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Lessons from the field:Lessons from the field:An analysis of online instructorsAn analysis of online instructors’’ lessons learned about teaching lessons learned about teaching onlineonline
Joni Dunlap Patrick LowenthalUniversity of Colorado Denver Boise State University
We created a list of We created a list of ““lessons learnedlessons learned””
about teaching online coursesabout teaching online courses so far… so far…
PatrickPatrick’’s #1: s #1: Feedback Feedback is is essentialessential
JoniJoni’’s #2: s #2: Don't under-estimate Don't under-estimate the power of fun, play, & the the power of fun, play, & the unexpectedunexpected
Started collecting “lessons” from colleagues at conferences...
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Data collection
• CiTE 2011, Denver, CO
• CU Online Symposium 2011, Aurora, CO
• Colorado Learning & Teaching with Technology (COLTT) 2011, Boulder, CO
• ED-MEDIA 2012, Denver, CO
• EDUCAUSE Learning Initiative (ELI) 2013, Denver, CO
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Your lessons…
Now it’s your turn!
What are your lessons learned?
Go to http://tinyurl.com/LessonsLearnedELI2013
12
Google Doc
Analysis of “lessons learned”
• Shared preliminary themes with conference colleagues, modified based on feedback
• Review of results, seven themes emerged: 1. Preparation2. Student support3. Assessment and expectations4. Structure and presentation5. Engagement and activity6. Presence7. Personal impact
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#1. Preparation• Be prepared up front to be flexible
(expect the unexpected, no matter how prepared you think you are)…
• Be well prepared. Quality comes from advanced thoughtfulness.
• Have plans A, B, C... for all modalities
• Nothing beats preparation
• Technology fails. Have a back-up plan.
15
#1. Preparation• Be prepared up front to be flexible
(expect the unexpected, no matter how prepared you think you are)…
• Be well prepared. Quality comes from advanced thoughtfulness.
• Have plans A, B, C... for all modalities
• Nothing beats preparation
• Technology fails. Have a back-up plan.
16
#1. Preparation• Be prepared up front to be flexible
(expect the unexpected, no matter how prepared you think you are)…
• Be well prepared. Quality comes from advanced thoughtfulness.
• Have plans A, B, C... for all modalities
• Nothing beats preparation
• Technology fails. Have a back-up plan.
17
#1. Preparation• Be prepared up front to be flexible
(expect the unexpected, no matter how prepared you think you are)…
• Be well prepared. Quality comes from advanced thoughtfulness.
• Have plans A, B, C... for all modalities
• Nothing beats preparation
• Technology fails. Have a back-up plan.
18
#1. Preparation• Be prepared up front to be flexible
(expect the unexpected, no matter how prepared you think you are)…
• Be well prepared. Quality comes from advanced thoughtfulness.
• Have plans A, B, C... for all modalities
• Nothing beats preparation
• Technology fails. Have a back-up plan.
19
#2. Student Support
• Address all learning styles
• Champion the student voice
• Prompt and frequent feedback is a must
• Give students choices
• Make sure your students can’t get lost
• Account for cultural differences
20
#2. Student Support
• Address all learning styles
• Champion the student voice
• Prompt and frequent feedback is a must
• Give students choices
• Make sure your students can’t get lost
• Account for cultural differences
21
#2. Student Support
• Address all learning styles
• Champion the student voice
• Prompt and frequent feedback is a must
• Give students choices
• Make sure your students can’t get lost
• Account for cultural differences
22
#2. Student Support
• Address all learning styles
• Champion the student voice
• Prompt and frequent feedback is a must
• Give students choices
• Make sure your students can’t get lost
• Account for cultural differences
23
#2. Student Support
• Address all learning styles
• Champion the student voice
• Prompt and frequent feedback is a must
• Give students choices
• Make sure your students can’t get lost
• Account for cultural differences
24
#2. Student Support
• Address all learning styles
• Champion the student voice
• Prompt and frequent feedback is a must
• Give students choices
• Make sure your students can’t get lost
• Account for cultural differences
#3. Assessment & Expectations
• Have effective rubrics
• Grade frequently...if you don’t grade, they don’t do
• Model what you want from students
• Be more concrete and explicit with instructions
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#3. Assessment & Expectations
• Have effective rubrics
• Grade frequently...if you don’t grade, they don’t do
• Model what you want from students
• Be more concrete and explicit with instructions
26
#3. Assessment & Expectations
• Have effective rubrics
• Grade frequently...if you don’t grade, they don’t do
• Model what you want from students
• Be more concrete and explicit with instructions
27
#3. Assessment & Expectations
• Have effective rubrics
• Grade frequently...if you don’t grade, they don’t do
• Model what you want from students
• Be more concrete and explicit with instructions
28
#4. Structure & Presentation
• Put information in digestible chunks
• Use guest lectures where appropriate
• Assign meaningful work
• Use technology intentionally
• Integrate visual components
• Be careful about “eye candy” for technology’s sake
• Know your technology and make it relevant to course objectives 2
9
#4. Structure & Presentation
• Put information in digestible chunks
• Use guest lectures where appropriate
• Assign meaningful work
• Use technology intentionally
