This document provides an overview of Dr. Anandi Nagarajan's background and interests in online education. It discusses her journey from teaching on-site courses to developing online and hybrid courses. Various exemplary online course design models and rubrics for evaluation are presented. Details are provided about two of Dr. Nagarajan's online courses taught through Rutgers' learning management system. The document addresses challenges in online course design and highlights aspects that worked well and could be improved based on self-evaluation. Overall it focuses on developing high quality, sustainable and cost-effective online courses and programs.
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.
Designing Self-Paced Training Modules as the Foundation of Online Faculty Cer...Jason Rhode
During this session on November 21, 2013 at the 19th Annual Sloan Consortium International Conference on Online Learning, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online teaching training via self-paced modules as an initial phase of comprehensive online faculty certification. An overview of the program will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts.
Towards an institutional framework to effectively support transitions to blen...Vicki Dale
Presentation by Vicki Dale, Josephine Adekola and Kerr Gardiner, University of Glasgow, to the ALT-C conference, University of Warwick, 6-8 September 2016
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
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.
Designing Self-Paced Training Modules as the Foundation of Online Faculty Cer...Jason Rhode
During this session on November 21, 2013 at the 19th Annual Sloan Consortium International Conference on Online Learning, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online teaching training via self-paced modules as an initial phase of comprehensive online faculty certification. An overview of the program will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts.
Towards an institutional framework to effectively support transitions to blen...Vicki Dale
Presentation by Vicki Dale, Josephine Adekola and Kerr Gardiner, University of Glasgow, to the ALT-C conference, University of Warwick, 6-8 September 2016
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
Presenter: Kelly Hinson and Angie Rudd, Gaston College
Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.
This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
Doctoral Defense for dissertation "An Expeditionary Learning Approach to Effective Curriculum Mapping; Formalizing the process by Exploring a User-Centered Framework".
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
These slides provide an overview of the NSTA Learning Center drawing from research on blended professional learning, social discourse analysis, and varying levels of online support. Our portal is grounded in part on Anderson's Equivalency of Interaction Theory. This PPT showcases our growth trends, and strategies used to help empower personalized learning and sustain effective scalable learning among tens of thousands of teachers.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
A presentation on the curriculum development process at SUNY Empire State College, a leader in adult centered distance and online learning.The presentation focuses on how these processes achieve the following goals: Promote deep learning through visual and multimedia approaches; Enhance collaborative learning – teams, group presentations, debates, students as facilitators; Integrate Case studies across the disciplines; Integrate library research and library based activities into every course; Integrate optimal technology tools for multiple pedagogical uses; Integrate work-based learning and connection with social problems; Build community beyond courses.
Web Presentation for the University of Oulu, Finland, April 24, 2007
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
Presenter: Kelly Hinson and Angie Rudd, Gaston College
Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.
This is a PDF printable booklet of the Assessment and Feedback cards, for use in Viewpoints curriculum design workshops where staff are considering the theme of learner engagement in their modules/courses.
When printing these, print two to a page and double-sided and then cut out cards to size.
Doctoral Defense for dissertation "An Expeditionary Learning Approach to Effective Curriculum Mapping; Formalizing the process by Exploring a User-Centered Framework".
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
These slides provide an overview of the NSTA Learning Center drawing from research on blended professional learning, social discourse analysis, and varying levels of online support. Our portal is grounded in part on Anderson's Equivalency of Interaction Theory. This PPT showcases our growth trends, and strategies used to help empower personalized learning and sustain effective scalable learning among tens of thousands of teachers.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
A presentation on the curriculum development process at SUNY Empire State College, a leader in adult centered distance and online learning.The presentation focuses on how these processes achieve the following goals: Promote deep learning through visual and multimedia approaches; Enhance collaborative learning – teams, group presentations, debates, students as facilitators; Integrate Case studies across the disciplines; Integrate library research and library based activities into every course; Integrate optimal technology tools for multiple pedagogical uses; Integrate work-based learning and connection with social problems; Build community beyond courses.
