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Win-Win Learning Activities: Adapting F2F to Online Learning May 18, 2005

Win-Win Learning Activities: Adapting F2F to Online Learning May 18, 2005. Molly Baker Teaching/Learning Center Black Hawk College. Plan for Today. Getting Ready Teaching Online: Let me count the ways! Shifts in Teaching Approach Impact on Course Design

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Win-Win Learning Activities: Adapting F2F to Online Learning May 18, 2005

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  1. Win-Win Learning Activities: Adapting F2F to Online LearningMay 18, 2005 Molly Baker Teaching/Learning Center Black Hawk College

  2. Plan for Today • Getting Ready • Teaching Online: Let me count the ways! • Shifts in Teaching Approach • Impact on Course Design • What does engagement/interactivity look like in online courses? • Sharing/Q&A

  3. Let Me Count the Ways! • Web-assisted: F2F class w/ syllabus, course handouts in WebCT; email • Web-enhanced: F2F w/ above + some use of discussion board lead by instructor and hotlinks • Blended: Less F2F, more learning in WebCT (tutorials, resources linked to assignments, quizzes, discussions) • Online: All or nearly all is online; student’s share respons. through collaborative work

  4. Shifts in Approach • From “How do I teach online?” to “How do I create an online learning experience?” • From “What should I do?” to “What are the students doing?” • From “information/content-centric” to “learner-centric” (flexible, interactive, collaborative, learner control) • From “instructor-led” to “instructor-facilitated” or “coached”

  5. Impact on Course Design • ATM machine first installed in a bank during banking hours; early online “lectures” functioned in “old paradigm” too • 79% of Web readers SCAN: “lectures” look very different, prompting active reactions • Online persistence is more about engagement than content, especially if learning the content does not seem essential to the learner • “Teaching” becomes designing and “facilitating” a learning experience, monitoring progress of student performance and making adjustments “on the fly.”

  6. Impact on Course Design • Multiple learning style preferences meet the “engaging” power of technology (audio, video, community, reflective, active learning, exploratory, facts/ideas, structure/free flow) • Access to world-class, interactive resources (art museums, simula-tions, archeology digs…) • Immediate access to online support (regis, advising, 24/7 library…) and feedback • Writing intensive: feedback is critical

  7. Faculty/student interaction Student/student interaction Student/content interaction Balance of each depends on: teaching philosophy (self-paced, paced in synch, collaborative learning?) disciplinary traditions desired learning outcomes of the course student characteristics Instructor preferences What is “engagement?”

  8. A few examples: • Blog • Class orientation • WebQuest • “Lectures” w/ built-in interactivity • Practice • Learning Games • Case Studies/Problem-based Learning • Simulations • Exploratory Learning • Many others: merlot.org

  9. Let’s Talk! • What ideas can you share? • What questions do you have? • What concerns do you have? • How can you use interactivity in ways that don’t take over your life? • How do you decide which interactive strategy to use in your courses?

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