1. How to Enter the online Teaching Space Part One: Why online? Michael Munger Director, PPE Program Duke University

2. Dr. George Schell (2004!) "I'm a professor who teaches information systems in a business school. After eight years in industry I resigned when I was offered an IBM Fellowship to attend the doctoral program at Purdue University. My boss thought I was crazy because my position and salary would never be met in the world of academics. I keep remembering the line Debra Winger expressed in the movie Terms of Endearment when her husband achieved tenure: "Great, now we'll be poor forever." College faculty choose to teach for different reasons. It can be for research, teaching, mentoring, or something else. At some point it comes down to imparting knowledge to others. We teach because we want students to learn. I teach because I want students to understand how information technology impacts businesses and other organizations."

3. On-line or Online?  Facebook started out as "The Facebook." No one under 60 calls it "The Facebook" anymore. It was NEVER "The Twitter."  In the 1990s, there was talk of "The Information Superhighway." If you ever use that phrase now….well, don't.  The Interwebs? Ironically retro, only  Online has replaced On-line. On line is solely for old people; avoid.

4. A Quiz: Should YOU Teach online? Like anything, teaching online will only help your career if you can do it well and succeed at it quickly. If you answer “yes” to most of these questions, you’re ready to consider teaching online:  Do you have a reliable computer and high-speed Internet connection? Good camera and good microphone?  Are you comfortable learning new technology?  Are you an independent worker who also knows how to ask necessary questions?  Are you good at staying in touch with colleagues/supervisors?  Do you rely a computer when you lecture -- for example do you create PowerPoint presentations and show video clips from TED?  Do you check your e-mail regularly?  Do you need more time for your research and creative work?  Do you need more classes (read: more experience and money)?  Is it impossible to relocate for a job? Source: http://www.insidehighered.com/advice/2011/02/24/essay_on_whether_you_should_teach_online#ixzz2ucNirjWp

5. Pro's  Colleges are increasingly offering classes online. There’s work to be had.  Once you’ve built the course, you can often reuse or mold the materials for other venues.  Save time and money not commuting.  No photocopying, reserving materials or equipment.  You can schedule your day.  Unless you are video chatting with students, you can work wherever you want and be comfortable. http://www.insidehighered.com/advice/2011/02/24/essay_ on_whether_you_should_teach_online#ixzz2ucPfGVTv

6. Con's  It is a lot of time sitting in front of the computer.  Sometimes the Internet connection will be slow and frustrating. Things NEVER work right. Never.  It can be difficult to manage the onslaught of e-mail.  Students will continue conversations without you and it sometimes takes extra work to get them back on track. After all, you were sleeping.  You might never meet your supervisors and colleagues. You must work extra hard to negotiate personal relationships.  No snow days or days off.  You must make an effort to participate in your field through conferences and connecting with colleagues. http://www.insidehighered.com/advice/2011/02/24/essay_on_whether _you_should_teach_online#ixzz2ucPxrjrY

7. Eight Roles of an online Teacher Tour Guide – A tour guide leads one or more people through a place or a series of places, usually revolving around some sort of common theme or subject. Similarly, the online teacher plays the role of guiding students through one or more online learning experiences. These experiences are most often designed and planned long before the course starts so that the teacher can devote more time to guiding the students and less time preparing lessons. Within this role, the teacher directs and redirects the attention of learners toward key concepts and ideas. A good tour guide doesn’t want anyone to miss out on the highlights of the tour. Cheerleader – As with all learning environments, learners often need some encouragement. Learning is hard work and studying online can sometimes feel isolating, confusing, or discouraging without this important role. As a result, the effective online teacher makes intentional efforts to communicate specific encouraging messages to individual learners and the group as a whole. Even when providing constructive feedback, the teacher as cheerleader finds a way to promote positive messages alongside the critiques, doing his or her best to maintain an overall positive morale in the class. At times, learners may fall into negative comments about themselves, the class, or their classmates (even the instructor, on occasion). The cheerleader strives to find ways to listen, respect the learner’s frustrations, but to also help them reframe the situation in ways that are more positive and productive. http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective- online-teacher/#sthash.gc4C5zoL.dpuf

