1. Presented by Julie Mathiesen, TIE Deputy Director

2. Participants will engage in discussion regarding  Differences between traditional and online learning and teaching  Engaging online students  Providing feedback via distance  Best practice approaches

3. Participants will engage in discussion regarding  Differences between traditional and online learning and teaching  Engaging online students  Providing feedback via distance  Best practice approaches

4. Distance Education  Easy  Less demanding  For those who can’t make it any other way  Independent  Frees up time  Unscheduled  Convenient  Rigorous and challenging  Option for those open to the nontraditional  Interdependent  Eats up time  Self-disciplined PerceptionReality

5. Learning and Teaching Phases

6. Differences Between Traditional and Online Learning and Teaching Experiences

7. As a learner, what do you notice about the table describing the assumptions about learning and teaching? As a traditional learner, what questions does this raise for you? As an online learner, what questions does this raise for you? Respond to your partner’s thinking. Articulating understandings, raising questions, and examining others' assertions

8. As a learner, what do you notice about the table describing the assumptions about learning and teaching? As a traditional learner, what questions does this raise for you? As an online learner, what questions does this raise for you? Respond to your partner’s thinking.

9. Participants will engage in discussion regarding  Differences between traditional and online learning and teaching  Engaging online students  Providing feedback via distance  Best practice approaches

10. Power to the Introvert  Distance education could well be the introvert’s stomping ground. Introverts appear extroverted online Introverts are better able to take time, reflect, and present themselves through text; they are less dependent upon face-to-face interaction “Introverts are more adept at creating a virtual environment because they process information internally and are less outgoing socially” (Palloff and Pratt). Palloff, Rena, and Keith Pratt. Lessons from the Cyberspace Classroom. San Francisco: Jossey-Bass, 2001.

11. Adults do not learn from experience. They learn from the processing of experience. —Robert Garmston 11

12. How to E.N.G.A.G.E. ’Em: InitialSignificance E E-mail as: Initial contact with instructor. Road-test of one’s ability to connect to the Web course. N Newsletter with positive-thinking stories, poems or quotes on a central theme. G Group influence as: Ice-breaker. Interaction on course assignments. A Applause: Reminding students of what’s going very right. G Gradual nature of skills acquisition and related need to periodically engage in course for cumulative learning. E Extra activities and extra credit assignments for fun and creative touches.

13. How to E.N.G.A.G.E. ’Em: InitialSignificance E N G A G E

14. Participants will gain information regarding  Differences between traditional and online learning and teaching  Engaging online students  Providing feedback via distance  Best practice approaches

15. The usefulness of specific types of feedback impact the learning of members of an asynchronous learning community. Seeing my own thoughts paraphrased helps me articulate more detail about those thoughts. 1= s d; 2= d; 3 = n a; 4 = a; 5 = s a 15

16. Facilitator’s Checklist

17. Participants will engage in discussion regarding  Differences between traditional and online learning and teaching  Engaging online students  Providing feedback via distance  Best practice approaches

18. National Standards for Quality Online Teaching http://www.inacol.org/resources/nationalstandards/

19. Participants will engage in discussion regarding  Differences between traditional and online learning and teaching  Engaging online students  Providing feedback via distance  Best practice approaches

20. What Does It Take?  Qualities of the successful online instructor: Is able to let go of traditional teaching concepts and give up some control Encourages a learning community that empowers the learner Understands online processes, possesses strong technical skills Demonstrates online moderation/communication skills Possesses topic knowledge Asks probing, higher level questions Schall, Daniel, Stephanie Schmidt, Kristan Stewart-Burns, and Scott Stiverson. "A Critical Look at Online Learners and Teachers." Center for Online Educators Home Page. 3 Apr. 2008.Center for Online Educators Home Page Palloff, Rena, and Keith Pratt. Lessons from the Cyberspace Classroom. San Francisco: Jossey-Bass, 2001.

21. What Do You Think?  A strong student in the traditional classroom will translate into a strong student online.  An effective classroom teacher will be an effective online instructor.  Three-Minute Pause: Discuss with an elbow partner