An Overview of Teaching Online Bruce Cameron, J.D. eLearning Development Specialist Special Projects (60 distance courses at the U of A) Teaching Online - Index Paradigm Shift 3 online Integration Levels Online Syllabus - examples Evaluation of Course Design Community of Inquiry Getting going Skills you need to acquire Paradigm Shift There is more to putting course content online than moving the syllabus into a learning management system (D2L). It is also a mistake to think that the objective for moving courses online is merely to give more students enhanced educational access. Using technology also requires we rethink how we teach in order to serve all students better. Garrison (2008) The field of e-learning is marked by a juxtaposition of new technology and old pedagogy. Levey (2005) The rules are changing, and there is increased pressure on institutions of higher education to evolve, adapt, or desist. Swail (2002) A new technology driven pedagogy is emerging which moves instructional pedagogy from the behaviorist to a constructivist approach in creating a community of inquiry (CoI) which requires a faculty trained in online social, teaching, and cognitive skills. Garrison (2008) Cognitive psychology : Learner as active processor of information Emphasis on internal mental states Considers perspective and knowledge of student Constructivism: Encourage knowledge formation Process is different for each student Self-directed exploration Discovery learning Construction of concepts, schema and mental models Truth and knowledge is constructed by students based on perspective and experience Teacher observes, coaches and facilitates Students create meaning Behavioral Psychology Psychology is based on observable behavior Behavior is determined by outcomes Knowledge is manifested in behavior (correct answers) Objectivism: Question is put to student Student is told if answers is right Positive reinforcement for right answers Cycle is repeated fro wrong answers External truths and knowledge exists for learners to memorize Teacher control Students learn meaning Paradigm Shift Behavioral PerspectiveCognitive Perspective Teacher CenteredLearner Centered Give me the correct answerShow me your solution Students learn others thinkingStudents develop own thinking Learner as a memorizerLearner as a processor Rote memoryActive memory Knowledge transmissionKnowledge formation Teacher provides resourcesStudents find resources Brain in neutralSocratic thinker Limited thinkingHigher order thinking skills Individual studyCooperative learning Teacher dominatesTeacher observes, coaches, facilitates 3 Online Integration Levels Web-Assisted Web-assisted courses follow a traditional F2F curricular design but, (1) basic materials about the course and/or instructor are placed in a D2L course site to provide ease of access to course information, and (2) they may incorporate a minimal usage of various online activities to enhance learning. Web-Assisted Online content: Syllabus Handouts 2 3 D2L tools Discussion board Grades Etc. Blended/Hybrid Hybrid/Blended Courses are courses in which a significant portion of the learning activities have been moved online, and time traditionally spent in the classroom is reduced and/or repurposed, but not eliminated. Blended/Hybrid Online content: Syllabus Handouts Lectures Media Links to resources Collaborative groups Dropboxes Grades Quizzes Distance Distance Courses are courses where class interaction and management takes place in the online environment; may include synchronous and/or asynchronous learning activities; may require proctored exams and may include opportunities for face-to-face orientations, but there are no physical class attendance requirements. Distance Online content: Syllabus Handouts Lectures Media Dropboxes Grades Quizzes Discussions Chat Links to resources Collaborative groups Online assignments Class announcements Second Life Checklists Glossary Blogs Competencies Schedule FAQ Rubrics etc. Online Syllabus Content Tab Course Map Instructor Info Basic Syllabus Instructional index NO INSTRUCTION Content Structure Administrative Instruction T HTML Q D A 4 Evaluation of Course Design Good Practice: Encourages Student-Faculty Contact Encourages Cooperation Among Students Encourages Active Learning Gives Prompt Feedback Emphasizes Time on Task Communicates High Expectations Respect Diverse Talents and Ways of Learning (Seven Principles for Good Practice in Undergraduate Education Chickering & Bamson, 1987) Quality Matters Rubric Standards The eight broad standards include: Course Overview and Introduction Learning Objectives Assessment and Measurement Resources and Materials Learner Engagement Course Technology Learner Support Accessibility MarylandOnline, Inc. 2008 13 Best Practices 1) Navigational instructions make the organization of the course easy to understand. 