8. Eight Roles of an online Teacher Learning Coach – Many people focus on the role of teacher as role model and that is valuable. However, the role of coach is just as important, even more important if we want learners to develop high levels of competence and confidence. A role model throws a perfect spiral with a football while the learners watch. A coach gets the learners on the field, puts the ball in their hands, and then coaches them on how to throw a spiral for themselves. This is a powerful and essential role of the online teacher. Such a teacher must move beyond simply modeling a love for the subject and personal skill with the content. Instead, find ways to hand the subject over to the students to do something with it. Applied projects and papers work well for this, and it gives the teacher an opportunity to be a coach and mentor. Individual and Group Mirror – Imagine waking up in the morning, getting ready for work, and heading out the door without ever looking into a mirror to see that your hair is sticking straight up in the air. That is good information to know before you walk into the office. Learners need this same sort of feedback about their work. How are they doing? Are they getting closer to meeting the learning objectives or not? The effective online teacher finds ways to give this sort of feedback to individual learners and, when appropriate, groups of learners. http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective- online-teacher/#sthash.gc4C5zoL.dpuf

9. Eight Roles of an online Teacher Social Butterfly – Without intentional efforts to build a positive social environment, online learning can feel lonely and impersonal. As a result, the online teacher must serve like a great party host, facilitating introductions, using discussion starters to facilitate conversations among students, and taking the time to get to know students and referencing that knowledge in interactions with them. Big Brother – Everything is documented in an online course. The teacher can tell when and how many times a student logs into the course, what pages were viewed or not, how many discussions posts the student contributed, and much more. This data can be abused, but it can also be used to make adjustments and informed decisions as an online teacher. If a student is not logging in, then contact the student. If students are failing to visit pages in the course with key instructions, point that out to the students or reorganize the content so that it’s easier to find. http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective- online-teacher/#sthash.gc4C5zoL.dpuf

10. Eight Roles of an online Teacher Valve Control – Online courses are rich with content and sometimes students can get lost in all that content. The teacher as valve control intentionally releases content in chunks that are appropriate for students. Sometimes this comes in the form of only releasing content one week at a time. Other times, the teacher releases it all at once, but directs students to only focus on certain parts at a time. Another key is to break content into smaller segments. Rather than a twenty-page document of instructions, consider breaking it into ten two-page documents. Co-learner – Great teachers are lifelong learners, and they can model that learning for their students in a variety of ways in the online classroom. The teacher can be an active (but not too active or it will silence students) participant in online discussions, sharing what they are learning about the subject, and even complete all or parts of some assignments, sharing their work with the students. This goes a long way in building a vibrant and dynamic online learning community where every person in the community commits to embodying the traits of a lifelong learner. http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective- online-teacher/#sthash.gc4C5zoL.dpuf

11. Testimonials  Positive: http://blogs.leeward.hawaii.edu/teachonline/http://blogs.leeward.hawaii.edu/teachonline/  Negative: Why Today is My LAST DAY Teaching onlineWhy Today is My LAST DAY Teaching online How about YOU? What was good? What was bad? What was your best, and worst, experience with some kind of online instruction?

12. How to Enter the online Teaching Space Part Two: Syllabus Michael Munger Director, PPE Program Duke University

13. Syllabus: Questions  Why?  Audience  Prerequisites  Syllabus  Homeworks/Assignments  Tests

14. Major Setup Work  Step One: Learning Goals  Step Two: Readings  Step Three: Methods of Assessment

15. Syllabus Some Resources:  http://www.cmu.edu/teaching/designteach/design/syllabus/ind ex.html http://www.cmu.edu/teaching/designteach/design/syllabus/ind ex.html  http://www.crlt.umich.edu/tstrategies/tssd.php http://www.crlt.umich.edu/tstrategies/tssd.php  http://cte.udel.edu/instructional-topics/designing- courses/designing-learning-centered-syllabus.html http://cte.udel.edu/instructional-topics/designing- courses/designing-learning-centered-syllabus.html

16. Design of the Course  The cycle begins with components of design based on many considerations such as the following:  Who are the students?  What are the needs of the curriculum?  What are the learning goals of the course?  These considerations then inform the actual design of course materials, activities, and assignments.