Web Presentation for the University of Oulu, Finland, April 24, 2007
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
This was a presentation I gave to administrators and instructors at UIC College of Liberal Arts and Sciences, as they debated putting more courses online.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
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Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
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Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time.
Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
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This session presents five of the underlying principles guiding the approach used in the Preparing To Teach Online and Hybrid courses at Madison College. This presentation was presented at the Madison College Flexible Learning Conference on October, 18, 2013.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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2. From Onsite to Online
Learning Contexts:
Pedagogical and Practical Insights
into Online Course Design
Dr. Anandi Nagarajan
GSE, Rutgers University
November 27, 2012
3. Background
• Teaching
▫
▫
▫
▫
Psychology of Learning
Problem-based Learning
Program Evaluation
Developmental Educational Psychology
• Research focus
▫
▫
▫
▫
Use of video-cases as a learning context
Computer-supported collaborative learning
PBL online and facilitation in e-learning contexts
Cost-effectiveness and evaluation of online learning environments (Mellon
foundation grant)
▫ Leaning in a simulated laboratory
• Current Interests
▫ Developing pedagogically effective and practically efficient online courses
▫ Incorporating and facilitating collaborative dialogue and in both hybrid and
online courses by creating a cognitive, social and teaching presence in an
online course.
▫ Exploring and evaluating multiple options to bring some synchronous video
chat features to my current online courses.
4.
5. QUALITY ONtheLINE
• The Institute for Higher Education Policy reviewed
existing benchmarks for distance education in 2000
▫
▫
▫
▫
▫
▫
▫
Institutional support
Course development
Teaching/learning
Course structure
Student support
Faculty support
Evaluation and Assessment
• Surveys, debates, and research has since brought
new ideas and instructional design models to the
forefront
7. Recent Survey Research (2011)
based on responses from 2500 universities and colleges
• Over 6.1 million students were taking at least one online course
during the fall 2010 term; an increase of 560,000 students over the
number reported the previous year.
• The 10% growth rate for online enrollments far exceeds the less than
1% growth of the overall higher education student population.
• 31% of all higher education students now take at least one course
online.
• In the first report of this series in 2003, 57%of academic leaders
rated the learning outcomes in online education as the same or
superior to those in face-to-face. That number is now 67%, a small
but noteworthy increase.
• 1/3rd of all academic leaders continue to believe that the learning
outcomes for online education are inferior to those of face-to-face
instruction.
8. Challenges facing online learning
• SRI International reported:
▫ Found that blended learning conditions resulted in slightly higher outcome measures
than face to face. Differences between purely online versus face-to-face could not be
computed due to few number of studies.
▫ So basically, the face-to-face component in a hybrid course may add an advantage
and one has to consider how to incorporate that into a purely online course.
▫ Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning
studies, 2010
• Issues with accreditation of online courses and programs
▫ Chronicle of Higher Education
• Competition from MOOCs (massive open online courses) that are offered free
▫ National Program on Technology Enhanced Learning (IIT, India), OpenCourseware
(MIT), Coursera, Khan Academy …
• Clearly a need exists to look into improved online course design models that
address:
▫ instructional quality, appropriate level of content, efficient & contextappropriate pedagogical/communication methods, and effective assessment
procedures
9. Some questions we need to address
• How do we design online courses that enhance student
learning, are efficient, and cost-effective?
• What are some best practices for planning,
implementing, and evaluating an online course?
• What are some ways to incorporate both synchronous
and asynchronous modes of communication?
• What are effective means of formative and summative
assessment and feedback?
