Introduction to Online Teaching & Learning

Introduction toOnline Teaching & Learning @One Winter Institute January, 2010

Nuts and Bolts of Creating a DE Course All materials available at “Interactivity Course Page” at the bottom of http://faculty.riohondo.edu/mpilati/

Did you know? • http://www.youtube.com/watch?v=cL9Wu2kWwSY

Cool Tool • Jing • Screen capture • Free • AMAZINGLY simple (no learning curve) • http://www.jingproject.com/

Sanity-saving Tips • Trick them to read your instructions • FAQs • Opportunity to explore • Be organized • Use carrots and sticks

Getting started.. • What MUST be ready on Day 1 of your course?

Getting started.. • Develop a sample welcome letter and a 1st announcement.

Your technical needs • What do you need to know? • What resources are available to you?

You and your course • What expectations do you have of yourself – and of your students? • What can they expect of you? • What kind of instructor will you be?

Orienting the Student • Technical Requirements • Becoming a good online student

Orienting Students to Your Online Course • Preparing students for what to expect in your online course can ensure they hit the ground running with the first assignment. Here are just a few strategies to consider: • Allow students access to your course site before the course begins so they can familiarize themselves with at least the syllabus and some sample content. • List minimum and ideal technical requirements for your course so students can be sure both their computer and Internet service provider meet course standards. • Build a browser test site that includes an example of the various types of media your course will use. This will ensure students have the correct plug-ins or viewers installed on their computer before they need them.

Orienting Students to Your Online Course • Make early contact with each student. A simple welcome e-mail greeting sent to students’ personal e-mail address can help establish good rapport. • Introduce your students to the “help desk” or other departments on campus that can assist them with technical issues. • Let students know what they can expect from you. How quickly will you respond to e-mails? How will grades be posted? How will you evaluate course discussion? • Send students on a technology “scavenger hunt” across the Internet that allows them to practice technical skills they will need in the course, such as searching for web sites, downloading files, posting to the discussion board, and so on. • http://www.vfc.project.mnscu.edu/

Things to Consider • Provide tips to students • Offer assessments • See “Readiness Quizzes” • Directions • “Treasure hunt” • Practice

What make a successful online student? http://www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp

What makes… • Be open minded about sharing life, work, and educational experiences as part of the learning process. • Be able to communicate through writing. • Be self-motivated and self-disciplined. • Be willing to "speak up" if problems arise. • Be willing and able to commit to 4 to 15 hours per week per course.Online is not easier than the traditional educational process. In fact, many students will say it requires much more time and commitment. • Be able to meet the minimum requirements for the program.

What makes… • Accept critical thinking and decision making as part of the learning process. • Have practically unlimited access to a computer and Internet Service. • Be able to think ideas through before responding. • Feel that high quality learning can take place without going to a traditional classroom.

An online student is expected to: • Participate in the virtual classroom 5-7 days a week (is that realistic?) • Be able to work with others in completing projects (“”) • Be able to use the technology properly • Be able to meet the minimum standards as set forth by the institution • Be able to complete assignments on time • Enjoy communicating in writing (“”)

Retention • According to a 2007 literature review on strategies for reducing distance learning attrition, "Attrition rates for classes taught through distance education are 10 to 20 percent higher than classes taught in a face-to-face setting." The reasons, according to the study, are many: difficulties with time management, personal issues (finances, child care, job demands), and problems with the courses themselves (unclear directions, inadequate support, lack of feedback from the instructor, and so forth). Dominguez believes that many of his students have unrealistic expectations of what taking an online course means: "A lot of times people think it's going to be easier. They drop when they find it's not. Or they think it's flexible, so they may not even log in for several weeks. • http://campustechnology.com/articles/2009/12/01/keeping-them-online-and-in-school.aspx

Retention Challenges • time management • personal issues • problems with the courses themselves • unclear directions • inadequate support • lack of feedback • unrealistic expectations • Ease/effort • Flexibility

Retention • What is the key to retention in a campus-based class? • What keeps your students engaged? • How should a student feel when they log into your course for the 1st time?

Online Content • What do you do in class?

