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“Where Are You Going, Where Have You Been?”

“Where Are You Going, Where Have You Been?”. Strategies for Making the Transition from On-Ground to Online Teaching Daniel Facchinetti & Kaitlin Walsh CTDLC E3 Conference May 28, 2014. Who Are You?. Faculty, Staff, Admin, Other ? Taught online before? Developed an online course?.

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“Where Are You Going, Where Have You Been?”

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  1. “Where Are You Going, Where Have You Been?” Strategies for Making the Transition from On-Ground to Online Teaching Daniel Facchinetti & Kaitlin Walsh CTDLC E3 Conference May 28, 2014

  2. Who Are You? • Faculty, Staff, Admin, Other? • Taught online before? • Developed an online course?

  3. About Charter Oak • Connecticut’s public online college • 2592 students enrolled in courses (2012-13) • 2325 students enrolled at COSC (FA 13) • over 80% PT • 73% Connecticut Residents • 66% Female • Average age 38 • 600 degrees awarded (2012-13)

  4. COSC Instructional Design

  5. Our Course Development Process

  6. Guiding Faculty What sort of guidance do faculty need to envision a full-semester’s worth of course content before actually teaching a course? • Many faculty work on their courses throughout a semester. • We encourage faculty to plan out the entire course prior to the beginning of a term. Our course development methodology is built around that. • Trying to maintain a consistent look and feel. • Consistency matters for students with disabilities • Reducing student anxiety

  7. ADDIE Model • Analysis • Design • Development • Implementation • Evaluation

  8. Analysis • Planning an online course involves identifying goals of the course (student learning outcomes) and analyzing how to realistically achieve those goals. • Learning objectives have three parts: • Performance • Conditions • Criterion

  9. Course Proposal • Addresses analysis, design, and some development • Faculty developer (SME) proposes course within a template • Proposal sent out for peer review

  10. Setting Objectives Early On

  11. Design & Development

  12. Considering Instructional Methods

  13. Developing Instructional Methods

  14. Aligning Instructional Methods

  15. Implementation

  16. Implementation

  17. Evaluation • Student Evaluations • Faculty/peer review evaluations

  18. Lost in Translation? How do we translate traditional teaching methods such as lectures, discussions or other forms of in-class participation? • Making the move to “facilitator” or “curator”

  19. ENG 302 – World Lit for Children

  20. SOC 315 – Sociology of Diversity

  21. MGT 360 – Small Business Mgmt.

  22. POL 150 – American Government

  23. HIS 101 – US History 1 “The Jamestown settlement was a fiasco!” Agree? Disagree?

  24. Why do this? • More chances to be creative & active in the course. • Not necessarily a direct translation from on-ground to online, but on-ground methods can serve as a compass to launch online discussions and activities.

  25. Discussions • How do in-class discussions translate into structured online discussion forums? • Do in-class discussions privilege the spontaneous production of ideas? • Or do online discussion forums preclude spontaneity?

  26. Web Conferences & Engagement Using WebEX for: • Office hours • Public speaking projects • Group and team assignments • Instructors provide guidance on final projects (i.e., the CPS)

  27. Attendance and Participation What is “classroom time” when an instructor doesn’t have a classroom? • What we talk about when we talk about “participation”

  28. One instructor’s perspective • “…we want some degree of casual or even unfounded opinions in the discussions, or they will just dry up.” • “The research is clear that students want and need to learn from each other, and too ‘heavy’ an instructor presence leads to face-classroom type online classrooms, with the professor downloading all wisdom and the student being passive and quiet – this isn’t what we need or want. … we need to be there but not in a dominating role.”

  29. The Official Definition • “Academic attendance”  “attendance at an academically-related activity” • Physically attending a class • Submitting an assignment • Taking an exam, tutorial, computer-assisted instruction • Attending a study group • Participating in a discussion • Initiating contact with the instructor • Charter Oak’s policy – 2 graded assignments per week

  30. Benefits of Asynchronous Learning Does an asynchronous learning environment benefit certain types of students or learning styles more than others? • Knowles’ six principles: • Adults are internally motivated and self-directed • Adults bring life experiences & knowledge to learning experience • Adults are goal-oriented • Adults are relevancy oriented • Adults are practical • Adults like to be respected

  31. Thank You! • Daniel Facchinetti - dfacchinetti@charteroak.edu • Dr. Kaitlin Walsh – kwalsh2@charteroak.edu

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