2) A statement introduces the student to the course and to the structure of the student learning. 3) The learning objectives of the course describe outcomes that are measurable. 4) The learning objectives address content mastery, critical thinking skills, and core learning skills. 5) The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources. 6) The grading policy is transparent and easy to understand. 7) Assessment and measurement strategies provide feedback to the student. 8) The instructional materials support the stated learning objectives and have sufficient breadth and depth for the student to learn the subject. 9) Instructional materials are presented in a format appropriate to the online environment, and are easily accessible to and usable by the student. 10) The learning activities promote the achievement of stated objectives and learning outcomes 11) Learning activities will foster instructor student, content student, and if appropriate to the course, student student interaction. 12) Clear standards are set for instructor response and availability (turn around time for, grade posting, etc.). 13) The tools and media support the learning objectives of the course and are integrated with texts and lesson assignments. Community of Inquiry (CoI) ElementsCategoriesIndicators Social Presence Open communication Group cohesion Affective/personal Enabling risk-free expression Encouraging collaboration Expressing emotions, camaraderie Cognitive Presence Triggering event Exploration Integration Resolution Having sense of puzzlement Exchanging information Connecting ideas Applying new ideas Teaching Presence Design & Organization Facilitation of discourse Direct instruction Setting curriculum and methods Sharing personal meaning Focusing discussion Blended Learning in Higher Education, Framework, Principles, and Guidelines, Garrision & Vaughan, Jossey-Boss, 2008 Community of Inquiry Teaching Presence Cognitive Presence Social Presence Setting Climate Selecting Content Supporting Discourse Educational Experience Getting Started Putting course content online is more than a matter of converting the syllabus to HTML and placing it in D2L. Make a list of learning objectives and their corresponding current learning activities, measurements, potential online activities. Conversion Chart ObjectiveCurrent LAOutcome Measure Online LAOutcome Measure #1Read Ch 1Class discussion of question xyz Read Ch 1Small group discussion report xyz to class discussion as a whole # 1LectureClass discussion of question abc Brief videoFind other viewpoints of abc online #1QuizGroup Synthesis project to Dropbox. Week One: What To Do With The Lecture? PowerPoint w/narration Video Text document HTML page Audio file Research the Internet Interactive Learning Object Online Teaching Activity Index Art Projects Article (Journal) Critiques Audio Recordings (Includes Podcasting) Blogging Brainstorming Case Briefs Case Studies & Case-Based Instruction Community Action Concept Mapping Debate Design Projects Discussion Question Activities Document Analysis Drill and Practice Essays Fieldwork (Includes Apprenticeship) Fishbowl Gaming Group Debugging Group Problem Solving Group Reports Hypothetical Situations Ice Breakers Inductive Reasoning Interviews Jigsaw Journaling Kinesthetics KWL Laboratory Experiments Learning Contracts Literature Review Multimedia Presentation (Video and Film) Oral Reports Peer Editing / Review Portfolios Presentations Procedural Demonstration (Perform a given action) Q & A (Students pose questions) Quizzing Reflections Review (Play, Movie, Audio, Book, etc.) Role Playing Scavenger Hunt Simulations Socratic Dialogue Webquest Wikis Get Going Select online integration level Select Course Map layout Select Instructional page layout Determine pedagogy Objectives / outcomes Learning activities: Community of Inquiry Evaluation student/course Quality control Online Technical Skills Technology, by itself is neutral .It is essential that we place pedagogy above technology. Thornburg (1992) Often forgotten is the training that the instructors needed for quality distance learning programs. Crys (1997) Online Technical Skills Typing Microsoft Word markup HTML D2L Tools Multimedia creation Computer/Internet Technology does not teach. You do! The End