17. Syllabus: Why?  If I don't know anything about the course, I should be able to look at the syllabus and learn who should take it and why…  Two examples of my syllabi 1. An intro Econ course ("Econ for Non-Majors") https://www.dropbox.com/s/aqwsff3d5bioq30/Syllabus%20PS%20145%202013%2 0Revised%205.docx https://www.dropbox.com/s/aqwsff3d5bioq30/Syllabus%20PS%20145%202013%2 0Revised%205.docx 2. An upper-division PPE course ("PPE Gateway") https://www.dropbox.com/s/ndg0nu8u9k8wnf1/PPEsylfall2013- revd.docx https://www.dropbox.com/s/ndg0nu8u9k8wnf1/PPEsylfall2013- revd.docx

18. Syllabus: Design (Source: http://teaching.berkeley.edu/sites/teaching.berkeley.edu/files/SyllabusComponents_0.pdf )http://teaching.berkeley.edu/sites/teaching.berkeley.edu/files/SyllabusComponents_0.pdf Basic Information name of university, semester, year course title, number, unit value course meeting times and location instructor, TA names how to contact instructor/TAs: – online office hours, times and how to access (URL) – email address(es), and expected turnaround – phone numbers: Office, Home, Cell, and ground rules – times other than office hours when instructor can be reached instructor web page URL course web page URL online chat days, hours and access address, if available class FB page

19. Syllabus: Design prerequisites – prior courses – knowledge/skills (needed to succeed in this course) – permission of instructor needed? overview of course – what is the course about: its purpose, rationale? – what are the general topics or focus? – how does it fit with other courses in the department or on campus? – who is the course aimed at? – why would students want to take this course and learn this material? student learning objectives – what will students be expected to know or do after this course? – what competencies/skills will students be expected to demonstrate at the end of the course? methods of instruction – lectures – discussion – group work

20. Syllabus: Design Materials primary or required books/readings for the course – author, title, edition – costs, where available – availability of electronic or alternative formats, for students with disabilities supplemental or optional books/readings websites and links Schedule tentative calendar of topics and readings – by week rather than by session – or leave some sessions empty for flexibility firm dates for exams and written assignments dates of special events, performances/news events (for example, SOTU, or a debate) last day to withdraw from the course

21. Syllabus: Design Requirements exams and quizzes – why? – how many – what kind (e.g., open/closed book; essay/multiple choice) – type of knowledge and abilities tested – place, date and time of final exam assignments/problem sets/projects/reports/research papers – provide general information on type, length, and when due (detailed information can be distributed during the term) – clarify the relationship between the learning objectives and assignments – identify criteria/rubric for assessing student work – indicate whether students submit their work online or in hard copy format – for research papers and projects introduce students to the steps in conducting research create shorter assignments that build to the research paper (e.g. annotated bibliography of primary sources, thesis statement, fact sheet, etc.) specify the skills and knowledge students need to complete the research assignments connect research assignments to course goals and student learning objectives

22. Syllabus: Design Policies grading procedures – describe how students will be graded: on a curve or absolute scale? – clarify weighting of course components – explain policies regarding incompletes, pass/not pass – describe grade appeals attendance decorum/comments missed exams/make up exams missed assignments late assignments/extensions reporting illness and family emergencies extra credit opportunities permissible and impermissible collaboration standards for academic honesty and penalties for infractions

23. Problem: More Work Now  Setting up your syllabus carefully, and thinking through the problems of scheduling, will save you a world of trouble, and time, later  Leave some gaps, so you can make up time if you get behind  Do NOT change things arbitrarily. And never move assignments up so they are due sooner. Avoid making them later, but never sooner.

