Moving Instruction from Traditional Classroom to the Online Environment

1. Moving Instruction from Traditional Classroom to the Online Environment Rita-Marie Conrad, Ph.D. Based on Faculty Guide for Moving Teaching and Learning to the Web (Boettcher and Conrad, 2004)

2. Session Objectives • Present a framework for Web-based instruction • Build upon your knowledge as an experienced educator • Develop an Course Design Plan for your course • Discuss a “phased” move of your course to the Web

3. Today’s Format • Interactive presentation • Reflective Moments • Group discussion

4. Reflective Question #1:Why do you teach the way that you do?

5. Reflective Question #2:What is your teaching philosophy? What are your goals in the learning environment? What elements are key to you?

6. Purpose of Education • “…provide assistance to learners that enables them to achieve levels of development (and efficiency) that they would not be able to achieve by themselves.” • J. Tiffin and L. Rajasingham (1995)…based on Vygotsky’s work,

7. Behaviorism • Shape a learner’s behavior • Instructor presents Stimuli to elicit a specific Response • B.F. Skinner • manipulate environment • observable behavior change

8. Cognitivism • Learner processes information • Input-processing-storage-retrieval • Instructor manages info input • Learner active participant • Bruner & Vygotsky (social cognitivists)

9. Constructivism • Learner builds knowledge • Learner-centered environment • Learner creates educational experience • Instructor is manager/facilitator of learner-defined environment

10. Heritage of John Dewey, Philosopher and Educator • Key to effective educational experience is interaction and continuity • Learner needs to be an active participant

11. Adult Learning Theorists • Malcolm Knowles • Andragogy • Jack Mezirow • Transformation Theory • Stephen Brookfield • Self-direction

12. What is an Online Learning Environment?

13. Real-Time Interactive Dialogue Multicast Presentations Research - Knowledge Creation Real-Time Seminars Net as the Gathering Place Tutorials and Questioning Secure Evaluations Collaborative Projects World Wide Web as Framework for Instruction

14. 8 Shifts of Interactive Learning(Tapscott, 1998) Linear, sequential/serial Hypermedia Learning Instruction Construction/discovery Teacher-centered Learner-centered Absorbing materials Learning how to learn School Lifelong One-size-fits-all Customized School as torture School as fun Teacher as transmitter Teacher as facilitator Interactive Learning Broadcast learning

15. Third Generation (1975-1995) • Electronic communication • email, chat, bulletin boards, computer networks, videoconferencing, audioconferencing • Materials highly structured but more ad-hoc directions and support possible • Student viewed as active learner, participant, contributor (advent of on-campus practices of collaborative learning) • Two-way interaction • synchronously and asynchronously

16. Fourth Generation (1995-2005?) • High-bandwidth transmission capabilities for individualized, customized, and live video interactive learning experiences --- desktop videoconferencing, the Internet • Highly interactive --- even more than face-to-face • A learning community can be created • Materials highly structured but interactive technologies provide for ad-hoc support of learners • Student is active learner, participant and contributor

17. What is Your Teaching Philosophy? • Lecture versus discussion • Consider learner experiences • Learner interaction • Promote self-direction

18. Role of Online Instructor • Becomes motivator and facilitator • Online “coach” and manager • Learning environment engineer • an “orchestrator of multimedia technologies” (Chute, Sayers, Gardner, 1997)

19. Role of Online Instructor • Facilitating vs. delivering • Building “community” • Online feedback • Setting Active Learning Objectives

20. Role of Online Learner • Generator of knowledge • Member of online community • Co-creator of learning environment • Active participant