The online teaching survival guide powerpoint


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Summary of part 1 of "The Online Teaching Survival Guide" by Boettcher and Conrad.

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The online teaching survival guide powerpoint

  1. 1. The Online Teaching Survival GuideJudith Boettcher and Rita-Marie Conrad<br />Steve Thompson<br />EDUC 632 Use of Telecurricular Instruction<br />Fall 2011<br />
  2. 2. Teaching Online – the Big Picture<br />“A course is a set of learning experiences within a specified time frame, often between six and fifteen weeks, in which learners, mentored by an instructor, are expected to develop a specific set of knowledge, skills, and attitudes”.<br />
  3. 3. Teaching Online – the Big Picture<br />5 major differences between online and campus courses:<br />The faculty role shifts to mentoring and coaching.<br />Meetings are asynchronous.<br />Learners are more active.<br />Learning resources and spaces are more flexible.<br />Assessment is continuous.<br />
  4. 4. Teaching Online – the Big Picture<br />Types of Online Courses:<br />Web facilitated – up to 30% delivered online<br />Blended/Hybrid – between 30 and 80 % delivered online<br />Online – 80% or more delivered online<br />
  5. 5. Teaching Online – the Big Picture<br />The four stages of a course:<br />Phase One – Course Beginnings<br />Learner – familiarity with course requirements<br />Mentor – establish trust, promote social presence, state expectations<br />Content Knowledge – access to required resources<br />Environment – learners know how to use the learning tools of the course<br />
  6. 6. Teaching Online – the Big Picture<br />Phase Two: Early Middle<br />Learner – weekly rhythm: readings, postings, collaborating<br />Mentor – guiding the learning of core concepts, supporting community, balance coverage of content with understanding<br />Content Knowledge – exploring, engaging, and identifying resources<br />Environment – Community settled into a routine<br />
  7. 7. Teaching Online – the Big Picture<br />Phase Three: Late Middle<br />Learner – applying core concepts, supporting and challenging others<br />Mentor – personalized instruction, support learners as leaders, mentoring, providing feedback<br />Content Knowledge – creating and sharing: blogs, wikis, projects, etc.<br />Environment – active use of course tools, sharing with the community<br />
  8. 8. Teaching Online – the Big Picture<br />Phase Four: Closing Weeks<br />Learner – demonstrated knowledge of core concepts through complex projects and assignments<br />Mentor – continues teaching presence, supporting learner projects, clarifying course wrap-up activities<br />Content Knowledge – application of core content beyond the basics<br />Environment – Learners effectively evaluate tools based on need<br />
  9. 9. Teaching Online – the Big Picture<br />Learning Theories and Theorists:<br />Theory of Social Development – Vygotsky<br />Experimental Learning – Dewey<br />Genetic Epistemology – Piaget<br />Constructivism – Bruner<br />Cognitive Apprenticeship – Brown<br />Schema Theory - Schank<br />
  10. 10. Theoretical Foundations<br />Ten Core Learning Principles<br />Every structured learning experience has four elements with the learner at the center.<br />Learners bring their own personalized and customized knowledge, skills, and attitudes to the experience.<br />Faculty members are the directors of the learning experience.<br />All learners do not need to learn all course content: all learners do need to learn the core concepts<br />
  11. 11. Theoretical Foundations<br />Ten Core Learning Principles continued<br />Every learning experience includes the environment or context in which the learner interacts<br />Every learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledge<br />Concepts are not words but organized and interconnected knowledge clusters<br />
  12. 12. Theoretical Foundations<br />Ten Core Learning Principles continued<br />Different instruction is required for different learning outcomes<br />Everything else being equal, more time on task equals more learning<br />We shape our tools and out tools shape us<br />
  13. 13. Ten Best Practices for Teaching Online<br />Be present at the course site<br />Create a supportive online course community<br />Develop a set of explicit expectations for your learners and yourself as to how you will communicate and how much time students should be working on the course each week.<br />Use a variety of large group, small group, and individual work experiences<br />Use synchronous and asynchronous activities<br />
  14. 14. Ten Best Practices for Teaching Online<br />Ask for informal feedback early in the term<br />Prepare discussion posts that invite responses, questions, discussions, and reflections<br />Search out and use content resources that are available in digital format if possible<br />Combine core concept learning with customized and personalized learning<br />Plan a good closing and wrap activity for each course<br />