Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.

Best practices for teaching online

57 Aufrufe

Veröffentlicht am

Best practices for teaching online

Veröffentlicht in: Bildung
  • Als Erste(r) kommentieren

  • Gehören Sie zu den Ersten, denen das gefällt!

Best practices for teaching online

  1. 1. Best Practices for Teaching Online Ally Kimmel Joe Seijo Jim Stenerson
  2. 2. Agenda • Course Planning • Course Design • Course Delivery
  3. 3. Terminology • What is Blended Learning? • Blended/Hybrid Courses  Complement F2F Work  F2F interaction not eliminated  Components designed to take advantage of best features of each medium
  4. 4. Course Planning • Initial Planning Phase Items • Checklist for Course Launch • Initial Student Contact What Information to include in Student Letter: • Welcome the student to the course • Provide a course description • Provide information about the Online Learning Orientation community in Blackboard • Provide information on how to access Blackboard • Communication: Pace Email • Ordering books
  5. 5. Blended Learning: Planning Course: Module: Prepared By: Objectives Activity Online/face-to-face/other Identify geologic formations in the mid-Hudson Valley. Self-led, self-paced field trip. Other self-led field trip with in-class and online components. Students will download a map of the mid-Hudson Valley from Blackboard, as well as photos of specific rocks. Students will take photos and map to match rocks in the field and take photos. Photos will then be shared in-class. Students will keep a journal of this assignment and post online. Describe functions and responsibilities of a professional geologist. Subscribe and listen to three podcast episodes from the U.S. Geological Survey. Students will go online and subscribe to a podcast. I will provide the link in Blackboard. Students will post their reactions in the Blackboard discussion board. Define hypothesis, theory, scientific law, and scientific methods. Chapter 1 reading on the scientific method. Case study The scientific method will be reviewed in class. Students will read on own and go online to complete case study on scientific methods and post findings online.
  6. 6. Course Design Accessibility • Develop a clear, consistent, and simple layout. • Inform students at the beginning of the course how it is structured, where to find materials. • Clearly indicate hierarchy of materials in a page/document using heading styles. • Add closed captions to all videos, provide transcript for sound clips. • Provide a text alternative to charts and graphs.
  7. 7. Course Design Accessibility (cont’d) • Add alternative text to all images. • Provide descriptive links. • Use tables for data, not formatting. • Provide color contrast between the text and background and don’t rely on color alone to convey meaning. • Use white space to increase comprehension and reduce eye fatigue. • Proofread all your course materials to ensure you do not have spelling, punctuation, or grammar errors.
  8. 8. Course Design • Simplicity • Consistency • Clear and Intuitive  Include a Course Overview and Introduction
  9. 9. Course Design • Models • ADDIE Model  Analysis  Design  Development  Implementation  Evaluation • Backwards Design
  10. 10. Course Design What is Quality Matters? • A national set of Standards for the design of online and blended courses that improves student learning and course quality • The QM Rubric takes a holistic view of the course • A professional development opportunity
  11. 11. Quality Matters Rubric General Standards: 1. Course Overview and Introduction 2. Learning Objectives 3. Assessment and Measurement 4. Instructional Materials 5. Course Activities and Learner Interaction 6. Course Technology 7. Learner Support 8. Accessibility and Usability
  12. 12. Factors Affecting Quality of Courses • Course Design • Course Delivery • Course Content • Learning Management System (mainly for online and hybrid courses) • Institutional Infrastructure • Faculty Readiness • Learner Readiness
  13. 13. Learning Objectives Based on Bloom's Hierarchy of Learning, learning happens in levels. Levels of Learning (all learning is not the same): • Memorizing or Remembering • Understanding (what you memorize) • Applying (what your understand) • Creating, Evaluating and/or Analyzing (what you are applying – is it working?)
  14. 14. Learning Objectives
  15. 15. Syllabus Development • Know Elements of Syllabus • Don’t forget  Response Time  Net-etiquette  Course Policies  University Policies  Tutorials for required materials • Template
  16. 16. Rubric • What is a Rubric • Why Do We Use Them • Types of Rubrics • Key Steps  Purpose  Identify Criteria to be Assessed  Level of Assessment  Test the Instrument
  17. 17. Using Rubrics for Feedback Here's an example of a Rubric used to grade and provide feedback for written assignments: Student Name - Natalie Merchant Course - LIT 212 Date - April 25 Assignment - Paper Assignment Two Content/Development Subject Matter: • Key elements of assignments covered • Content is comprehensive, accurate, and persuasive • Displays an understanding of relevant theory • Major points supported by specific details/examples • Research is adequate and timely • Writer has gone beyond textbook for resources Sue, this is a very well written paper that appears to be the most complete report received to date. 1 point out of 1
  18. 18. Designing Your Course to be “Flipped” To "flip the classroom" it means to shift the focus from the teacher to the student.
  19. 19. Digital Studios The Faculty Center offers media services to all faculty who wish to make use of multimedia technology. We have the ability to create, edit, produce digital files that can be uploaded to YouTube and embedded into Blackboard, using Kaltura or Panopto. Locations: Digital Studio in NYC 1 Pace Plaza Birnbaum Library 2nd Floor E201 Digital Studio in Westchester Willcox Hall, Basement
  20. 20. Discussion Boards • Building Community • What’s it worth to me • Leading the Discussion • Facilitating vs. Dominating • Dialogue as Inquiry • The Art of Questioning
  21. 21. Visual/Verbal Feedback Providing frequent and timely feedback to your students is crucial. Students need appropriate feedback on performance in order to really strive and benefit from online/hybrid courses. Tools to use to provide feedback • Kaltura • Collaborate Ultra • VoiceThread • Talk&Comment • Explain Everything
  22. 22. Assessment • Summative  Limited  Not helpful for Student Development • Formative  On-going  Getting to know the student  Mechanisms
  23. 23. Course Delivery: Flipped • Have students to share resources and information they find pertaining to your course topic, rather than just reviewing the content you have collected. • Before the course begins, or on the very first day, ask you students what they know about the topic and what they hope to learn. • You can create a lecture for your students to review before a synchronous Collaborate session, and use the time during the session to have the students lead the discussion based on the material by posing questions and ideas. • Have one student or a small group of students be in charge of a topic – they lead the lesson, they create or share the videos/audios, and they answer questions from you and other students.
  24. 24. Example 1 to Structure a Hybrid Course • Instructor lectures and facilitates class discussion in the classroom • Students complete online assignments based on what was learned/discussed in class • These online assignments are also posted to the Discussion Board for feedback from classmates
  25. 25. Example 2 to Structure a Hybrid Course • Instructor uploads PPT, Panopto, or Kaltura lectures on Blackboard for students to review before coming to class • In class students engage, discuss, ask questions, and provide feedback (this can be done as a class as a whole or small group activities and discussions) • Students prepare small group projects online based on the topic/content and post them to the Discussion Board for debate and feedback from the whole class • After revision/edits, groups present their projects in class in the face-to-face class
  26. 26. Blackboard Course: Best Practices for Teaching Online
  27. 27. Faculty Center Consultation • Ally Kimmel: akimmel@pace.edu • Joe Seijo: jseijo@pace.edu • Main email for Faculty Center: FacultyCenter@pace.edu
  28. 28. Q&A
  29. 29. Contact Us facultycenter@pace.edu Dr. James Stenerson Director jstenerson@pace.edu (914) 773-3317 Joe Seijo Assistant Director jseijo@pace.edu (914) 773-3823 Ally Kimmel Manager, Faculty Support & Course Design akimmel@pace.edu (212) 346-1471