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Converting a Face-to-Face (F2F) Class Lesson to an Online Lesson Guide

Converting a Face-to-Face (F2F) Class Lesson to an Online Lesson Guide. Quality Matters Peer Review Panel. Selecting a module. Identify a lesson that is taught later in the semester that can be pulled forward without impacting the natural flow of your course.

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Converting a Face-to-Face (F2F) Class Lesson to an Online Lesson Guide

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  1. Converting a Face-to-Face (F2F) Class Lesson to an Online Lesson Guide Quality Matters Peer Review Panel

  2. Selecting a module • Identify a lesson that is taught later in the semester that can be pulled forward without impacting the natural flow of your course. • It must not be contingent on any previous lessons – it needs to be a stand alone lesson. • It must be a lesson that doesn’t require students to use skills they have not learned.

  3. Evaluate Your Approach for this Lesson • How does this lesson fit with your overall learning outcomes for the course? • How will you assess students on the content from this lesson? • What learning activities are you using in your F2F (Face to Face) class for this lesson and how can this content be taught online?

  4. Experiential Learning (Kolb, 1984) • Remember the importance of experiential learning, even in online course content delivery… • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

  5. Online Delivery Options There are two methods to deliver your content. Frequently both methods are integrated into the lesson design. • Asynchronous learning is a “student-centered teaching” method that uses online learning resources to facilitate learning outside the constraints of a common time and place. (Mayadas, F (March 1997), "Asynchronous learning networks: a Sloan Foundation perspective", Journal of Asynchronous Learning Networks). • Synchronous Learning occurs when both instructor and students are in the same place at the same time. For online learning this is a shared virtual location. (Hrastinski, S. (2008). Asynchronous & synchronous learning. Educause Quarterly, 4, 51-55. Retrieved from http://net.educause.edu/ir/library/pdf/EQM0848.pdf).

  6. Effective Assignments • Assignments should bridge gap between theory and practice • Assignments should not be cookie cutter exercises in regurgitating the text, but allow for individual scholarly exploration • Assignments should ideally allow for experimentation method in the Kolb (1984) model

  7. Creating Student Interaction When creating your module, plan for 3 types of interaction: • Interaction between the student and the content material • Examples: discuss questions posed by content, analyze examples/cases, research related content or its applicability in current situations • Interaction between the student and you • Examples: post follow-up questions, live chat, provide a synthesis/post-mortem of their discussion • Interaction among students in the class • Examples: group discussion/chat, collaborative research or analysis, pro/con debate

  8. Transitioning from F2F to Online Note: There are other tools that be used this is a sample. Also students must be taught how to use the planned tool.

  9. Virtual Learning Environment • Identify where you will conduct the online lesson. • Some considerations are: • Students must have easy access to the virtual location. • Students must have knowledge and ability to access this virtual environment. • Options for students who do not have access to the environment must be considered (Example: If you create a synchronous event, record it so students who are unable to view it at the designated time, can view it at a later time.) • Virtual Learning Environments are: • Blackboard • WordPress • Google Docs • Personal websites • Dropbox and others

  10. Getting Started With Learning Interactive Tools in Blackboard Source: http://ondemand.blackboard.com/r91/documents/getting_started_with_interactive_tools.pdf

  11. Collaboration Tools in Blackboard • Allow for real-time instruction and office hours through Bb. • Lecture Hall (Virtual Classroom) • Office Hours (Chat) • You can record collaborated sessions for future review.

  12. Collaborations Tool, cont’d Refer more information from https://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Instructor/050_Course_Tools/Collaboration_Tools/Chat

  13. Other Technology Tool Options • Create the lesson using tools that will benefit students with multiple learning styles. • Examples of software tools: PowerPoint, WordPress, Screenflow, Camtasia (Available on campus) • Free online tools include: Screen-o-matic, Jing, Prezi, Audacity, Google Docs, http://www.screenmailer.com/ • Tips on narrating presentations: https://medium.com/p/4394c4d69f0d

  14. Assistance For Assistance contact any of the following people: • School of Arts and Sciences • Sarah Ficke • Yan Beal • School of Business • Bill Combs • Michelle Liu • School of Education and Human Services • Ryan Foster • Elizabeth Langran • Malek School of Health Professions • Terri LaMonica • Jennifer Tripken • Center for Teaching and Learning • Sue Conrad

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