TEACHING ONLINE. Page | C1. Course 1: INTRODUCTION. Course duration. 90
minutes. Author name. Professor Karen Swan, Ph.D., University of Illinois ...
TEACHING ONLINE Course 1: INTRODUCTION Course duration Author name Course overview
90 minutes Professor Karen Swan, Ph.D., University of Illinois Springfield
The purpose of this brief course is to introduce participants to the Teaching Online Program and its five constituent courses – ‘Mastering Pedagogy in the Online Environment’, ‘Designing and Developing your Online Course’, ‘Being a Successful Online Instructor’, ‘Using Technology Tools in Teaching Online’, and ‘Studying Online: A Guide for Students’. Students will be introduced to online learning and its continuing and rapid evolution. Four themes that will be woven throughout the courses in the program will also be highlighted – Interactivity/Engagement, the Community of Inquiry framework, Blended Learning, and online learning as a Disruptive Technology. Participants will plot their paths through the courses and create portfolios for saving their work within them. Unit 1 title Welcome Screen title Screen learning outcome Notes on screen content 1a. Program participants will establish a personal connection Brief written welcome. Welcome to the program. Video introduction with Karen Swan (and course authors). 1b. Program participants will be able to identify the major Voice over major goals graphic – Karen Swan. Program goals goals of the program. Activity – participants rank order major goals (drag and drop) in terms of their relevance to themselves. 1c. Program participants will understand basic program Brief written introduction to program navigations: How to use this program navigation, what its learning features are and how they • The overall structure of Teaching Online benefit. • The pedagogical features of Teaching Online (different learning features and what they have been designed to achieve) • How the program can be used Graphic: Icons and interactive buttons chart.
1d. Introduction to the Teaching Online Courses 1e. How to get the most out
Program participants will be able to name the five courses in the program and summarize the content of each. Program participants will understand how the program can be differentially navigated and chart their own paths
Interactive activity on navigation, icons and buttons. Brief written introduction to each course. Video introductions to each course by the course author and reviewer. Paths through program for various types of participants with varying levels of knowledge and experience. Page | C1
TEACHING ONLINE of Teaching Online
through it. Activity – Diagnostic exercise to help participants identify the skills and knowledge areas on which they should focus. Activity – participants chart their personal path through the program. Activity – participants are encouraged to download the program portfolio to collect and document their work.
Unit 2 title Screen title 2a. The role of online learning
Online learning in higher education Screen learning outcome Program participants will be able to define online learning and briefly describe its role in higher education today.
2b. A brief history of online learning
Program participants will be able to summarize the evolution of online learning from distance education, distinguish between the two, and discuss the role of technology in the continuing evolution of online learning.
Notes on screen content Overview of online learning including definition, extent, major research findings, and growing role in higher education. Links to major reports; articles, blogs, TED talks, etc. Overview of continuing evolution of online learning and the role of technology in that process; Sloan-C pillars. Links to major articles, blogs, videos, TED talks, etc. Poll with feedback and reflection – participants will investigate the debate of the role of technology in the evolution of online learning.
2c. Online learning formats
2d. Introduction to the program themes
Program participants will be able to identify several formats for the delivery of online learning and give examples of each.
Program participants will understand how major themes (‘engagement/interactivity’, ‘Community of Inquiry Framework’, ‘blended learning’, and ‘a disruptive technology?’) will be interwoven throughout the courses in the program.
Portfolio activity – participants explore the role of online learning at their institutions. Brief introduction; table of formats and examples. Activity – participants will drop and drag new format examples into table. Application – participants will write a brief paper telling which format(s) they would be most comfortable using and why. Brief written introduction to program themes (which will be individually introduced in the remainder of the Introduction). Video introduction to program themes and their role throughout the courses – Karen Swan. Page | C2
TEACHING ONLINE Unit 3 title Screen title 3a. Interactivity: A defining characteristic
Program theme: Interactivity/engagement Screen learning outcome Program participants will be able to explain why interactivity is a defining characteristic of online environments and why it is so important in online courses.
Notes on screen content Brief introduction to medium theory and defining characteristics of media; why interactivity defines computing media and online learning in particular; Moore’s 3 types of online interactions + interaction w/ interface. Links to online materials.
3b. Engagement: Beyond interactivity
3c. Assessment is interaction
Unit 4 title Screen title 4a. Community of Inquiry framework
4b. Social presence, teaching presence, cognitive presence
Program participants will be able to identify strategies other than interactivity to engage students in online learning, such as use of technology, linking to students experience, differentiated instruction, and authentic assessment.
