1. OPEN NH Fall 2007 Session Orientation
9 or 10 October 2007
Local Educational Support Center Network
Instructor Names
LESCN Location

2. Orientation Meeting Agenda
Welcome and Introductions
Procedures for the Meeting
Goals for Orientation
Opening Discussion - Philosophy of Online Learning
Course Quality - Grading Rubric for OPEN NH Courses
PSU Graduate Credits
Session Courses - log in procedures and instructions
Questions and Answers – Site Check
Begin Online Orientation Component

3. Orientation Welcome and Introductions
Host site welcome
Remote Sites Participating
Center staff members
Remote sites welcome to all
Remote site welcome
Rest Room locations
Important information
Other announcements

4. Orientation Procedures for the Meeting
Centralized Videoconference Program
Initial welcome
Site check in
Concluding remarks
LESCN Center Site Activities
Common activities
Led by your site leaders
Turn off microphone. Keep volume on.
Instructors can answer individual site questions
Hold general questions for group until site check
Ask Individual course instructor questions as needed.
State your name and location when posing a question to all sites.

5. Orientation Goals for the Orientation
To introduce participants to the philosophy of online learning.
To introduce participants to their instructor, fellow classmates, and their course expectations.
To enable participants to begin their individual online course orientation units.
To enable participation in the orientation program to be a valuable experience for all OPEN NH participants.
To create a common set of shared experiences that foster the creation of an online professional education network for NH educators.
To enable participants in OPEN NH to meet their course instructors and classmates face to face prior to the start of the course by providing accessibility to all NH Educators.

6. Orientation Philosophy of Online Learning
“In the beginning”, online learning represented information collected on a computer through the internet. The same information as a face to face course lecture and accompanying questions were transmitted over the internet to waiting recipients who read the material and answered the questions. In its initial stages online learning was similar to a correspondence course. There were no interactions. It didn’t matter who the participants were, or how many of them were in the course.

7. Orientation Philosophy of Online Learning
As society and technology advanced into the “Conceptual Age”, knowledge that was simply transmitted had no real value as “knowledge”. It became ever more important that the knowledge be relevant to the individual, and that meaning was attached to that knowledge. Online learning became discussion based. It was through the class discussions that the information took on importance and relevance to everyone in the class. Each person could discover their own use for the knowledge, and what it means to them and for them. Information enhanced by discussion forms knowledge in which meaning and relevance are negotiated between the participants. It’s a richer, more engaging way to more deeply understand the content you are learning.

8. Orientation Philosophy of Online Learning
There are 2 forms of online discussions:
Synchronous is discussion performed in “real time”.
Asynchronous is discussion performed in “virtual time”.
OPEN NH Courses are asynchronous.

9. Synchronous Online Discussion
Like a Chat Room
Suggested Activity: Do some internet searches for “chat room” or “synchronous discussion”. Look for definitions, applications, etc. that apply to education, learning, or course work.
How might synchronous discussions apply to online courses?
Discuss advantages and limitations of real time online course discussions.

10. Asynchronous Online Discussion
Like a Message Board
Suggested Activity: Do some internet searches for “message board” or “asynchronous discussion”. Look for definitions, applications, etc. that apply to education, learning, or course work.
How might asynchronous discussions apply to online courses?
Discuss advantages and limitations of virtual time online course discussions.

11. Philosophy Online Course Design
Readings/Activities Every unit will have material for you to read and possible do.
Course Discussion Every unit will have a discussion board for you to conduct a rich discussion about the material you are learning with your classmates and instructor.
Course Project Every course will have an authentic project that you will develop throughout the course and can use in your teaching practice.

12. Philosophy Course Expectations
Readings/Activities
You will study the reading material thoroughly.
You will incorporate the information you are learning into your discussion posts and project development.

13. Philosophy Course Expectations
Course Discussion
You will participate in the discussion several times throughout the unit.
You will use the information from the reading materials as supporting evidence for your ideas.
You will post substantive, thoughtful responses to your classmates, providing support from the content you are learning about.

14. Philosophy Course Expectations
Course Project
You will develop a course project according to the guidelines, using the information you learned in the course.
You will implement your project in your classroom.
You will share your project with your classmates and other NH educators in the Online Professional Education Network.

15. Course Quality Grading Rubric
Active Learning Activity:
Take a few minutes to review the course grading rubric.
Find the answers to the following questions:
What are the general expectations of this course?
How important is online discussion?
How often should you log onto the course?
Does participation in orientation count?
Do I have to demonstrate competency in the course content?
What are the expectations for the course project?
How much does the final project count towards the course?

16. Plymouth State University Graduate Credits
Active Learning Activity
Visit the OPEN NH website, or the Moodle Orientation course.
Determine the procedures and expectations for obtaining PSU graduate credits.
Finding the answers to the following questions:
How many graduate credits is my course?
What are the additional requirements for graduate credit from PSU?
Who should I notify if I intend to register for graduate credit?
What does it cost to obtain graduate credits for the course?
How do I register for PSU graduate credits?
Where can I get a PSU registration form?
How do I find my course reference number and course number?
Any additional questions that may arise?

17. E-Learning for Educators Participation
There are 3 main ways to take advantage of the e-Learning for Educators Initiative in New Hampshire
Take the OPEN NH Professional Development Courses
“Take a Course” link.
Become an OPEN NH course instructor
“Teach a Course” link.
Become an OPEN NH course developer
“Develop a Course” link.
Applications for developers and instructors are being accepted online now.

18. E-Learning for Educators Free Participation
Some free opportunities are available to New Hampshire educators:
Math Science Partnership
Boston College Research Study

19. Session Courses Log in Procedures
Quick Check for Understanding
Check with participants to determine:
Did everyone receive notice of the online log in procedures for your course?
Did everyone receive notice of the NHEON/Moodle registration procedures?
Did everyone register on the NHEON/Moodle site?
Does everyone have the information necessary to log into their courses?

20. Session Courses Online Orientation Procedures
Self Guided Course Participation
Participants should log onto their course(s) to be sure they can.
Take the pre-course survey at this time, if the linki is live.
Additional online orientation work:
Post their introduction in the course.
Begin their orientation readings and discussion questions.
Log onto the NHEON/Moodle site and review the Orientation of the Online Professional Education Network courses.