10. Plan for today’s talk
• My personal journey from onsite to online
• Exemplary online course design models and
rubrics for evaluation
• A look at my e-courses
• Considerations for the online masters program
at Rutgers
• Quality, Sustainability & Cost-effectiveness
11. From on-site to online
Virginia Commonwealth University
Center for Teaching Excellence, 2009
12. From on-site to online
Virginia Commonwealth University
Center for Teaching Excellence, 2009
13. On-Site to Hybrid to Online
• Mostly intuition versus following a model design
• Experience with socio-constructivist methods and online
learning
▫ PBL
▫ CSCL
• A direct-mapping approach with some tweaking where
appropriate
• Areas for consideration
▫ Course structure and content
▫ Course materials
▫ Instructional methods
▫ Time commitment
▫ Group work and collaboration contexts
▫ Assessment and feedback
14. On-site to Online
• Some relatively easy transitions
▫ Course structure, reading assignments, lecture slides,
individual case analysis and assignments
• Some challenges faced
▫
▫
▫
▫
▫
▫
Collaborative discussion on readings
Problem-based learning scenarios
Individual versus group accountability online
Assessment of participation and engagement
Feedback practices – frequency, content, and depth
Written versus verbal medium
* important to note these as potential issues faced by new instructors
15. Insights
• Transition is more than a cut and paste approach
• Requires additional sets of skills
• Needs advanced planning and time allocation for the
different tasks
▫ Deciding course structure and content,
▫ Providing additional resources and modes of
communication as needed,
▫ Initiating, sustaining and facilitating discussion,
▫ Providing feedback on all aspects of participation and
assignments, and
▫ Learning technical skills needed to support the
instructional goals and affordances of e-college.
TPCK
16. TPCK:
Essential skills for a successful online course
Technical skills on
developing tools and
course content in an
online context
Ideas and techniques
on how to teach the
content
A combination of
content, pedagogical,
and technological
knowledge and skills
Knowledge about
the subject/domain
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new
framework for teacher knowledge . Teachers College Record 108 (6), 1017-1054.
17. Some Examples:
•Idaho State University
•Northern Illinois University
•Oklahoma State University
•Pace University
•University of Central Florida
18. ADDIE model of instructional design
Analyze
Design
Develop
Implement
Pre-planning;
Design your course Develop course
Begin teaching
thinking about the on paper
materials &
course
assemble the course
•Audience
•Goal
•Objectives
•Identify content
•Identify delivery
and environment.
•Instructional
strategies
•Assessment
strategies
•Formative
evaluation
•Constraints
•Name the learning
units of Instruction
•Identify content and
strategies for an
individual unit of
instruction
•Write instructions
for the learning unit
•Name the menu
items for a learning
module
•Consider different
assessments
•Based on design
phase
•Build content,
assignments,
assessments
•Build course
structure
•Upload content
•Overview of
course
•Expectations
•Initiate
instruction
•Interaction
•Ask for
feedback early
on (formative
evaluation)
Evaluate
Look at the course
outcomes with a
critical eye
•Did the students
achieve expected
learning
outcomes?
•What have you
learned?
•How can you
make the course
better?
Important to align ANALYZE and EVALUATE aspects with the
department and school goals
19. Self-evaluation
• Some Exemplary Online Course Design
Models and Resources
California State University, Chico
Virginia Commonwealth University
University of Illinois, Illinois Online Network
University of Southern Mississippi, Learning
Enhancement Center
Quality Matters, Maryland Online
Michigan State University
Stanford Research Institute
20. Rubric for Online Learning
• Developed by California State University
• 6 parameters
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Learner Support & Resources
Online Organization & Design
Instructional Design & Delivery
Assessment & Evaluation of Student
Innovative Teaching with Technology
Faculty Use of Student Feedback
21. Learner Support & Resources
Baseline
A.Course contains limited
information for online learner
support and links to campus
resources.
Effective
A.Course contains some
information for online learner
support and links to campus
resources.
Exemplary
A.Course contains extensive
information about being an
online learner and links to
campus resources.
B.Course provides limited
course-specific resources,
limited contact information for
instructor, department and/or
program.
B.Course provides some
course-specific resources,
some contact information for
instructor, department and
program.
B.Course provides a variety of
course-specific resources,
contact information for
instructor, department and
program.
C.Course offers access to a
limited number of resources
supporting course content.
C.Course offers access to
some resources supporting
course content.
