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Strategies for Transforming Face-to-Face Courses to Hybrid or Fully Online Courses

Strategies for Transforming Face-to-Face Courses to Hybrid or Fully Online Courses . David Robinson, Ed. D. David Wizer, Ph. D. Lilly Conference- Spring 2014. Objectives.

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Strategies for Transforming Face-to-Face Courses to Hybrid or Fully Online Courses

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  1. Strategies for Transforming Face-to-Face Courses to Hybrid or Fully Online Courses David Robinson, Ed. D. David Wizer, Ph. D. Lilly Conference- Spring 2014

  2. Objectives • Participants will learn summary information related to online teaching and learning about Universal Design for Learning (UDL) and the Quality Matters Guidelines (QM). • Based on tenants of Universal Design for Learning (UDL) and the Quality Matters Guidelines (QM), participants in this session will present design and implementation strategies for transitioning face-to -face courses to blended (combination of hybrid of face to face) or fully online courses.

  3. Objectives (cont’d) • Session attendees will receive resources for designing an online course/course module to a model online course site, including electronic resources that facilitate the incorporation of UDL and QM in online course design.

  4. Introductions Fast Survey- Needs Assessment:Knowledge of Audience Members

  5. Transitioning • Transitioning from face to face via online. (focus on UDL, making it accessible to all). • Start small – 1 activity and build from there.

  6. Blackboard

  7. Design and Planning • Designing Engaging Online EventsCapture their attention

  8. Design and Planning – Modules • ID each component in print • Examine a sample online module • Keys to success in an online course • Play accompanying video file from DMC

  9. Design and Planning - Modules • Examine, module 4 from, ISTC 667, in print and video capture. • Module 4 - focus on discussion; note the discussion timeline and dates. • Sample module screen capture video.

  10. What resources do you provide?

  11. UDL & QM • Background • Purpose of UDL & QM

  12. QM Examples • Varied Course activities, assessments and resources tied to clearly stated grading policies

  13. Instructional Planning • Engaging Online EventsIntriguing case- a puzzle

  14. UDL • Set of principles for curriculum development… provide all students equal opportunitiesto learn (Rose, Meyer, Strangman & Rappolt, 2002; CAST 2011).

  15. UDL Elements • Flexibility built into materials • Recognition networks- methods of presentation with examples and alternatives.

  16. Methods of Presenting • Video & • Pictures • Provide vivid information

  17. Useful Graphics

  18. UDL Elements • Strategic networks- methods of expression, feedback, and apprenticeship.

  19. Consider a new app

  20. UDL Elements • Affective networks- options for engagement which provide choice, support and challenges.

  21. Use a Chart- group differences

  22. Feedback • Audio – video options • Screen capture files • Timely replies

  23. Management • Need to be constantly monitoring during online activity, very much a facilitator. • Point of contact for emergencies. • Flexibility – stuff comes up. • Availability • Instructor access

  24. Second Language Learning • Helpful points for second language learning

  25. UDL & QM • Questions? • Added note- Online Success is time consuming and requires on-going involvement by both faculty and students

  26. Discussion Prompts Experienced • Share your successes in implementing online instruction. • What tools and strategies would you recommend to your peers in designing and implementing online instruction? • What would be the next steps you would like to take in delivering online instruction? Lesser Experienced • Share your interests in online learning. • Do you have specific lesson that you would like to transition to online learning? • What do you perceive as difficulties/barriers encountered in implementing online instruction? • What would you recommend as the first steps in transitioning to the online instruction?

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