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Orientation to Teaching Online,[object Object],Audrey L. CutlerCenter for Instructional Advancement and Technology,[object Object]
Welcome!,[object Object],All about you!,[object Object],Name, Department,[object Object],Experience with online and hybrid courses (as faculty or student),[object Object],Goals? Concerns?,[object Object]
 ,[object Object],Objectives,[object Object],By the end of this workshops, participants will be able to: ,[object Object],Define online and hybrid courses at Towson,[object Object],Identify the steps involved in preparation for and design of your online or hybrid course using the Quality Matters rubric,[object Object],Evaluate the Digital Media Classroom as a resource for your online and hybrid course ,[object Object],Locate instruction design, library, and technical resources for assistance through the design process,[object Object]
 ,[object Object],Defining Online & Hybrid Courses @ TU,[object Object]
 ,[object Object],Defining Online & Hybrid Courses @ TU,[object Object],Online Courses – Require no face-to-face meetings (no trips to campus) and all instruction is delivered electronically.,[object Object],Hybrid Courses – Taught partially online. The face-to-face classroom meetings are reduced by at least 50% and replaced with online activities.,[object Object],Web-supported Courses – Face-to-face classes that use online resources such as Blackboard to support instruction (unofficial designation).,[object Object]
Online Teaching and LearningChallenges and Rewards,[object Object], ,[object Object],Challenges:,[object Object],Communication,[object Object],No real-time F2F communication & synergy,[object Object],Slower communication,[object Object],Majority of courses are still text-based,[object Object],Time Management ,[object Object],More independence - Both for you and students,[object Object],24/7 access,[object Object],Rewards:,[object Object],Flexibility (own pace, space, time),[object Object],Individual attention; guide each student,[object Object],Addresses different learning styles,[object Object],Self-reflection in redesign leads to better teaching,[object Object]
 ,[object Object],Changing Perspectives,[object Object],Face-to-Face Classes,[object Object],Instructor-centered (lecture-centered),[object Object],Take place on campus,[object Object],Designated days to meet,[object Object],Instructional content and interaction occurs during class session,[object Object],Online Course,[object Object],Student-centered ,[object Object],Housed in Blackboard,[object Object],Weekly modules – you create when your week starts/ends,[object Object],24/7 Access,[object Object],Content provided via Blackboard,[object Object],Writing/reading to communicate,[object Object]
 ,[object Object],Your New Role as the Facilitator/Coach,[object Object],Support students to construct their own knowledge,[object Object],Does not diminish the role of the instructor/faculty member,[object Object]
 ,[object Object],Similarities,[object Object],You’re the expert!,[object Object],Online, we often face these same concerns in face-to-face courses:,[object Object],Student attrition,[object Object],Students do not comprehend course content &,[object Object],Students do not participate actively in class discussions ,[object Object],The key to resolving many of these concerns:,[object Object],Well designed and organized online/hybrid course,[object Object],Clear and timely communication on the parts of both instructors and students,[object Object]
Interaction and Feedback in a Traditional Course,[object Object]
Interaction and Feedback in a Traditional Course,[object Object],Instructor Presentation,[object Object],Discussion ,[object Object],Simulation,[object Object],Question and Answer,[object Object],Classroom assessments,[object Object],Office hours,[object Object],Extra help,[object Object],Review,[object Object],Group-Oriented Work,[object Object],Assessment ,[object Object],E-mail,[object Object],Where does it go?,[object Object]
Understanding Content ,[object Object],Lecturette and graphics,[object Object],DMC & Video,[object Object],Audio ,[object Object],PPT with audio,[object Object],Web resources,[object Object],Guest lectures,[object Object],Simulations,[object Object],Case studies,[object Object],Question and answers for clarification,[object Object]
 ,[object Object],Face-to-Face Communication,[object Object],Face-to-Face signals used to gauge student comprehension or have reached content overload,[object Object],Body language,[object Object],Blank stares ,[object Object],Lack/lots of questions,[object Object],Information given verbally in class,[object Object],Learning community,[object Object],Where does it go?,[object Object]
 ,[object Object],Online Communication,[object Object],These same types of cues can be identified in online course ,[object Object],response to assignments, discussions, or the number of times a student accesses the course,[object Object],Clear, timely and accurate communication,[object Object],Be Consistent!,[object Object],Set and keep weekly or bi-weekly deadlines (not daily for online course),[object Object],Post assignments on time (can use blackboard release features),[object Object],Learning community,[object Object],Created through  ice-breakers, ongoing discussions, groups, peer-review assignments, feedback,[object Object]
 ,[object Object],Online Communication,[object Object],Syllabus: Contract and Map – Use to set expectations, deadlines and policies.,[object Object],Create a clear, explicit course schedule.,[object Object],Email your students before class starts!,[object Object],Hand-hold students through their first time in the course site and the first three weeks.,[object Object],Keep consistent, student-centered design in Blackboard.,[object Object],Encourage not only faculty to student communication, but also student to student communication. ,[object Object],Build time into your schedule to communicate,[object Object]
[object Object]
Q & A
Feedback
Applications and interpretation questions
Problem questions/Case studies
Connective and causal effect questions
Comparative questions
Evaluative questions
Critical questionsInteraction – Using Discussion Board & Groups,[object Object]
GroupAreas,[object Object],[object Object]
Group Projects
Journals,[object Object]

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Online Courses: How are they unique?

Hinweis der Redaktion

  1. Easier for students to get (and stay) lost
  2. Focus on online coursesB/c more independent-Content provided weekly via BlackboardVisit coppin bb site?