TELELAW Distance Education: Preparing Faculty to Teach the Distant Learner by Michael Simonson.
Preparing to Teach... a Model for Training Faculty
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Transcript of Preparing to Teach... a Model for Training Faculty
Preparing to Teach...
A Model for Training Faculty
5 Underlying Principles Guiding our Approach
Mike Meloy and Jennifer LewisMadison College Flexible Learning Conference
October 18, 2013
• CETL Fellows, facilitators of PTTH/O classes
• Classes result of VP of Learner Success request to develop “something” in 2007
• Courses focus:o Skills for successo Quality course development/facilitation
Who are we?
Online courses deliver education using the Internet for self-motivated students who wish to learn in their own environments, rather than on campus, using a computer to connect with the instructor and other course participants. Although these classes have a specific schedule, and have specific start and end dates, they do not require participants to meet on campus. They may require supervised or proctored exams, labs, and activities, depending on the subject matter and instructor’s design. Online courses are demanding; students must manage time well and be self motivated to be successful.
Hybrid courses at Madison College combine the best of traditional face-to-face teaching with innovative online learning methods. Students will be expected to attend scheduled face-to-face class sessions, but the number and/or length of the classroom time will vary depending on the nature of the course and the instructor. As little as 1/3 or as much as 3/4 of the traditional classroom instruction will be replaced with the online instructional methods. The online instruction component will promote student engagement through enhanced interaction with course material.
http://madisoncollege.edu/definitions
Madison College Definitions:
TOPICS:
•Defining the Online Classroom
•Designing the Online Learning Experience
•Course Organization
•Instructor's Presence
•Copyright and Academic Integrity Issues
•Managing the Online Classroom
•Online Learning Activities
What is PTTO?END PRODUCTS:
•Online Syllabus
•Welcome Letter
•Online Teaching Philosophy
•Self-defined Final Project
•Experience with Web 2.0 tools
TOPICS:
•Defining Hybrid Learning at Madison College
•Analyzing the Hybrid Learning Environment
•Adapting Learning Activities for Hybrid Learners
•Facilitation Methods and Logistics
•Academic Integrity Issues
•Curriculum Construction and Creating Hybrid Learning Activities
What is PTTH?End Products:
•Hybrid Syllabus
•Hybrid Teaching Philosophy
•Hybrid Learning Activity
•Experience with Web 2.0 Tools
• Teaching methods
• Facilitation, interaction and communication
• Course design and assessmenthttp://intranet.madisoncollege.edu/forms-db/forms/Course_Quality_Standards.pdf
1) Follow and Model Best Practices
Our Approach: • Course Navigation• Bridge F2F and Online• Three types of activities
Modeling Best Practices: PTTH
Image: http://commons.wikimedia.org/wiki/File:Stanley_compass_1.jpg
Our Approach: • Overall Course Design• Creating Online Community• Instructor Presence and Role• Three types of activities
Modeling Best Practices PTTO
Image: http://commons.wikimedia.org/wiki/File:Cairn_3.jpg
• Making an “in demand” course
• Aid in course creation
• Relevant deliverables
2) Create Student/Instructor Centered, Relevant Courses
Our Approach: • Online Student Experience• Discuss and Reflect• Develop Online Deliverables
o Welcome Lettero Online Syllabuso Final Project (self-defined)
Crafting a Relevant Course: PTTO
Image: http://www.flickr.com/photos/vitroids/4560252444/
Our Approach: • Embed and Reflect• Develop a Hybrid Toolbox
o Syllabuso Hybrid Learning Activityo Backwards Planningo Course Audito Hybrid Learning Plan
Crafting a Relevant Course: PTTH
Image: http://plus.maths.org/content/sites/plus.m
aths.org/files/puzzle/2012/hammer.jpg
• Web 2.0 tools used to enhance, not drive the classroom
• Shift focus away from content and delivery (shoveling content online)
3) Emphasize Process, Engagement, and Interactivity
Our Approach: • Work
Backwards• Mind the weave
Process, Engagement, and Interactivity PTTH
Image: http://en.wikipedia.org/wiki/Tais
Our Approach: • Focus on learning activities• Match tools to
activity
Process, Engagement, and Interactivity PTTO
Photo: http://www.flickr.com/photos/birgerking/4580358381/
• Addressing different Learning Styles
• Aids in increased engagement
4) Diversify Assessment Strategies and Activities
Our Approach: • Universal Design:
o Content representationo Action and Expression
knowledgeo Engagement - easiest in PTTO
recruit interest, sustain efforto http://www.udlcenter.org/aboutudl
Diversifying Assessment in PTTO
Photo: http://www.flickr.com/photos/katerha/5241746230/
Our Approach: • Facilitating Every
Student• Varied content and
assessment
Diversifying Assessment in PTTH
Blooms Taxonomy: The “Pegagogical Wheel
Image: http://www.flickr.com/photos/dougbelshaw/4100721032/
• Focus on the student’s learning needs
• Applied learning and critical thinking
• Knowledge retention
http://madisoncollege.edu/in/about-active-learning
5) Promote Active, Engaged Learning
Our Approach: • Use multiple active learning
techniques in each class h
ttp://madisoncollege.edu/in/active-learning-activities
Active Learning in PTTH
The Human Wiki
The Gallery Walk
The Jigsaw
Image: http://farm8.staticflickr.com/7096/7172836245_4604990036_o.png
Our approach:• Use diverse learning activities
each week
Active Learning in PTTO
Small Group Discussions
Case Studies
Wikis
Photo: http://www.flickr.com/photos/budslife/1771179517/
• Flexible and Online Learning Website: http://madisoncollege.edu/in/flexible-online-learning
• To register for PTTH/PTTO: http://madisoncollege.edu/in/cetl
For More Information on Flexible Learning at Madison College