109526758
Transactional Distance Theory

17. “Processes of meaning-making, integrating new information,
and creating knowledge are not only enhanced and
stimulated through reaction, discussion, and argument with
others but also much knowledge confirmation, interpretation,
contextualization, and validation happens only through
interaction with others.”
(Dron & Anderson, 2014, p. 39)

18. TEACHING & LEARNING IN AN ONLINE WORLD
ZONE OF PROXIMAL DEVELOPMENT

19. TEACHING & LEARNING IN AN ONLINE WORLD
COGNITIVE LOAD
Intrinsic Load
manage
Extrinsic Load
minimize

20. TEACHING & LEARNING IN AN ONLINE WORLD
COGNITIVE LOAD
Germane Load
maximize

21. TEACHING & LEARNING IN AN ONLINE WORLD
BREAKOUT ACTIVITY – GROUP B
Instructions:
• Watch the video
• Refer to the resources in Week 3 in Canvas
• Discuss how you could increase social
presence for participants in your courses
• What is the single most important tip you
would pass along to your classmates, or
other teachers designing online modules
for the first time?
• Designate one group member to record a
response at:
• https://flipgrid.com/0713da
https://youtu.be/1-YafD8upsQ

22. TO DO: WEEK 3
EDUC 5199 G
• Review ALL contents in the Week 3
Module
• Finish building your online module “draft”
• Submit your Module Setup document to
the Canvas dropbox, and share with your
Peer Review Group partner
• Complete the mid-course survey
• Continue with your Online Teaching
Journal
• Participate in Week 3 Discussions

23. COMING UP: NEXT CLASS
EDUC 5199 G
• Scheduled for Wednesday, July 12
• Q&A on:
• Open Access & Creative Commons
• Increasing Social Presence
• Reducing Transactional Distance
• Reducing Cognitive Load
• Collaboration and Sharing:
• Demos and How-Tos
• Finishing & Sharing Draft Modules