Strategies for Transforming Face-to- Face Courses to Hybrid or Fully Online Courses David Robinson, Ed. D. David Wizer, Ph. D. Lilly Conference- Spring.

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Presentation transcript:

Strategies for Transforming Face-to- Face Courses to Hybrid or Fully Online Courses David Robinson, Ed. D. David Wizer, Ph. D. Lilly Conference- Spring 2014

Objectives Participants will learn summary information related to online teaching and learning about Universal Design for Learning (UDL) and the Quality Matters Guidelines (QM). Based on tenants of Universal Design for Learning (UDL) and the Quality Matters Guidelines (QM), participants in this session will present design and implementation strategies for transitioning face-to -face courses to blended (combination of hybrid of face to face) or fully online courses.

Objectives (cont’d) Session attendees will receive resources for designing an online course/course module to a model online course site, including electronic resources that facilitate the incorporation of UDL and QM in online course design.

Introductions Fast Survey- Needs Assessment: Knowledge of Audience Members

Transitioning Transitioning from face to face via online. (focus on UDL, making it accessible to all). Start small – 1 activity and build from there.

Blackboard

Design and Planning Designing Engaging Online Events Capture their attention

Design and Planning – Modules ID each component in print Examine a sample online module Keys to success in an online course Play accompanying video file from DMC

Design and Planning - Modules Examine, module 4 from, ISTC 667, in print and video capture. Module 4 - focus on discussion; note the discussion timeline and dates. Sample module screen capture video.

What resources do you provide?

UDL & QM Background Purpose of UDL & QM

QM Examples Varied Course activities, assessments and resources tied to clearly stated grading policies

Instructional Planning Engaging Online Events Intriguing case- a puzzle

UDL Set of principles for curriculum development… provide all students equal opportunities to learn (Rose, Meyer, Strangman & Rappolt, 2002; CAST 2011).

UDL Elements Flexibility built into materials Recognition networks- methods of presentation with examples and alternatives.

Methods of Presenting Video & Pictures Provide vivid information

Useful Graphics

UDL Elements Strategic networks- methods of expression, feedback, and apprenticeship.

Consider a new app

UDL Elements Affective networks- options for engagement which provide choice, support and challenges.

Use a Chart- group differences

Feedback Audio – video options Screen capture files Timely replies

Management Need to be constantly monitoring during online activity, very much a facilitator. Point of contact for emergencies. Flexibility – stuff comes up. Availability Instructor access

Second Language Learning Helpful points for second language learning

UDL & QM Questions? Added note- Online Success is time consuming and requires on-going involvement by both faculty and students

Discussion Prompts Experienced Share your successes in implementing online instruction. What tools and strategies would you recommend to your peers in designing and implementing online instruction? What would be the next steps you would like to take in delivering online instruction? Lesser Experienced Share your interests in online learning. Do you have specific lesson that you would like to transition to online learning? What do you perceive as difficulties/barriers encountered in implementing online instruction? What would you recommend as the first steps in transitioning to the online instruction?