24. Materials: Intellectual Property  If you are used to operating in a University/College setting, you may not have worried about copyright or fair use  But if you are teaching a general online course or MOOC, you have to be very careful  A good reason to operate using some kind of LM software. Best if you can link to something someone else has posted. Better still if you can link to something the copyright OWNER has posted.  Journal articles/scans of substantial sections of books: be CAREFUL! Resources: On “Authors’ Guild v. Google Books” https://blogs.library.duke.edu/scholcomm/2013/11/17/a-wide-angle- lens-on-fair-use/ https://blogs.library.duke.edu/scholcomm/2013/11/17/a-wide-angle- lens-on-fair-use/ “It’s the CONTENT, Not the VERSION!” https://blogs.library.duke.edu/scholcomm/2014/02/05/its-the- content-not-the-version/ https://blogs.library.duke.edu/scholcomm/2014/02/05/its-the- content-not-the-version/

25. How to Enter the online Teaching Space Part Three: Techniques, Hardware, and Software Michael Munger Director, PPE Program Duke University

26. Broadly: Your Contribution  MOOC: Retail  Alternative: Wholesale!  Or, something else. Try to make the flexibility of the medium your ally. Too many people try to replicate "the sage on the stage." And you can't see the white board very well, and it's boring. You can use quick cuts to other materials, to videos, to visuals, much more easily in an online course.

27. Hardware  Get a decent camera!  Logitech HD Pro Webcam C920, 1080p Widescreen Video Calling and Recording ($80). It has an excellent built-in microphone, and can do both auto-focus and face-follow.  You actually need a real internet connection, with a wire. The corner table at Starbucks doesn't count. It's tempting. Don't do it.

28. Software  Your general needs  What is licensed at the university  Things to look for: A. Stable, doesn't crash B. Bandwidth, doesn't lag C. Handles desktop share, and especially moves between desktop applications

29. Software  Some possibilities 1.AdobeConnect 2.ON24 3.WEbPresentNow 4.WebEx Looking at reviews, it appears AdobeConnect (which you are using right now!) is the best. For example: http://webinar.blogspot.com/2013/04/comparing-webex-vs- adobe-connect.html http://webinar.blogspot.com/2013/04/comparing-webex-vs- adobe-connect.html A personal note: I have used WebEx. Until…now!

30. Software  Learning Management Systems (Blackboard, Sakai) These are VERY useful, for several reasons 1.Shield to public on content 2. Manage access for “fair use” purposes 3. Dropbox for turning in assignments 4.Quizzes/exams (they grade and record grades!) Reviews: http://www.educationdive.com/news/12-learning- management-system-providers-and-what-they-bring-to- classrooms/97613/

31. Other Software Facebook (example here https://www.facebook.com/DukeIntroPolEcon2013 ) https://www.facebook.com/DukeIntroPolEcon2013 Twitter Advantages: Everyone uses them already, thought they are losing their "hip" appeal (why did the hipster burn his mouth? Because he always insisted on taking spoonfuls before it was cool!). Also, the discussion can go on long after the class is over. I sometimes find out that students ask, and answer, questions among themselves. If they get it wrong, you can address it later. But they actually use Twitter to teach each other. And Facebook is a great way to distribute videos and links. I find that I get 95% or more of the class to check out the video, if I post it on FB. If I send it out in an email…not so much. Disadvantages: You lose control of the discussion. And soul-sucking trolls can hijack things. Very hard to police. But if you use a dedicated hashtag for the discussion on Twitter, it can work well. For example for a class today, you might use #XXXFeb28, where XXX identifies your class. Then you can look back at that Twitter feed. Some advice on trolls, and ethical behavior generally online for students: http://www.magnapubs.com/blog/teaching-and-learning/creating-an-ethical-online- environment/