C.Course offers access to a
wide range of resources
supporting course content.
22. Online Organization & Design
Baseline
A.Much of the course is under
construction, with some key
components identified such as
the syllabus.
Effective
A.Course is organized and
navigable. Students can
understand the components
and structure of the course.
Exemplary
A.Course is well-organized and
easy to navigate. Students can
understand all components and
structure of the course.
B.Course syllabus is unclear
about what is expected of
students.
B.Course syllabus identifies
and delineates the role the
online environment will play in
the course.
B.Course syllabus identifies and
clearly delineates the role the
online environment will play in
the total course.
C.Aesthetic design does not
present and communicate
course information clearly.
C.Aesthetic design presents
and communicates course
information clearly.
C.Aesthetic design presents and
communicates course
information clearly .
D.Web pages are inconsistent D.Most web pages are visually D.All web pages are visually and
both visually and functionally. and functionally consistent.
functionally consistent .
E.Accessibility issues are not E.Accessibility issues are
addressed.
briefly addressed.
E.Accessibility issues are
addressed throughout
23. Instructional Design & Delivery
Baseline
Effective
A.Course offers limited opportunity A.Course offers some
for interaction and communication opportunities for interaction &
S-S, S-I, S-C.
communication S-S, S-I, S-C.
Exemplary
A.Course offers ample opportunities for
interaction and communication S-S, S-I,
S-C.
B.Course goals are not clearly
B.Course goals are defined but
defined and do not align to learning may not align to learning
objectives.
objectives.
B.Course goals are clearly defined and
aligned to learning objectives.
C.Learning objectives are vague or
incomplete and learning activities
are absent or unclear.
C.Learning objectives are identified and
learning activities are clearly integrated.
D.Course provides few visual,
textual, kinesthetic and/or auditory
activities to enhance student
learning.
E.Course provides limited or no
activities to help students develop
critical thinking and/or problem
solving skills
C.Learning objectives are
identified and learning activities
are implied.
D.Course provides multiple visual,
D.Course provides some visual,
textual, kinesthetic and/or auditory
textual, kinesthetic and/or auditory activities to enhance student learning.
activities to enhance student
learning.
E.Course provides multiple activities
that help students develop critical
E.Course provides some activities thinking and /or problem-solving skills.
to help students develop critical
thinking and/ or problem-solving
skills.
24. Assessment & Evaluation of Student Learning
Baseline
A.Course has limited activities
to assess student readiness for
course content and mode of
delivery.
Effective
A.Course has some activities to
assess student readiness for
course content and mode of
delivery.
Exemplary
A.Course has multiple timely and
appropriate activities to assess
student readiness for course
content and mode of delivery.
B.Learning objectives,
instructional and assessment
activities are not aligned.
B.Learning objectives,
B.Learning objectives,
instructional and assessment instructional and assessment
activities are somewhat aligned. activities are closely aligned.
C.Assessment strategies are
C.Ongoing strategies are used C.Ongoing multiple assessment
used to measure content
to measure content knowledge, strategies are used to measure
knowledge, attitudes and skills. attitudes and skills.
knowledge, attitudes and skills.
D.Feedback about own
performance is infrequent and
sporadic.
D.Feedback about performance D.Regular feedback about
is provided.
student performance is provided
in a timely manner.
E.Students' self-assessments
E.Students' self-assessments and peer feedback opportunities E.Students' self-assessments
and/peer feedback opportunities exist.
and peer feedback opportunities
are limited or do not exist.
exist throughout the course.
25. Innovative Teaching with Technology
Baseline
Effective
A.Course uses limited
A.Course uses some
technology tools to facilitate technology tools to
communication and learning. facilitate communication and
learning.
Exemplary
A.Course uses a variety of
technology tools to appropriately
facilitate communication and
learning.
B.New teaching methods are B.New teaching methods are
applied to enhance student applied to innovatively
learning.
enhance student learning.
B.New teaching methods are
applied and innovatively enhance
learning, and engage students.
