Bill Pelz is Professor of Psychology at Herkimer College / State University of New York. As the lead faculty trainer for the SUNY Learning Network from 1999 until 2010, Bill facilitated the development of over 2500 fully asynchronous college courses. In 1994 he was presented with the SUNY Chancellor’s Award for Excellence in Teaching, in 2003 the Sloan-C Award for Excellence in Online Teaching, in 2006 the SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities, and he was named a Sloan Consortium Fellow in 2 013 and a SUNY COTE fellow in 2014. Bill has published an assortment of scholarly and academic articles, most recently focused on the area of student and faculty satisfaction with asynchronous teaching and learning. His current research interest is in isolating the pedagogical factors that influence student achievement in virtual learning environments. Since 1999 Bill’s full-time teaching responsibility has been entirely online, and he just completed a project to develop 8 online Advanced Placement courses for high school students under a Dept. of Education Race to the Top funded grant. Adults learn what they choose to learn. The philosophy of heutagogy puts the learner in control. This Chat focuses on strategies designed to engage online learners with the content, with the instructor, and with one another. Bill's article, (My) Three Principles of Effective Online Pedagogy, remains the #1 downloaded JALN article at OLC (formerly Sloan-C).

1. COTE Fellow Chat

2. Community of Practice
1
2
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prac;ce/
3
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3. Bill Pelz, Instructional Designer
Instructional Designer and Professor of
Psychology, Herkimer County Community College
Open SUNY Fellow Role:
Expert Instructional Designer
Topic:
Teaching is Dead! What is your philosophy of
learning?
Theme:
Learning Effectiveness
COTE NOTE:
http://bit.ly/cotenotestudentlearningenvironments

4. Teaching is Dead!
What is your philosophy of educa7on?
A
SUNY
Center
for
Online
Teaching
Excellence
Fellow
Chat
October
22,
2014
Bill
Pelz,
Herkimer
College
Instruc;onal
Designer
for
Online
Learning

5. My 3 Principles of Effec7ve Online
Heutagogy
1.
“Engage
or
Enrage”
-­‐
design
with
maximum
interac7vity
to
facilitate
both
content
learning
and
social
engagement.
2.
Make
instruc7onal
design
decisions
that
maximize
the
learners’
opportuni7es
to
add
social,
cogni7ve
&
teaching
presence
.
3.
Let
the
learners
do
most
of
the
teaching.

6. The Core Components of Online
Instruc7onal Design:
1. Effec;vely
Present
the
content
of
the
discipline
in
such
a
fashion
that
it
will…
2. …really
engage
Learners
and
sustain
their
a+en;on
for
a
sufficient
length
of
3me
to
allow
the
construc;on
and
synthesis
of
new
knowledge,
and…
3. …
then
assess
(authen7cally
:)
content
learning
and
its
impact
on
the
learner

7. Online Learning is Just as Effec7ve as
Tradi7onal Educa7on, According to a New
(2014) MIT Study
Online
learning
outcomes
are
equal,
or
even
be+er
than,
those
produced
in
a
tradi;onal
classroom.
If
professors
want
to
improve
outcomes
in
either
seng,
researchers
suggest
an
approach
called
"interac;ve
engagement
pedagogy,"
where
students
regularly
interact
in
small
groups
and
par;cipate
in
peer-­‐to-­‐peer
learning.
h+p://bos;nno.streetwise.co/2014/09/24/mit-­‐study-­‐
how-­‐do-­‐online-­‐courses-­‐compare-­‐to-­‐tradi;onal-­‐learning/

8. 3 applica7ons of learner provided
content & 1 applica7on of learner-­‐
relevant assessment
1. Discussion:
A
discussion
forum
following
a
reading
assignment
2. Wri+en
Assignment:
Cri;cal
analysis
of
an
Internet
site
3. A
term
research
project
-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐
4.
Assessing
learning
via
a
Reflec;ve
Blog

9. The Learner Facilitated Asynchronous Discussion
Forum (R-­‐Q-­‐D)
1. Students
Read
something
2. Each
student
posts
a
discussion
Ques3on
3. Students
facilitate
the
ensuing
Discussion
threads
Rules
of
engagement:
ini;al
post
within
“x”
days
par;cipate
on
at
least
“x”
different
days
use
a
quality-­‐based
discussion
post
rubric
use
a
grading
scale
based
upon
quality
and
quan;ty
of
posts

