2. JEANETTE MCDONALD & SALLY HEATH TEACHING SUPPORT SERVICES JUNE 15 TH, 2010 Seminary 2.0: Thinking and Designing Virtually

3. Workshop Objectives By the end of this workshop you will be able to: identify strategies to effectively contextualize an online course for students articulate what considerations need to be made when transferring lesson content online identify potential technologies to incorporate in an online/F2F/blended learning environment name available campus to support online learning course design and instruction

4. Workshop Agenda I. Introductions and Approach II. The First Day of “Class” – Contextualizing Your Course III. Moving Content Online IV. Educational Technologies V. Summary

5. Opening Discussion What do you think are the advantages and disadvantages of moving learning into an online environment?

6. The First Day of “Class” Spend a few minutes brainstorming all of the things that you would usually tell students during the first week of classes (or as they come up during term) How would you be able to communicate this same information in an online environment?

7. The First Day of “Class” Instructor introduction Student introductions Communication policies Reading and workload expectations How to be successful Course background Navigating the course Disciplinary lenses

9. Moving Content Online Review the sample course documents Discuss the following:  What techniques are being used?  How effective are they?  How would you structure material in your own course?  What questions are you left with?

10. Moving Content Online

12. Educational Technologies What educational technologies would you like to try using (or consider using) in your classes?

13. Educational Technologies 1. Concept Mapping 2. Wikis 3. Podcasts 4. Lecture Capture 5. Screencasts 6. Wimba (VoIP)

14. Concept Maps / E-maps / Mind Maps can be used to present information in graphic form helps demonstrate relationships or connections between information offers an alternative to linear or sequential structure can help to diagram complex information and assimilate known information with new aid in student retention and recall of information (deep vs. surface learning) sample tools: Cmap, VUE

15. Sample Concept Map

16. Wikis collaborative communication and information creation tool users can add, delete, and edit information asynchronously (settings allow differential access) can be used for individual or collaborative assignments encourages cooperation and fosters group cohesion sample tools: Google Docs, Wet Paint, WikiSpaces

17. Podcasts pre-recorded audio files that can be uploaded online can be used for introductions, explanations, summaries, feedback can help to foster instructor presence and close psychological distance benefits students with different learning styles and/or multiple intelligences sample tool: Audacity

18. Lecture Capture a method of recording the audio (and video) of a live lecture for posting online applicable to blended learning environments allows students to revisit/review material possibility of increased student retention sample tools: Panopto, Tegrity, Sonic Foundry

19. Screencasting an integrated audio/video capture of a computer screen and processes can be used to record lectures or presentations for availability online allows for greater student engagement with material allows students to work at their own pace caters to different learning styles and intelligences sample tools: Adobe Captivate, Camtasia, Jing

21. Wimba Laurier licensed software that allows for synchronous web-based communication capabilities include audio, video, application sharing, e-board can be used for online office hours or guest speakers Paul Kleinschmidt, Educational Technologies Administrator  pkleinschmidt@wlu.ca pkleinschmidt@wlu.ca  Extension 3531

22. Principles for Using Technologies think pedagogy first, technology second aim for simplicity and accessibility choose tools that promote active learning and student engagement align technology with objectives Adapted from Godwin-Jones, B. (2000). Ten Ways to Enhance Teaching Through Technology.

23. Summary Points care needs to be taken to create a sense of instructor presence in the first few days or weeks of a course lesson content needs to be arranged strategically and incorporate opportunities for student engagement educational technologies can be used to help augment (before/after) or replace face-to-face engagement in an online environment

24. On-Campus Resources Accessible Learning: http://www.mylaurier.ca/accessible/contact.htm http://www.mylaurier.ca/accessible/contact.htm ARTstor: http://library.wlu.ca/visualresources/artstor http://library.wlu.ca/visualresources/artstor Digital Studi0: http://library.wlu.ca/digitalstudio/about http://library.wlu.ca/digitalstudio/about Teaching Support Services: http://www.wlu.ca/tsshttp://www.wlu.ca/tss

25. Further Resources Don’t forget about the wiki page that has been created as a resource to support this workshop! http://wluseminary.wikispaces.com/