C.Multimedia elements
and/or learning objects are
limited or non-existent.
C.Multimedia elements and/or
learning objects are used and
are relevant to student
learning.
C.A variety of multimedia elements
and/or learning objects are used
and are relevant to student
learning throughout the course.
D.Course uses Internet
access and engages
students in the learning
process.
D.Course optimizes Internet
access and effectively
engages students in the
learning process.
D.Course optimizes Internet
access and effectively engages
students in the learning process in
a variety of ways throughout the
course.
27. Faculty Use of Student Feedback
Baseline
A.Instructor offers limited
opportunity for students to
give feedback to faculty on
course content.
Effective
A.Instructor offers some
opportunities for students to
give feedback on course
content.
Exemplary
A.Instructor offers multiple
opportunities for students to
give feedback on course
content.
B.Instructor offers limited
opportunity for students to
give feedback on ease of
online technology in course.
B.Instructor offers some
opportunities for students to
give feedback on ease of
online technology in course.
B.Instructor offers multiple
opportunities for students to
give feedback on ease of online
technology in course.
C.Instructor uses student
feedback at the end of the
semester to help plan
instruction and assessment of
student learning for the next
semester.
C.Instructor requests and uses C.Instructor uses formal and
student feedback a couple
informal student feedback on an
times during the semester to ongoing basis to help plan
help plan instruction and
instruction and assessment of
assessment of student learning student learning throughout the
for the rest of the semester.
semester.
28. Needs assessment and self-evaluation
• Other Exemplary Online Course Design Models
University of Illinois, Illinois Online Network
University of Southern Mississippi, Learning
Enhancement Center
Quality Matters, Maryland Online
Michigan State University
• Other Resources
Virginia Commonwealth University
Stanford Research Institute
29. A closer look at my teaching
• Learning Contexts
▫ Face-to-face, Web-supported, Hybrid or blended,
Completely online
• Learning Portals
▫ Ecollege @ Rutgers
Psychology of Learning
▫ Sakai @ Rutgers
Problem-based Learning
Program Evaluation (Fall’07, Fall’08)
Psychology of Learning
▫ Blackboard @ Rider
Developmental Educational Psychology
Learning & Memory
31. Review the ecourse Spring 2010
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Whole-class discussion
Small-group case analysis
Reflections
Artifact analysis
PBL online
Individual versus group products
Doc-Sharing
32. Self-evaluation
Psychology of Learning – Spring 2010: 1 face to face meeting
What worked
• Communication with students via
email, phone, weekly reflections and
online discussion (private and wholeclass)
• Small-group and whole-class
interaction on asynchronous
discussion board
• Synchronous chat was attempted
• Facilitation of weekly discussions
shared among instructor and
students
• Multiple, frequent assessments
• Individual and group accountability
What needed change
• Course structured in themes was confusing
▫ Changed it to weekly modules
• Students were not natural facilitators
▫ Needed scaffolding and training on
asking effective questions
• Synchronous chat was not manageable
▫ Selectively picked fewer tools
• Redundant assignments were eliminated
• Too many written assignments
▫ Impacted contribution to the discussion
• Sample papers were uploaded to clarify
expectations
• Downloadable resources were added to
DocSharing.
34. Self-evaluation
Psychology of Learning – Spring 2011: Completely online
What worked
• Weekly modules improved course structure and student
understanding.
• Gradual access to course content made it manageable for students
• Orientation to facilitation and scaffolded training on asking effective
questions was helpful.
• Sample papers made expectations clear.
• Time management in facilitating online discussion and grading
• Bi-weekly email check with each student and a phone call as needed
added the personal interaction component.
• Personalizing assignments based on student background and
professional interest increased engagement & motivation.
35. Continued efforts
Need to:
▫ Provide a visual model for the tasks and discussion cycle
during the week
▫ Evaluate level of participation and engagement
▫ Improve facilitation skills in students
▫ Incorporate some synchronous video chat – either
individually or small-group efficiently and effectively
▫ Combine textbook readings and journal articles
▫ Continue to locate resources and case studies that apply to
the diverse range of students in my courses
Counseling, nursing, special education, dance
▫ Include some testing option that can assess conceptual
knowledge gained.
