Online Instructor Design Series

1. Online Instructor Design Series Instructional Design UpdateJanuary 29, 2013 10 am - Collaborate Instructional Design Update In this session, the Instructional Design team will present innovative and creative design approaches for your online classroom. Innovation is not necessarily about technology, but rather about developing new ways of teaching and approaching your students in the virtual world. This session will provide methods and ideas to strengthen your online course. Inga Oberst Mobile Blogging Josh Hill Online Experiential Learning Gayle Nelson Instructor Presence Sheila Morgan Group Peer Review with Rubric Stanley Ross Online Lectures Loubna Zahri Icebreakers

2. Online Instructor Design Series Instructional Designer Inga Oberst Moblogging What is it? Mobile Blogging – using a smart phone or other mobile device to post photos, video, audio or text to an online blog site. Why use it? Familiar to students Student-centered Constructivist in nature Engages learners

3. Moblogging • 4 R’s of Net Generation Learning • Record • Reinterpret • Recall • Relate http://mlearning.edublogs.org/category/mobile-phone/moblogging/page/2/

4. Moblogging • 4 R’s of Net Generation Learning • Record • Reinterpret • Recall • Relate http://mlearning.edublogs.org/category/mobile-phone/moblogging/page/2

5. Moblogging • Examples of Moblog Sites You May Want to Explore: • Facebook.com • Moblog.net • Edublog.org • Blackboard Blog Feature

6. Moblogging • Ways to Use a Moblog: • Bio Lab - experiment, capture on video, share observations, discuss • Art Class – photograph local art, share and discuss

7. Moblogging • Things to Consider: • Privacy - open to class members only • Ground Rules - provide written expectationsand rules • Accessibility – able to access from smart phones, mobile devices, laptops, desktops

8. Online Instructor Design Series Instructional Designer Josh Hill Online Experiential Learning What is it? Knowledge, skills, and abilities attained through observation, simulation, and/or participation that provides depth and meaning to learning by engaging the mind through activity, reflection, and application. Why Use It? Meaningful Education Information Synthesis Transfer of Learning

9. Online Experiential Learning

10. Online Experiential Learning Healthcare Simulations:

11. Online Experiential Learning Economic Simulations:

12. Online Experiential Learning Virtual World Simulations:

13. Online Instructor Design Series Instructional Designer Gayle Nelson Instructor Presence Why is it SO Important? Establishing: communication connection trust

14. Instructor Presence

15. Instructor Presence

16. Instructor Presence

17. Instructor Presence Don't let your online STUDENT miss the face-to-face classroom!Don't let your online STUDENT feel isolated! Strategies for your consideration…

18. Instructor Presence PERSONALIZE Your Course Establish… • Communication • Connection • Trust

19. Instructor Presence • ESTABLISH Deadlines and Time Frames • Succinct Directions • Clear Expectations • Easy-to-find Deadlines Effective Communication

20. Instructor Presence • BUILD Comfort, Trust, and Community • Intro/ Photo/ Bio/ Contact • eMails using StarFish data • StudyBuddy Notes Connection and Trust

21. Instructor Presence • CREATEInstructor Presence NOW! • Prepare! • Be consistent! • Stay organized! • COMMUNICATE well! • CONNECT with your students!! • Establish TRUST!!!

22. Online Instructor Design Series Instructional Designer Dr. Sheila Morgan Group Peer Review with Rubric The benefits of peer reviews Peer review activities

23. Group Peer Review with Rubric Peer Reviewers Learn from Giving Comments • Reciprocal Peer Learning • Learning Writing by Reviewing Hypothesis • Two Roles • Reviewer • Writer • Rubric as a Guide

24. Group Peer Review with Rubric Example Rubric Questions in Peer Review • Are inline text citations quoted correctly with author? See example : Human beings are described as "symbol-using animals" (Burke 3). • Identify values in your group’s paper with positive feedback. What did you like? What were the best or strongest points? What interested or excited you? What words struck you forcibly or resonated with you? What surprised you? • Does the paper have a Reference page? See example: ReferencesMorgan, S. (2013). Why Teachers Should Use Technology in Their Classes. Jackson: McGraw- Hill, Print.

25. Group Peer Review with Rubric Example of Activity Posted in Discussion Board

26. Online Instructor Design Series Instructional Designer Stanley Ross Online Lectures What is it? Benefits for the STUDENTS and YOU!