10. The discussion post grading rubric
Points
Interpreta7on
Grading
Criteria
4
Excellent
(A)
The
comment
is
accurate,
original,
relevant,
teaches
us
something
new,
and
is
well
wri+en.
Four
point
comments
add
substan;al
teaching
presence
to
the
course,
and
s;mulate
addi;onal
thought
about
the
issue
under
discussion.
Documenta;on
for
factual
informa;on
is
provided.
3
Above
Average
(B)
The
comment
lacks
at
least
one
of
the
above
quali;es,
but
is
above
average
in
quality.
A
three
point
comment
makes
a
significant
contribu;on
to
our
understanding
of
the
issue
being
discussed.
2
Average
(C)
The
comment
lacks
two
or
three
of
the
required
quali;es.
Comments
which
are
based
upon
personal
opinion
or
personal
experience
ogen
fall
within
this
category.
1
Minimal
(D)
The
comment
presents
li+le
or
no
new
informa;on.
However,
one
point
comments
may
provide
important
social
presence
and
contribute
to
a
collegial
atmosphere
.
0
Unacceptable
(F)
The
comment
adds
no
value
to
the
discussion.
Post
Title
No
penalty
The
post
;tle
is
a
complete
sentence
and
conveys
the
main
point
of
the
comment.
The
reader
clearly
understands
the
main
point
of
the
comment
before
reading
it.
-­‐1
Minor
problem
with
subject
line
The
post
;tle
provides
key
word(s)
only.
The
reader
knows
the
general
area
that
the
comment
deals
with.
-­‐2
Major
problem
with
subject
line
The
post
;tle
provides
li+le
or
no
informa;on
about
the
comment

11. The discussion forum grading scale
Forum
Grade
Quality points received
A+ 40+
A 31 -39
B 25 - 30
C 12 - 24
D 6 - 11
F 1 - 5
0 0

12. Discussion Post Rules:
Rule
#1:
The
Message
of
your
post
must
introduce
accurate
and
relevant
informa7on
which
teaches
us
something
new
about
the
topic
under
discussion.
(Message
must
add
teaching
presence!)
Rule
#2:
The
Post
Title
for
your
post
must
be
a
complete
sentence
which
conveys
the
main
teaching
point
of
your
message.
(What’s
the
pedagogy…?)

13. Rule 2: What’s the pedagogy?
• The
post
author
must
think
about
the
message,
iden;fy
the
main
point,
and
express
it
as
a
complete
sentence.
This
requires
higher-­‐level
thinking
processes
than
simply
accep;ng:
“Re:….”
as
the
post
;tle.
• The
readers
are
provided
with
a
meaningful
post
;tle
which
summarizes
the
main
teaching
point
of
the
post
message.
(Analogous
to
the
research
ar;cle
abstract.)
This
provides
a
cogni;ve
“advanced
organizer”
for
categorizing
knowledge
and
facilitates
both
learning
and
memory.

14. 2. Cri7cal Website Analysis
Assignment
Step
1.
Student
locates
a
website
and
writes
a
cri;cal
analysis
of
content.
Step
2a.
Student
submits
the
analysis
for
evalua;on
2b.
Student
submits
the
report
for
class
discussion
Step
3.
Students
facilitate
their
own
discussion
thread

15. 3. Term paper assignment
Part
1:
ini;al
discussion
of
topic
selec;on,
organiza;on,
sources,
etc.
Part
2:
write
and
submit
the
paper
Part
3:
discuss
the
papers

16. 4. The Reflec7ve Blog as Learning
Assessment
• Purpose:
write
about
what
you
are
learning
in
this
module
and
how
it
will
impact
how
you
feel,
think
and
act.
• Ini;al
Blog:
write
about
the
2
or
3
most
important
things
that
you
hope
to
learn
• Final
Blog:
reflect
on,
and
write
about
what
you
believe
are
the
most
important
new
things
that
you
actually
learned
and
what
you
believe
the
impact
of
this
new
knowledge
will
be
on
your
emo;ons,
thoughts
and
atudes,
and
behaviors.

17. Ques;ons
&
Comments

18. Thank You!
Join the SUNY Learning Commons
http:///commons.suny.edu for access to the COTE Community group to continue the
conversation!
View a Recording of today’s Fellow Chat:
http://bit.ly/COTEfellowchatRECORDING
View the COTE NOTE:
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Become an Open SUNY Fellow:
http://bit.ly/joinCOTE
Submit a Proposal:
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19. Next Fellow Chat
Open SUNY Fellow:
Patrice Torcivia Prusko, Instructional Designer,
Cornell University
Open SUNY Fellow Role:
Expert Instructional Designer
Topic:
Best Practices for Incorporating an International
Collaboration in Your Course
Date:
Tuesday, November 18, 2014 12:00 PM
Register: http://www.cvent.com/d/q4qflz