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This document outlines expectations and best practices for instructing virtual school courses in 3 sentences or less: The document provides an outline for teaching online courses, including setting clear deadlines and communication policies, using technologies like email and discussion forums to engage students, and assessing students through quizzes, projects, and other formats. It also discusses building an online learning community, addressing different learning styles, and ensuring instructors have the necessary technology skills.
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The document discusses strategies for fostering social, cognitive, and teaching presence in online learning environments. It provides lists of tips and techniques in each area. For social presence, it suggests creating introductory activities and establishing communication norms. For cognitive presence, it recommends triggering critical thinking through open-ended questions and supporting exploration of multiple perspectives. For teaching presence, it advises providing organization, feedback, and facilitating discourse and inquiry. The overall document offers guidance for instructional designers and educators to enhance the educational experience online.
Planning For Presences Handout
The document discusses strategies for fostering social, cognitive, and teaching presence in online learning environments. It provides lists of tips and techniques in each area. For social presence, it suggests creating introductory activities and establishing communication norms. For cognitive presence, it recommends triggering critical thinking through open-ended questions and supporting exploration of multiple perspectives. For teaching presence, it advises providing organization, feedback, and facilitating discourse and inquiry. The overall document offers guidance for instructional designers and educators to enhance the educational experience online.
OFT - pr3_communication
1) Communication is essential in online courses as it promotes interaction between students and instructors. This interaction enhances learning through the sharing of diverse perspectives.
2) Instructors should provide clear expectations for discussion participation and give feedback to students. Popular methods of interaction include discussion boards, emails, and video chats.
3) Relating course content to personal experiences and applying it to daily life helps students make the knowledge their own. Feedback from instructors is also important to guide student learning.
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BA 606 Team Management
Hybrid Course
Instructor Information
Name: Jane Corbett, PhD
Email: [email protected] (preferred method of contact)
Office Location: Remote
Dates: October 15, 2018 – March 3, 2019
Course Information
Course Number: BA 606 73 H2
Course Name: Team Management
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: This course will explore the psychological contract between leader and follower that take many forms between two people or between the leader and groups. Students will study group formation and group development as well as the intricacies of coaching, mentoring, and disciplining.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the importance of working together collaboratively.
2. Improve your analytic abilities in understanding the behavior of individuals
and groups in organizations.
3. Apply tools for diagnosing and enhancing team effectiveness.
4. Increase your awareness of how successful business executives lead and what separates them from their unsuccessful counterparts.
5. Gain experience in leadership situations, including learning to deal with conflict, time pressure, and different accountability systems
6. Evaluate the stages of team development.
7. Appreciate and adapt to different behavioral styles with a team.
8. Utilize this information to communicate more effectively with team members.
Course RequirementsComputer Literacy
Students are expected to be able to use word processing and presentation software, as well as access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google Docs and other technological tools that may enhance the content of this course. Please refer to the CU Distance Education Help Desk for instructions, when necessary.Required Materials
Required Materials:
Making The Team (5th Edition) by Thompson (ISBN: 9780132968089)
Published by Pearson
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13: 9781433805615)
Internet Access: Some of the course materials and problems will be posted and completed on the internet. It is therefore imperative that you have access to the internet in order to successfully complete this part of the class assignments.
Class Attendance/Participation
As stated in the Campbellsville University catalog, students are expected to attend class regularly. To be counted present, a student in online courses must log-in to their course in the LMS (Moodle) at least once a day and complete those activities as prescribed by the instructor in the syllabus. When the prescribed amount of inactivity has passed or the prescribed number of assig.
Signature Instructional Plan
This document provides an instructional plan for a 2-hour workshop titled "Creating Effective Partnerships in the Workplace". The workshop aims to teach adults with bachelor's or master's degrees about clear communication, shared vision, and partnership. It will use activities, role-playing, videos, and group presentations. Progress will be evaluated through observation, presentations, and a post-training survey to determine if the learning goals were achieved.
Next steps in blended learning, Presentation at University of Tampa
This document discusses next steps for perfecting the blend of online and face-to-face teaching. It addresses five issues: 1) avoiding the "course and a half" problem of excessive workload by streamlining content and seeking help; 2) re-examining learning objectives to ensure activities align with goals; 3) developing strategies to build social presence and connectivity online through communication; 4) providing collaborative learning opportunities to build an online community; and 5) managing time carefully through scheduling, records, and clear expectations. Breakout groups discuss and respond to these issues on a wiki page with suggestions for enhancing social presence, collaborative learning, and addressing time management challenges.
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Social learning in the Diploma of e-learning - TNQIT
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Fp example
- 1. Instructing Virtual School Courses
- 5. I Teaching Online Adapting to new technology As an online teacher I will have to learn any new media that could help me connect to my students... Twitter Texting Blogs Facebook MySpace IM
- 9. IV Online Resources CoolMath.com FinanceFreak.com TurnItIn.com YouTube.com TED.com MathaTube.com MathTV.com WGHB.org HoodaMath.com PBS.org
- 10. V Student Discussion Rubric used to assess student posts Adapted from the EdTech Online Module Criteria Exceptional Average Needs Improvement Relevance Responds directly to the discussion question and includes pertinent, connected or applicable information Posting responds directly to the discussion question Posting does not respond directly to the discussion question Use of Examples Makes thoughtful references to previous or current session material and relevant personal experiences Posting includes at least one reference to session material and/ or relevant personal experiences Posting does not include any references to session material or relevant personal experiences Contribution to Learning Community Posting offers critical analysis of a key theme or existing post(s) which deepens or extends the conversation Engages with ideas from the session or the perspectives of participants and makes a positive contribution the conversation Does not critically engage with key ideas from the session or the perspectives of fellow participants Comprehension It is evident from the posting that the participant understands the question and the key ideas from the session material. In addition, the participant employs higher order thinking skills (analysis, synthesis, evaluation) when responding to the discussion question It is evident from the posting that the participant understands the question and the general ideas referenced the session material It is not evident from the posting that the participant understands either the question or the ideas referenced in the session material Written Quality Has a coherent structure and the flow of the writing is easily understood. Grammatically correct with no spelling errors Has a coherent structure and the flow of the writing is easily understood. 1 or 2 errors Does not have a coherent structure and the flow of the writing is hard to follow. Multiple errors Timeliness Postings are made on at least 2 different days; at least 1 is made early for others to read and respond Postings are made on only 1 day; at least 1 posting is made early for others to read and respond Postings are made on only 1 day; postings are late for others to read and respond Tone Posting has a positive, supportive and professional tone Posting has elements of a positive, supportive or professional tone Posting is negative or flat in tone
- 13. VIII Technology Skills Check Here: Check off each skill that you already have or that you have learned during this course. Make a note of the skills you still need to practice. Email with attachments Creating word processing documents Locating, evaluating and adding Internet resources to a course Enrolling students in a course Creating course announcements Using assessment tools to create tests and surveys Creating a discussion forum Creating groups and managing a group area Using course gradebook Adding staff information to the course environment Using the course chat Troubleshooting common software and hardware problems
- 14. Virtual Schools Connecting students like never before