Managing workload
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This document provides strategies for managing workload as an online instructor. It recommends pre-planning the course before the semester, providing clear expectations, and allocating units to align objectives and assessments. For time management, it suggests organizing information and being explicit about time requirements. Teaching strategies include identifying weekly activities and scheduling time for class presence. Support strategies involve one-on-one peer support, instructional design assistance, and technology support. Best practices include being present in the course, creating an online community, setting clear expectations, using varied activities, and getting early feedback. The conclusion emphasizes clarifying availability, using technology effectively, applying rubrics, and adjusting teaching strategies.
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Course mapping creates a visual representation of a course that ensures alignment between learning objectives, assessments, and learning activities. It encourages backward design, where instructors first identify the desired learning outcomes and then design assessments and lessons to achieve those outcomes. The key steps in course mapping are to establish course and module objectives, create assessments to measure if objectives are met, and design learning activities to actively engage students in meeting the objectives. Course mapping is an ongoing process that helps instructors develop a cohesive course structure aligned with intended learning goals.
Course mapping
Course mapping creates a visual representation of a course that ensures alignment between objectives, assessments, learning activities, and technologies. It encourages instructors to design their course backwards, starting with the desired learning outcomes. The process involves identifying measurable and relevant course and module objectives, developing assessments and learning activities to achieve the objectives, and selecting appropriate technologies to support student learning. Course mapping is iterative and allows instructors to continuously improve their course design over time.
Coursemanagement
This document provides an overview of the key features available in the course management control panel, including tools for content organization, attendance tracking, plagiarism detection, link checking, student performance analytics, early alert systems for at-risk students, user and group management, customization options, and utilities for bulk operations. Key areas covered are content storage, course tools, evaluations, users and groups, customization, and packages/utilities.
Creating and editing content
This document discusses various ways to create and edit content within a learning management system, including uploading files through the course menu or content editor, adding images, audio, video, and web links. It also notes that course files are located in the course management area and contain uploaded content for a single course that cannot be shared across courses.
Managing workload
This document provides strategies for managing instructor workload when teaching online courses. It recommends designing the course in advance by mapping objectives to assessments and activities. It also suggests using time management strategies like organization and clearly communicating time requirements. Teaching strategies include identifying weekly activities and scheduling time for course presence. The document also lists support resources and best practices like being present, creating community, setting clear expectations, and gathering feedback. The conclusion emphasizes clarifying availability, using technology and rubrics effectively, and adjusting teaching strategies to match students.
Course mapping
This presentation provides help in defining and describing course maps and steps for creating a course map.
Course management
This document provides an overview of the key features available in the course management control panel, including content organization and sharing tools, attendance tracking, plagiarism detection, link checking, analytics reports, user and group management, customization options, and utilities for bulk operations. Instructors can store files and link content across course folders, use tools to track attendance and submissions, customize the course appearance, and copy or archive an entire course. A variety of reports are available to analyze student activity, grades, and retention.
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Managing workload
- 2. Strategies to Manage Workload DESIGN STRATEGIES TIME MANAGEMENT STRATEGIES TEACHING STRATEGIES SUPPORT STRATEGIES
- 3. Design Strategies Pre-Planning โ Map and complete your course before the semester starts Provide clear expectations for instructional processes and attribution of successful products in rubrics Allocate units-align objectives with assessments and activities Anticipate Course responsibilities Prioritize Course activities
- 4. Time Management Strategies Organization is essential for managing workload Organize information in an easy-to-follow order Be explicit and emphatic about the time requirements in the syllabus Manage asynchronous discussions
- 5. Teaching Strategies Identify your weekly teaching activities. At the beginning of the semester, put time on your personal calendar for time to be present in the class. Create presence by inserting yourself regularly in your class. Pre-set the emails and messages to be sent at the beginning of the week.
- 6. Support Strategies One-on-One support (Peers) Instructional design assistance (ODELT) Content expertise (Peers) Technology support (IT) Americans with Disability Act (ADA) Copyright compliance help (Library) Teaching Assistant
- 7. Best Practices for Managing your Course Be present in the course Create a supportive online course community Share a set of very clear expectations for your students and for yourself Use a variety of large group, small group, and individual work experiences Use both synchronous and asynchronous activities Early in the term, about week 3, ask for informal feedback on โ how is the course going?โ and โDo you have any suggestions?โ
- 8. Conclusion Students expect you to give them the time they need when they need it. It is up to you, the instructor, to clarify and specify contact availability, follow technology to communicate effectively, use rubrics for grading, and adjusting your teaching strategies to align your teaching styles with your studentsโ learning style.