27. Online Lectures • What is it? Lets instructors digitally record their lectures (using audio and/or video, screen capture, or PowerPoint slides) and make those recordings available to students online. • Benefits for the STUDENTS and YOU! • Increased student retention. • Helps explain difficult topics. • Better retention of class material. • Improved test scores • Convenience.

28. Online Lectures • The 4 BE’s: BE Clear BE Concise BE Exciting BE Short

29. Online Lectures • Blackboard Collaborate is a software solution that offers a social, interactive learning experience with virtual classrooms, online conferencing, and instant messaging that engages everyone, every time, and everywhere. • Pros • It is FREE, to use within Blackboard. • You can record a session or use it for a live session. • You can use the screen input and video input at the same time.

30. Online Lectures How to get started? Click Course Tools in the Course Menu and Click on Blackboard Collaborate Create a Session and View Tutorials • How to get started with Blackboard Collaborate? • The Faculty Resources Page has tons of tutorials on how to use this software package. Just scroll down to the section labeled “Blackboard Collaborate.”

31. Online Instructor Design Series Instructional Designer Loubna Zahri Icebreakers Rationale Icebreaker IDEAS

32. Icebreakers Definition: Ice-breakers refer to those introduction activities during which students can come to know each other and their instructor.

33. Ice-breakers • Rationale: • Human interaction does not happen naturally in an online environment. Thus, ice-breaker activities foster a sense of community and collaboration among students. They allow for a student to become emotionally connected with school and increases motivation.

34. Ice-breakers • After completing the ice breaker activity, students will: • feel more comfortable and begin interacting with other students and the instructor • feel motivated and less isolated in the online environment • have a chance to try LMS in a low stress activity

35. Ice-breakers • Example of ice-breaker ideas: • Time Capsule • Two Lies and a Truth • Miscomm-puter-unication

36. Ice-breakers • It’s important: • To keep it simple • Make it fun • Be aware of time constraints • Consider your audience • Consider the technology: • Discussion Board • Blackboard IM • Collaborate • Voicethread

37. Contact Your Designer http://trojan.troy.edu/etroy/facultydevelopment/index.html

38. April 16 -17 • eColloquium Registration: • http://trojan.troy.edu/etroy/colloquium/registration.html • Call for Presentations: • http://trojan.troy.edu/etroy/colloquium/call-for-presentations.html

39. References • Angelino, L. M., Keels Williams, F., & Natvig, D. (2007, July 1). Strategies to Engage Online Students and Reduce Attrition Rates. The Journal Of Educators Online, Volume 4, Number 2. • Beckem, J. & Watkins M. (2012). Bringing life to learning: Immersive experiential learning simulations for online and blended courses. Journal of Asynchronous Learning Networks, 16 (5), 61-71. • Berry, R. W. (2009). Meeting the challenges of teaching large online classes: Shifting to a learner-focus. MERLOT journal of online learning and teaching, 5(1), 176-181. • Brooks, E., & Morse, R. (2013, January 14). Methodology: Best online business programs rankings. U.S.News & World Report. • Cho, H. & Cho, K. (2011). Peer reviewers learn from giving comments. Instructional Science, (39), 629 – 643.

40. References • Craig, S. (1997). What is experiential learning? Unpublished manuscript. University of Lethbridge. • Dai, M. (2007, December 1). 10 Ways to Engage Students in an Online Course. Online Cl@ssroom. • DuVall, J. B., Powell, M. R., Hodge, E. & Ellis, M. (2007). Text messaging to improve social presence in online learning. Educause quarterly, (3), 24-28. • Elison-Bowers, P., Sand, J., Barlow, M. R., & Wing, T. J. (2011). Strategies for managing large online classes. International journal of learning, 18(2). • Feeler, W. G. (2012). Being there: A grounded-theory study of student perceptions of instructor presence in online classes. (Doctoral dissertation). • Kelly, R. (Editor). (2008). Strategies for teaching large classes. [Web Report]. • Low, L. (2006, August 8). Four R’s Model and Mobile Learning Activities [Web log message]. Mobile Learning.

41. Online Instructor Design Series Instructional Design UpdateJanuary 29, 2013 10 am - Collaborate Instructional Design Update In this session, the Instructional Design team will present innovative and creative design approaches for your online classroom. Innovation is not necessarily about technology, but rather about developing new ways of teaching and approaching your students in the virtual world. This session will provide methods and ideas to strengthen your online course. Inga Oberst Mobile Blogging Josh Hill Online Experiential Learning Gayle Nelson Instructor Presence Sheila Morgan Group Peer Review with Rubric Stanley Ross Online Lectures Loubna Zahri Icebreakers