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Building Online Communities Through Sustained Training

Discover the key to successful online teaching and course delivery through sustained training. Explore strategies for effective facilitation, creating engaging course content, and fostering interaction among instructors and students. Gain the knowledge and support you need to create a thriving online learning community.

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Building Online Communities Through Sustained Training

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  1. Creating Community Through Sustained Online TrainingKatie Datko Pasadena City College

  2. Your Experiences • Briefly with another person(s) discuss your experience as a first time online instructor. What was it like to teach? What support did you have for course delivery? • (If you haven’t yet taught online, feel free to discuss your perception of what online teaching/course delivery will be.) • Brainstorm a list of adjectives/emotions that describe your experience. • If you haven’t yet taught online, discuss what your thoughts/emotions about online teaching are. Feel free to post here

  3. Some Ideas About Professional Learning…. …the key to greater success in professional development rests not so much in the discovery of new knowledge, but in our capacity to use deliberately and wisely the knowledge we have… Gurskey (1995)

  4. Training: Craft Model Wallace (1991, p. 6)

  5. Training: Experiential/Reflective Model • Experience-Based Model • The trainer as facilitator • Shared experiences as training focus • Learning through reflection • Tillema & Imants (1995)

  6. PCC Distance Education Program 2003 to Present

  7. Online Model Course Program • 7 High Demand/Impact Courses • PCC owns content

  8. 3 Step Process to Teaching Online

  9. Facilitator Training • Hybrid/mostly online/8-10 weeks • 3 Weeks Practical Training; 7 weeks Reflective Learning • Faculty Trained • 2013 • 35 Faculty Participants • 2014 • 72 Faculty Participants • 2015 • 17 Faculty Participants • 2016 • 6 Faculty Participants Total Trainings: 10 Total Faculty Trained: 130

  10. Facilitator Training Objectives • Apply principles and best practices for online course facilitation using the CANVAS Learning Management System (LMS). • Summarize the Federal, State and compliance issues that relate to online instruction. • Integrate and create appropriate, accessible, and affordable rich course content (multimedia) in the LMS. • Synthesize your experiences through ongoing reflective discussions/journals, observations and peer feedback.

  11. Facilitator Training Structure • Introduction to Online Learning • Being a Student • Online Courses @PCC • Basic LMS Training • Accessibility • Logistics • Policies & Procedures & PCC • Getting Course Up & Running • Week 1 Observation • Engaging Your Learners • Interaction: CA Title 5, Regular & Effective Contact • Weekly Community-Building Check-Ins • Online Observation + Feedback

  12. Reflection Examples • Write a short discussion post describing both a positive and negative experience with group work either as an instructor or a student (or both!) • How are you feeling about teaching your course? What are some things that you have done to foster interaction in your class(es)? Specifically think of the types of Instructor-Student interactions you have done and the Student-Student interactions that have taken place in your course. • Check out this article, Facilitating Every Student in an Online Course.Choose one strategy/skill to try this week from one of the following sections of the article: • Discipline and Motivation • Synergy and the Online Learning Community • Communication Skills Write a short discussion post describing the strategy you chose, the situation you used it in, and how it worked.

  13. Feedback: Module Content

  14. Feedback: Objectives

  15. Additional Support CANVAS ‘course’ • Resources • Updates & reminders • Discussion boards • Small groups to connect to other instructors

  16. Feedback: Future Topics

  17. Future Plans/Goals • Ongoing Support for Facilitators/Peer Mentors • Open course to entire campus (4 week course) • Create & maintain Communities of Practice • Specific workshops to meet teaching needs • Regular input from facilitators for improvement • ePortfolios Presentation Images: Guilia Forsythe from Flickr; open source photos from Bing

  18. Resources • Gurskey. “Social-Psychological and Institutional Factors.” Professional Development in Education: New Paradigms and Practices. New York: Teachers College, 1995. 114-131. Print. • Tillema, Harm, and JeroenImants. "Training for the Professional Development of Teachers." Professional Development in Education: New Paradigms and Practices. New York: Teachers College, 1995. 135-150. Print. • Wallace, Michael. Training Foreign Language Teachers: A Reflective Approach. Cambridge: Cambridge University Press, 1991. Print. • PCC Faculty Website: http://online.Pasadena.edu/faculty • Email: cadatko@pasadena.edu

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