Program participants will understand that assessment is possibly the most important form of interaction online and the importance of assessment feedback. Program participants will be able to explain the concepts of authentic assessment and give examples of each. Program theme: Community of Inquiry framework Screen learning outcome Program participants will be able to describe the Community of Inquiry (CoI) model and research supporting its efficacy.
Program participants will be able to name and define the three CoI presences and tell why their development is important to learning online.
Activity – participants will list as many online interactions in Moore’s categories as they can. Brief introduction to notion of engagement, National Survey of Student Engagement (technology findings), and ways of engaging students. Links to NSSE, videos, strategies websites, Go2Web20, etc. Activity – students use Go2Web20 and Bloomin’ Apps websites to explore online applications and share them in a wiki. Activity – Assessment scenarios that participants evaluate and/or respond to. Written and video (Tom Reeves) introduction to authentic assessment. Links to videos, articles, websites, etc. Notes on screen content Brief written introduction to CoI framework; CoI graphic; CoI survey. Video introduction to CoI framework – Randy Garrison. Link to CoI website and other web materials on CoI. Brief written descriptions of presences and their importance w/ examples. Videos of researchers of development of various presences – Peter Shea, Jennifer Richardson, Ben Arbaugh, etc.
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TEACHING ONLINE
4c. Practical applications
Program participants will be able to describe ways in which the CoI framework can be used to improve teaching and learning in online environments.
Activity – participants drag and drop different scenarios onto CoI graphic into either individual presences or overlaps. Brief introduction to practical applications of CoI. Video about use of CoI to improve online program – Scott Day; other videos about uses of emerging technologies to enhance presences – Phil Ice and others. Activity – case study; participants will use CoI framework to suggest ways to improve online courses.
Unit 5 title Screen title 5a. Blended learning
5b. Decisions, decisions: Blending with purpose
Program theme: Blended learning Screen learning outcome Program participants will be able to describe blended learning and research supporting its efficacy. Participants will be able to distinguish between multiple conceptualizations of blended learning. Program participants will understand the concept of “blending with purpose” and be able to give examples of purposeful blends.
Notes on screen content Brief written introduction to blended learning, multiple models of blending, and blended learning research with graphics. Links to websites, videos, articles, etc. Gibson’s notion of affordances and constraints and Picciano’s concept of blending with purpose. Blending with purpose graphic, link to Picciano paper and video. Link to Kathy Schrock’s Blooming Apps. Videos of instructors who use blended learning describing what they do and why.
5c. Flipping the classroom
Program participants will understand the concept of “flipping the classroom” and describe its advantages and disadvantages.
Activity – participants fill in a blending with purpose graphic relative to a class they teach or imagine with their own activities and defend their choices. Brief introduction to concept of flipping the classroom. Link to Khan TED talk, articles, other videos, etc. Activity – participants will develop a PowerPoint lecture (storyboard/script) to support a flipped class. Page | C4
TEACHING ONLINE Unit 6 title Screen title 6a. Online learning: Shapeshifter 6b. A Disruptive Technology? 6c. MOOCs
6d. Learning analytics
Program theme: A ‘disruptive technology’? – How quickly online learning is changing and evolving and how to deal with it Screen learning outcome Notes on screen content Program participants will appreciate the rapid changes in Written introduction to rapid pace of change in online learning. technologies, course formats, delivery mechanisms, and economic models affecting online learning and begin Links to videos, websites, articles, etc. considering what is fundamental to it despite the changes. Program participants will be able to describe Christensen’s Brief written introduction to Christensen’s ideas. notion of disruptive technologies and discuss why or why not they believe online learning is disruptive. Links to videos, articles, blogs, etc. Program participants will be able to describe and discuss Written introduction to MOOCs. MOOCs and state their positions regarding them. Links to videos, articles, blogs, Udacity, Coursera, EdX.
Program participants will be able to define and discuss learning analytics and give examples of how they can be used to improve online and blended teaching and learning.
Activity – participants will discuss how their institution could respond to and/or embrace online learning and its rapidly changing characteristics. Written introduction to learning analytics. Links to articles, videos, websites, blogs, EDUCAUSE analytics materials, etc. Interactive game – participants try to optimize learning by setting and responding to dashboard parameters.
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