‘Skeptically Optimistic’ in an Open Online Course

1. ‘Skeptically Optimistic’ in an Open Online Course David S. Stein, Ph.D. Constance E. Wanstreet, Ph.D.

2. “I [had] a lot of skepticism towards being able to teach online . . . [and] develop the same sort of meaningful relationships with my students online.” Boot Camp participant

3. Boot Camp for Beginning Online Instructors • Create favorable attitude • Self-paced • Asynchronous 20-hours/five days • Quick-start guide

4. Boot Camp features • Videos from experienced GTAs • E-book for guidance • Challenges to simulate online classroom • Desire2Learn and iTunesU versions • http://go.osu.edu/OnlineInstructor

5. Desktop version Daily challenges Readings Videos

6. Designed around five challenges • Making the transition to online teaching • Building online spaces for learning • Preparing your students for online learning • Managing and facilitating the online classroom • Assessing learner outcomes

7. How do skeptical but hopeful GTAs learn to teach online?

8. Portable Pedagogy • No more fixed locations • iPads, iPhones, everyday technology • Use visual, aural, and textual features to create/express learning • Internet access to: • Materials • Resources • Other learners • Instructor

9. Activity system elements Tools • Use LMS tools Participants Articulate roles Social Practices Identify types of interaction Learning Community Identify ways to engage Outcome Facilitate parts of a course Stein, D. S., & Wanstreet, C. E. (2011). Teaching in the future: A blueprint for faculty development. In S. D’Agustino (Ed.), Adaptation, resistance and access to instructional technologies: Assessing future trends in education (pp. 445-459). Hershey, PA: IGI Global.

10. Tools Facilitate a course using the LMS Describe when to use discussions Describe when to provide feedback Distinguish between when to use a dropboxor a discussion board Demonstrate how to use news items Demonstrate how to use admin tools (i.e., gradebook, email)

11. Using email as an admin tool

12. Participants Articulate roles of faculty and students Assess readiness to teach Describe how to manage time and establish relationships Prepare students for the experience Direct students to technical help Compose welcome and expectations messages

13. Welcome message

14. Social Practices Identify different types of interaction • Learner-learner • Learner-instructor • Learner-content • Learner-interface Recognize what type of interaction is appropriate when Describe how to facilitate various types of interaction

15. Interaction and social presence

16. Learning Community Identify different ways to engage Articulate differences: Collaboration Cooperation Individual knowledge acquisition

17. Fostering community over coffee

18. Outcome Facilitate various parts of an online or hybrid course

19. Assess outcomes

20. Did it work? • I have confidence to teach online: 100% • I can use online tools: 100% • I can get to know my students as well online as in person: 75% • I can connect well with my students: 67% • (N=52)

21. “Through the readings, activities, andthe videos from experienced online instructors, I have a better sense of the opportunities of online teaching, whereas before I saw mostly limitations. I have gained comfort with the prospect of teaching online.” Boot Camp participant

22. Reflections • “opened up new tools and concepts” • “probably the best way to prepare” • “enhanced my desire to make sure my students feel connected” • “refined my understanding of online teaching”

23. Engagement • Multiple opportunities to give back • Relate • Apply what they learn to their own courses • Create • Complete learning activities • Donate • Share their learning with others • (Kearsley, G., & Schneiderman, B. (1997). Engagement theory: • A framework for technology-based teaching and learning. • Educational Technology, 38(5), 20-23.

24. Contact us • David Stein, stein.1@osu.edu • Connie Wanstreet, wanstreet.2@osu.edu • iTunes U: http://go.osu.edu/OnlineInstructor