▫ (All my current assignments are open-ended and application-oriented)
36. Technological Resources
• OIRT Faculty training
▫ Workshops, seminars and one-on-one help
• Online tools
▫ http://oirt.rutgers.edu/instruc/tools/
▫ Elluminate documents for ecollege support
▫ http://www.vcu.edu/cte/resources/OnlineTools/i
ndex.html
• 24/7 helpdesk and resource person at the
Department of Continuing Education, GSE
37.
38. Online masters program
• Motivation to enroll in the program
▫ Convenience of online courses
▫ Access not constrained by geographical location
▫ Adds qualifications/degree for work-related promotions
and pay-raises especially amongst teachers
▫ Acts as a stepping stone towards the doctoral program
39. Considerations for the
Online Master’s Program at the GSE
• Recruitment
▫ Who are we looking to recruit?
▫ How do we go about doing it?
▫ What makes the online program appealing as opposed to all the MOOCs
that are available for free?
• Job prospects on completion
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Advancement in current placement
Increased teaching qualification
Entry-level research positions at ETS, Mathematica…
Preparation for doctoral work
Others?? Need to actively identify potential job prospects.
• Course offerings as listed in the LCD-Online brochure
▫ Are all courses being offered online?
▫ Frequency?
Important to consider these issues in developing the program
40. Other Critical Elements
• Learning, Instruction, & Design
▫ Quality of Course Design
▫ Consistency across Courses
▫ Faculty and Student Resources
• Bigger Picture
▫ Accreditation of Online Masters Program
▫ Sustainability
▫ Cost-effectiveness
41. Considerations for the
Online Master’s Program at the GSE
• Quality of Course Design
▫ Need for closer look at current practices
▫ Compare current practices with best practices and exemplary design
models
▫ Develop guidelines and a rubric for online course design to share with
instructors to ensure quality as accreditation of the online program is
essential to make it sustainable.
▫ Let the learning objectives lead the technology use rather than the
other way around
For this to happen, we need to define department and program objectives
clearly and have instructors design and align their courses accordingly
42. Learning, Instruction & Design
• Online Course Design & Implementation Issues
▫ ADDIE: Analyze, Design, Develop, Implement, Evaluate
▫ Align all courses to a common set of benchmarks/guidelines
▫ Certain degree of consistency across courses in terms of:
Structure and organization
Collaboration/communication practices,
Optimal use of available tools,
Frequent and pertinent feedback ,
Rubrics/Sample work to set clear expectations,
Multiple assessments
43. Learning, Instruction & Design
• Instructor Resources
▫ Benchmarks or rubrics that can serve as guide to course design
AND as an evaluation tool
▫ Instructor collaboration and idea sharing with respect to online
courses
Teaching online can be an isolated experience and it is critical that we
provide a community/forum for idea generation, synergy, motivation,
and creativity
▫ Monthly or bi-weekly (virtual) meetings to share
ideas/issues/resources. Similar to a teachers’ forum.
▫ A course development day before the semester begins
▫ Customized faculty training workshops that address course
design issues – already available
44. Bigger picture
• Quality and Accreditation
▫ The Middle States Commission on Higher Education have
developed Interregional Guidelines for the Evaluation of Distance
Education (Online Learning)
▫ Critical to examine our current course offerings against these
guidelines and develop rubrics aligned to these guidelines
▫ Research and review the courses and programs offered at other
universities
• Sustainability
▫ Start-up costs to develop courses (effort, time, technical and
cognitive resources)
▫ Number of students per course per semester
▫ Optimal and efficient use of technological tools, activities, &
assessments to keep it sustainable and manageable
• Cost-effectiveness
So what does it take to teach an online course effectively.
Recommendation would be have something similar developed for instructors based on what has worked for others. We need coordinated effort among instructors to share their ideas, design models, and technology skills.