1. Online Teaching & Learning Sue Howell, Ph.D. Professor of Practice, Online Instruction The Office of Instruction and Assessment at The University of Arizona The Manual Pacheco Integrated Learning Center, 1500 East University Blvd, Tucson, AZ 85721-0070 520-626-2621 Fax 520-626-8220 http://oia.arizona.edu

2. Perceptions What do you believe about online education? What are the advantages/disadvantages? What questions do you have about online education?

3. Dispelling Myths Online courses are easier than F2F courses. Online courses aren’t “as good” as F2F courses. Online courses take less/more time than F2F courses. All online courses are impersonal.

4. Student Issues Engagement (personalization) Social presence Time management/motivation Technology learning curve Others?

5. Instructor Issues Indicators of engagement Academic integrity Shifting role (facilitator, guide, moderator) Instructor presence Others?

6. Planning the Conversion 1.Start with the existing syllabus 2.Consider content delivery 1.The “flipped” classroom 3.Make assessment decisions 4.Incorporate interactivity 1.Synchronous/asynchronous 2.Student or instructor led 5.Make scheduling decisions

7. Designing the Online Course Pedagogy –Learning objectives –Assessment choices –Engagement (unique to fully online environments) The importance of building a sense of community Facilitating interactivity –Content, among students, with the instructor Using multi-media Online and “on-ground”

8. Designing the Online Course Course structure –CMS vs. other technologies –Categorical vs. chronological –Course tour –“Start here” –The importance of consistency - Structure to a fault

9. Designing the Online Course Facilitating interactivity (using the Discussion tool) –Conversations/discussions –Set up debates –Create student groups as content experts –Brainstorm ideas –Consider having your students post the questions. –Analyze case studies –Create role play activities –Article reviews –Book annotations –Website analyses

10. Designing the Online Course Assessing your students’ learning –Link assessment activities to learning objectives –High stakes vs. low stakes assessment –Handling academic integrity issues Quizzes Plagiarism Student identity Indicators for learning –Spot checking –Periodic check ins

11. Designing the Course Scheduling –When to make things “live” (conditional release) –When assignments are due –How to account for contact hours –How to account for holidays and weekends

12. Wrap-Up Questions, Comments, Reflections

13. How We Can Help You: Building Course & Faculty Websites Training and Support for Course Management Tools Assessment and Evaluation Classroom Observation Instructional Design Instructional Blogging Usability Testing for Websites Database/Programming Support Emerging Technologies Adapting Open Source Applications Graphic Design Services for Instructional Purposes Audio and Video Services for your classes Database and Programming Support Sue Howell, Ph.D. Professor of Practice, Online Instruction 520-626-7761 sehowell@email.arizona.edu http://oia.arizona.edu The Office of Instruction and Assessment at The University of Arizona The Manual Pacheco Integrated Learning Center, 1500 East University Blvd, Tucson, AZ 85721-0070 520-626-2621 Fax 520-626-8220 http://oia.arizona.edu