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STRUCTURE OF PROFESSIONAL DEVELOPMENT-MODULE FOR

NACOL’S STANDARD I :QUALITY ONLINE TEACHING:

iNACOL Mission: Ensure all students have access to world-class education & quality online learning opportunities that prepare them for lifetime of success

This PD will concentrate on Standard I Pg. 14

The online teacher will demonstrate competency in using data from assessments and other data sources

to modify content and to guide student learning. There are 6 principles in relationship to Standard I

(pg. 14) that teachers will be held accountable and must demonstrate mastery in all skills-

DEVELOPMENT-MODULE FOR INACOL’S STANDARD I

QUALITY ONLINE TEACHING: CONT.This professional development will focus on the six

principles in relation to Standard I which include:

1) Effective management strategies,

2) Understands online course management tasks,

3) Knows & understands student readiness for course,

4) Knows & understands students success is an important measure of teaching & course content,

5) Knows & understands the importance of student self-assessment,

6) Knows & understands the role of student empowerment in online learning,

MODULE OBJECTIVES FOR STANDARD I:

Upon completion the learner will be able to:

1) Effectively incorporate time management skills into an online learning course

2)Use a variety of digital programs to assist in management skills

3) Set up a survey to poll students for information

4) Design a WIKI page

5) Design a Self-Assessment and Reflection Form

6) Begin building on eLearning Toolkit

PRINCIPLE 1:THE ONLINE TEACHER KNOWS AND UNDERSTANDS EFFECTIVE TIME MANAGEMENT STRATEGIES

Teacher will demonstrate the ability to apply:

1) The 6 strategies for time management in teaching an online course effectively—Reference: http://itdl.org/journal/feb_06/article01.htm

Read the article on Time Management Strategies (see above reference)

Get with a partner and discuss the difference between F2F teaching and online teaching in relationship to time management

2) Read the time saving tips in Moodle: This tip will decrease wasted time in discussions forums

Reference:

http://ecampus.nmit.ac.nz/moodle/mod/book/view.php?id=41234&chapterid=5611

3) In Moodle set up a discussion forum

asking students viewpoints on Academic honesty

concerning online learning.

PRINCIPLE 2: THE ONLINE TEACHER KNOWS AND UNDERSTANDS ONLINE COURSE MANAGEMENT TASKS.

The learner will demonstrate the ability to:

1) Put together an e-learning toolkit to assists in class assignments—Reference: http://blended.online.ucf.edu/blendkit-course-diy-project-tasks/ Complete Task: 01 & 02:

Course Blueprint & Design for Interaction Learning

2) Manage the Moodle course management system (CMS) to create online learning sites

Reference: http://moodle.org/

Principle 1 Activity 2 & 3 will assist with managing the Moodle site

PRINCIPLE 3: THE ONLINE TEACHER KNOWS AND UNDERSTANDS WAYS FOR TEACHER AND STUDENTS TO ACCESS STUDENT READINESS FOR COURSE CONTENT AND METHOD OF DELIVERY

The learner will demonstrate the ability to:

1) Schedule events and poll students using Doodle Mydoodle

Reference: http://www.doodle.com/

2) Take the learning style inventory (LSI):

Reference: http://people.usd.edu/~bwjames/tut/learning-style/stylest.html

After taking the LSI get with a partner and discuss:

What are the different types of learning styles?

What are ways you can differentiate instruction for online learners?

PRINCIPLE 4: THE ONLINE TEACHER KNOWS AND UNDERSTANDS THAT STUDENT SUCCESS (E.G., GRADE, LEVEL OF PARTICIPATION, MASTERY OF CONTENT, COMPLETION PERCENTAGE ) IS AN IMPORTANT MEASURE OF TEACHING AND COURSE SUCCESS.

The learner will demonstrate the ability to:

1) Access student information to gather important data in determining student’s level of readiness

2) Create various styles of evaluations to meet the needs of individual students

(Example: Design a rubric for a project) Reference: Rubistar

http://rubistar.4teachers.org/ (Create a rubric for a high achieving student and one for a low achieving student)

Name types of assessments online teachers can utilize.

How can teachers prevent cheating on assessments?

With a partner design an Academic Honesty Policy

PRINCIPLE 5: THE ONLINE TEACHER KNOWS AND UNDERSTANDS THE IMPORTANCE OF STUDENT SELF-ASSESSMENT.

The learner will demonstrate the ability to:

1) Design a transition assessment tool for students

The tool will be used to collect data on student interests, strengths, weaknesses

For insight locate: Student Self-Assessment and Reflection Form: Website http://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/TuesTips/Student_Self_eval_benefits.pdf

PRINCIPLE 6: THE ONLINE TEACHER KNOWS AND UNDERSTANDS THE ROLE OF STUDENT EMPOWERMENT IN ONLINE LEARNING.

The learner will demonstrate the ability to:

1) Design a WIKI page for students to interact and contribute to projects

2) Read the article: Online Learning design that fosters student support, self-regulation, and retention. Website: https://pantherfile.uwm.edu/simonec/public/Motivation%20retention%20articles/Articles/Fisher_OnlineLearningDesign.pdf

3) After reading the article list instructional strategies teacher can utilize to build student ownership with online learning.

PROFESSIONAL DEVELOPMENT DOES NOT STOP-CONTINUE TO GROW &

DEVELOP

Upon completion of each activity under each principle the learner will advance a step closer to becoming a quality online instructor.

Quality instructors seek to improve daily in their profession-Never accept the status quo & continue to grow and develop as an online instructor

Set the bar high-your students will meet your expectations & sometime surprise you

I have supplied an excellent source to begin your e-learning toolkit- Go ahead: eat your frog now!! http://www.elearning.ubc.ca/toolkit/academic-continuity-toolkit/

Thank you for your participation, listening and

learning skills!

REFERENCESDoodle. (2012). Easy scheduling. Retrieved on June 29, 2012 from http://www.doodle.com

/

Fisher, M., & Baird, D. (2005). Online learning design that fosters student support, self-regulation, and retention. Emerald Research Register, 22(2), 88-107.

iNACOL. (2011). National standards for quality online teaching. Retrieved on June 29, 2012 from http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf

Indiana Secondary Transition Resource Center. (n.d.) Student self-assessment & reflections. Retrieved on June 28, 2012 from http://www.iidc.indiana.edu/styles/iidc/defiles/INSTRC/TuesTips/Student_Self_eval_benefits.pdf

Instructor Magazine (2009). What’s your learning style? Retrieved on June 29, 2012 from http://people.usd.edu/~bwjames/tut/learning-style/stylest.html

Moodle. (2011). What is moodle? Retrieved on June 29, 2012 from http://moodle.org/about/

Nelson Marlborough Institute of Technology. (2012). Time saving tips in moodle. Retrieved on June 29, 2012 from http://ecampus.nmit.ac.nz/moodle/mod/book/view.php?id=41234&chapterid=5611

Rubistar. (2008). Welcome to rubistar. Retrieved on June 29, 2012 from http://rubistar.4teachers.org/

Shi, M., Bonk, C., & Magjuka, R. (2006). Time management strategies for online teaching. International Journal of Instructional Technology & Distance Learning. Retrieved on June 28, 2012 from http://itdl.org/journal/feb_06/article01.htm

University of Central Florida. (n.d.) Blendkit course: DIY project tasks. Retrieved on June 29, 2012 from http://blended.online.ucf.edu/blendkit-course-diy-project-tasks/