Moving Instruction from Traditional Classroom to the Online Environment Rita-Marie Conrad, Ph.D. Based on Faculty Guide for Moving Teaching and Learning to the Web (Boettcher and Conrad, 2004)

2of 30 Session Objectives Present a framework for Web-based instruction Build upon your knowledge as an experienced educator Develop an Course Design Plan for your course Discuss a phased move of your course to the Web

3of 30 Todays Format Interactive presentation Reflective Moments Group discussion

Reflective Question #1: Why do you teach the way that you do?

Reflective Question #2: What is your teaching philosophy? What are your goals in the learning environment? What elements are key to you?

6of 30 Purpose of Education …provide assistance to learners that enables them to achieve levels of development (and efficiency) that they would not be able to achieve by themselves. J. Tiffin and L. Rajasingham (1995)…based on Vygotskys work,

7of 30 Behaviorism Shape a learners behavior Instructor presents Stimuli to elicit a specific Response B.F. Skinner manipulate environment observable behavior change

8of 30 Cognitivism Learner processes information Input-processing-storage-retrieval Instructor manages info input Learner active participant Bruner & Vygotsky (social cognitivists)

9of 30 Constructivism Learner builds knowledge Learner-centered environment Learner creates educational experience Instructor is manager/facilitator of learner-defined environment

10of 30 Heritage of John Dewey, Philosopher and Educator Key to effective educational experience is interaction and continuity Learner needs to be an active participant

11of 30 Adult Learning Theorists Malcolm Knowles Andragogy Jack Mezirow Transformation Theory Stephen Brookfield Self-direction

What is an Online Learning Environment?

13of 30 World Wide Web as Framework for Instruction Real-Time Interactive Dialogue Tutorials and Questioning Collaborative Projects Secure Evaluations Research - Knowledge Creation Multicast Presentations Real-Time Seminars Net as the Gathering Place

14of 30 8 Shifts of Interactive Learning (Tapscott, 1998) Linear, sequential/serial Hypermedia Learning Instruction Construction/discovery Teacher-centered Learner-centered Absorbing materials Learning how to learn School Lifelong One-size-fits-all Customized School as torture School as fun Teacher as transmitter Teacher as facilitator Broadcast learning Interactive Learning

15of 30 Third Generation ( ) Electronic communication , chat, bulletin boards, computer networks, videoconferencing, audioconferencing Materials highly structured but more ad-hoc directions and support possible Student viewed as active learner, participant, contributor (advent of on-campus practices of collaborative learning) Two-way interaction synchronously and asynchronously

16of 30 Fourth Generation ( ?) High-bandwidth transmission capabilities for individualized, customized, and live video interactive learning experiences --- desktop videoconferencing, the Internet Highly interactive --- even more than face-to- face A learning community can be created Materials highly structured but interactive technologies provide for ad-hoc support of learners Student is active learner, participant and contributor

17of 30 What is Your Teaching Philosophy? Lecture versus discussion Consider learner experiences Learner interaction Promote self-direction

18of 30 Role of Online Instructor Becomes motivator and facilitator Online coach and manager Learning environment engineer an orchestrator of multimedia technologies (Chute, Sayers, Gardner, 1997)

19of 30 Role of Online Instructor Facilitating vs. delivering Building community Online feedback Setting Active Learning Objectives

20of 30 Role of Online Learner Generator of knowledge Member of online community Co-creator of learning environment Active participant