Developing E-Teaching Standards and Professional Practices

1. Developing E-Teaching Standards and Professional Practices Yianna Vovides: Director, Instructional Design Patty Dinneen: Instructional Designer Howie Southworth: Instructional Development Specialist

19. Change Happens • The technological environment will continue to expand rapidly and diversify • One must be able to adapt readily and yet maintain quality in teaching

20. Today’s Model of M-Learning

21. Tomorrow’s Model of Pervasive Learning

22. Information Is Not Instruction • Today, content delivery is easy and getting even easier • Interactivity is getting there slowly • Base practices and skill-sets are needed to help teachers help interactivity get there • In other words: Technology is here and growing, but base practices are slight

23. Why Base Practices? • Let’s examine teaching • Let’s enhance teaching • Let’s enhance learning

24. 1. Digital Literacy Digital Literacy means being able to successfully navigate, negotiate, comprehend, and otherwise responsibly traverse the ever-growing multidimensional collection of digital technologies.

25. 1. Digital Literacy: The visual

26. 2. Asset Inventory An educator must be able to take stock of which technology options they have before them, which technologies are accessible to their students, as well as which type(s) of support they have available within the institution for assistance and/or training.

27. 2. Asset Inventory: The visual

28. 3. Content Collection Indeed collecting the materials for any course is important, essential. Educators must ask themselves during this process: Given the type of technology/assets that students have access to, is my material of appropriate length and format to reach my students?

29. 3. Content Collection: The Visual

30. 4. Learning Path Design When an educator is to design their learning path, the diverse platform(s) that defines the pervasive learning landscape must influence how you ask the learner to learn.

31. 4. Learning Path Design: The Visual

32. 5. Assessment Authoring Are shorter quiz forms more appropriate for a mobile telephone? Does anytime, anywhere learning mean that an educator can assist students with review during more hours leading up to an in-class exam? Does the traditional “study group” become much larger due to a more accessible network of people-with-devices?

33. 5. Assessment Authoring: The Visual

34. 6. Learner Engagement Given the digital literacy of an educator, it becomes imperative to stay “ahead of the curve” and acknowledge that in order to engage the student, one must be aware of how best to do so.

35. 6. Learner Engagement: The Visual

36. 7. Learner Management We know who is accessing what materials and when, for how long, with whom, and how ”active” one student may or not be.

37. 7. Learner Management: The Visual

38. 8. Reenvisioning Lastly, we reach the traditional review and evaluation portion of the practice of E-Teaching, Re-Envisioning.

39. 8. Reenvisioning: The Visual

40. Yianna Vovides: Director, Instructional DesignPatty Dinneen: Instructional DesignerHowie Southworth: Instructional Development Specialistcitl@gwu.eduhttp://citl.gwu.edu