Search Yourself Self-assessment Schedule Personality Technology knowledge Something to think about… “An instructor who is willing to use collaborative, active learning techniques and ideas, and who allows for personal interaction, brings in real-life examples, and builds reflective practice into teaching, is a good candidate for teaching online”. (Palloff and Pratt, 2002)
“Tackle” New Technologies Instructional Design Software Programs Adobe Acrobat Microsoft PowerPoint Macromedia’s Breeze Macromedia’s Breeze Quarbon’s Viewlet Presenter Quarbon’s Viewlet Presenter Macromedia’s Robodemo Macromedia’s Robodemo Techsmith Camtasia Studio Techsmith Camtasia Studio Course Management Systems Blackboard Open-source? Streaming Other Options? Adapting Publisher Resources
Rethink Your Syllabus Specific Course Outcomes Textbook Information Contact Information Faculty Picture Phone Instant Messaging Format Word, HTML, Acrobat Other Resources Tutorials Web pages
Rethink Content Development Content Development Options Intra-institutional Approach Content Expert, Instructional Designer, Faculty Trainer Inter-Institutional Approach Consortia Tennessee Board of Regents Online Degree Programs Tennessee Board of Regents Online Degree Programs University of Texas TeleCampus University of Texas TeleCampus UMassOnline UMassOnline Extra-Institutional Approach Learning Object Depositories MERLOT MERLOT MIT’s OpenCourseWare MIT’s OpenCourseWare ILumina Educational Resources for Math and Science ILumina Educational Resources for Math and Science
Rethink Course Content Learning Styles ADA Compliance Bandwidth Issues Copyright Issues TEACH ACT and Using Blackboard TEACH ACT and Using Blackboard Other issues? Example: What investments are necessary to design or develop content for your online courses?
Elaborate Course Interactions Learner-TeacherFacilitating Discussion Board Postings Learner-LearnerSmall-group activities Learner-Guest or ExpertStudents contact experts in the community Learner-ToolsStudents using key features of Blackboard Learner-ContentStudents researching web page content Learner-EnvironmentStudents using online databases to research a paper (Hanna et al., 2000)
Elaborate Assignments and Assessments Assignments Link assignments to clear learning objectives Develop rubrics Provide detailed feedback Assessments Use varied assessment formats Provide detailed feedback Use Proctors Proctoring Policy Guard against Plagiarism Example: Turnitin.comTurnitin.com
Transition into Online Instruction Teach any of the following types of courses: Web-enhanced Hybrid Online
Collaborate Peer Mentoring Grant-funded course development Colloquia
Hone the Quality of Your Instruction Student Evaluations Rubrics Rubric for Online Instruction Rubric for Online Instruction Accreditation Guidelines Resources Distance Education Clearinghouse Distance Education Clearinghouse Conferences Conference on Distance Teaching and Learning Conference on Distance Teaching and Learning
A Reminder of the Goal “…the marriage of new electronic technologies and newly accepted theories of learning promised to yield a revolution in pedagogy itself. Learning would be customized, self-paced, and problem based. Course instructors would be replaced by designers and facilitators-the “sage on the stage” would become the “guide on the side.” Students would have the ability to model outcomes, conduct experiments based upon well-documented laboratory simulations, rapidly exchange ideas with fellow students and teaching faculty, and where appropriate, join global learning communities…” (Zemesky and Massy, 2004)
References Hanna, D. E., Dudka, M. G., & Runlee, S. C. (2000). 147 Practical Tips for teaching online groups. Madison, Wisconsin: Atwood Publishing. Palloff, R. M., & Pratt, K. (2002). (Eds. K. E. Rudestam & J. Schoenholtz-Reed). Handbook of Online Learning, London: Sage Publications. Zemsky, R., & Massy, W. F. (2004). Thwarted innovation: What happened to e-learning and why. The Learning Alliance, The University of Pennsylvania.