To lecture or not to lecture • You would never hand students a text and say – go learn! • YOU teach/facilitate/guide – passively and actively • Alternatives to a “lecture”? • Guides, notes, study questions – if you are not adding something, then there is a problem

Using lectures • Do reinforce lectures with projects and discussion topics. (What other ways might you reinforce important topics?) • Do encourage students to print out long documents. (Be sure to make this possible.) • Don't include lectures that are too long. http://sln.suny.edu/index.html

Using lectures • Don't just put your lecture notes or power point presentations online--no one will be able to understand them without you there to explain. • Boring! • Powerpoint > accessibility issues http://sln.suny.edu/index.html

Using lectures • Do break up large blocks of text with section headers and keywords. • Don't expect students to learn passively without instructor/peer interaction. http://sln.suny.edu/index.html

Lecture Options • Audio • Powerpoint • Text

Lecture Options • Audio • Must also provide transcript • Powerpoint • Must be accessible • Other means?

Video, perhaps? • http://www.youtube.com/watch?v=xTOwE3hnEWk • http://www.youtube.com/watch?v=yT3jh2aZN68&feature=PlayList&p=2CC06557AC6512FD&index=0&playnext=1 • http://www.youtube.com/watch?v=I9t-gYnPNaw • http://www.youtube.com/watch?v=fG5lfB7APXs

Video, perhaps? • Classics.. • http://www.youtube.com/watch?v=L4jIC5HLBdM • http://www.youtube.com/watch?v=mkO87mkgcNo&feature=related • http://www.youtube.com/watch?v=TFdUtCAXAUM • www.youtube.com

Lecture Options - Text • Lecture with links and images, built with accessibility in mind • Labeled images • Use of links is not necessary for comprehension (why?) • Links are not overly used • Accessible alternative • Text only version • Printable

Lecture Options - Text • Recognize the students have varied needs • Read online or print out • Stop and start • Chunk • Time estimates

Improving Lectures • Interactivity • Activities • Self-assessment • Relate clearly to readings, discussions, and assignments • Be a person – they have a text already • The importance of personality..

Things to keep in mind.. • Consistency • Sanity • Repetition • Effective use of communication tools • No one is perfect the 1st time out – reworking is normal • Avoid just repeating what you do in the classroom – rethink for online

Seven Good Teaching Principles Chickering & Gamson (1987) • Encourage faculty to student interaction • Respond promptly and ask your students for information • Encourage student to student interaction • Group projects • Discussions • “Getting to know you” assignment

Seven Good Teaching Principles Chickering & Gamson (1987) • Promote active learning • Design assignments that ask students to apply knowledge • Communicate high expectations • Provide examples of good work • Provide thorough instructions so that students are clear about what you want – this may also minimize cheating

Seven Good Teaching Principles Chickering & Gamson (1987) • Facilitate time on task • Avoid busy work – be sure that every experience is a learning experience • Provide rich, rapid feedback • Don’t just tell students an answer is wrong – explain why it is wrong • Respect diverse learning • Address different learning styles and use multiple forms of assessment

Publisher Materials • Pros • Cons

So far… • Structure • Content • Next steps: • Assignments/assessments • Timelines • Due dates? • Pace?

Tips • Be realistic • Be flexible • Establish and communicate policies • Encourage communication

Assessment… • How do you make your assessments • effective, • ensure integrity, • facilitate student learning, • and maintain your sanity?

Assessment • Which of the following best measures what a student has learned? • essay • multiple-choice tests • performance-based assessments • portfolios of the student's best work • all of the above

http://www.lpsd.k12.co.us/learning_services/lpcassessment.htmhttp://www.lpsd.k12.co.us/learning_services/lpcassessment.htm • If you picked "e. all of the above", you recognize that different types of assessments must be used to address the many purposes for which assessment data are needed. No single assessment measure can serve all purposes equally well, thus the development of a comprehensive approach to assessment is essential.

“It is assessment that helps us distinguish between teaching and learning.” • A very SLO statement.. • Who cares? • Um… you?

How do you make your assessmentseffective? • What does it mean for an assessment to be “effective”? • Valid? • Measuring what? • How much thought do you give to whether or not your assessments are effective when you are teaching face-to-face?

General Principles to Promote High Quality Assessment of Student Learning • Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. • http://captain.park.edu/facultydevelopment/effective_assessment.htm

General Principles to Promote High Quality Assessment of Student Learning • Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. • Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. • Assessment works best when it is ongoing, not episodic.

General Principles to Promote High Quality Assessment of Student Learning • Assessment fosters wider improvement when representatives from across the educational community are involved. • Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about.

General Principles to Promote High Quality Assessment of Student Learning • Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. • Through assessment educators meet responsibilities to students.

Effective Assessment • Where to start? • What are you assessing? • How will you assess it? • What feedback will you provide? • How will student learning be facilitated?

Introduction to Online Teaching & Learning