• Integrate visual components
• Be careful about “eye candy” for technology’s sake
• Know your technology and make it relevant to course objectives 3
0
#4. Structure & Presentation
• Put information in digestible chunks
• Use guest lectures where appropriate
• Assign meaningful work
• Use technology intentionally
• Integrate visual components
• Be careful about “eye candy” for technology’s sake
• Know your technology and make it relevant to course objectives 3
1
#4. Structure & Presentation
• Put information in digestible chunks
• Use guest lectures where appropriate
• Assign meaningful work
• Use technology intentionally
• Integrate visual components
• Be careful about “eye candy” for technology’s sake
• Know your technology and make it relevant to course objectives 3
2
#4. Structure & Presentation
• Put information in digestible chunks
• Use guest lectures where appropriate
• Assign meaningful work
• Use technology intentionally
• Integrate visual components
• Be careful about “eye candy” for technology’s sake
• Know your technology and make it relevant to course objectives 3
3
#4. Structure & Presentation
• Put information in digestible chunks
• Use guest lectures where appropriate
• Assign meaningful work
• Use technology intentionally
• Integrate visual components
• Be careful about “eye candy” for technology’s sake
• Know your technology and make it relevant to course objectives 3
4
#4. Structure & Presentation
• Put information in digestible chunks
• Use guest lectures where appropriate
• Assign meaningful work
• Use technology intentionally
• Integrate visual components
• Be careful about “eye candy” for technology’s sake
• Know your technology and make it relevant to course objectives 3
5
#5. Engagement and activity
• You can never do too much to get students to engage
• Create opportunities for students to create community and solve their own problems
• Give students the opportunity to construct the learning
• Make a connection between student career needs and assignments
36
#5. Engagement and activity
• You can never do too much to get students to engage
• Create opportunities for students to create community and solve their own problems
• Give students the opportunity to construct the learning
• Make a connection between student career needs and assignments
37
#5. Engagement and activity
• You can never do too much to get students to engage
• Create opportunities for students to create community and solve their own problems
• Give students the opportunity to construct the learning
• Make a connection between student career needs and assignments
38
#5. Engagement and activity
• You can never do too much to get students to engage
• Create opportunities for students to create community and solve their own problems
• Give students the opportunity to construct the learning
• Make a connection between student career needs and assignments
39
#6. Social Presence• Know your audience
• Be accessible
• Be kind
• Have a sense of humor
• Use synchronous technologies
• Show your character...personality is a good thing
• Being present matters
• Create a sense of community
• Put faces with names 40
#6. Social Presence• Know your audience
• Be accessible
• Be kind
• Have a sense of humor
• Use synchronous technologies
• Show your character...personality is a good thing
• Being present matters
• Create a sense of community
• Put faces with names 41
#6. Social Presence• Know your audience
• Be accessible
• Be kind
• Have a sense of humor
• Use synchronous technologies
• Show your character...personality is a good thing
• Being present matters
• Create a sense of community
• Put faces with names 42
#6. Social Presence• Know your audience
• Be accessible
• Be kind
• Have a sense of humor
• Use synchronous technologies
• Show your character...personality is a good thing
• Being present matters
• Create a sense of community
• Put faces with names 43
#6. Social Presence• Know your audience
• Be accessible
• Be kind
• Have a sense of humor
• Use synchronous technologies
• Show your character...personality is a good thing
• Being present matters
• Create a sense of community
• Put faces with names 44
#6. Social Presence• Know your audience
• Be accessible
• Be kind
• Have a sense of humor
• Use synchronous technologies
• Show your character...personality is a good thing
• Being present matters
• Create a sense of community
• Put faces with names 45
#6. Social Presence• Know your audience
• Be accessible
• Be kind
• Have a sense of humor
• Use synchronous technologies
• Show your character...personality is a good thing
• Being present matters
• Create a sense of community
• Put faces with names 46
#6. Social Presence• Know your audience
• Be accessible
• Be kind
• Have a sense of humor
• Use synchronous technologies
• Show your character...personality is a good thing
• Being present matters
• Create a sense of community
• Put faces with names 47
#6. Social Presence• Know your audience
• Be accessible
• Be kind
• Have a sense of humor
• Use synchronous technologies
• Show your character...personality is a good thing
• Being present matters
• Create a sense of community
• Put faces with names 48
#7a. Personal Impact, on teaching
• The world is your audience
• I’ve learned how to use an iPad
• Online teaching isn’t about taking your face-to-face course materials & uploading them to a course!
• It’s important to teaching faculty how to teach online
• Use tools like the Quality Matters rubric when designing
• Mini-lectures are better lectures!49
#7a. Personal Impact, on teaching
• The world is your audience
• I’ve learned how to use an iPad
• Online teaching isn’t about taking your face-to-face course materials & uploading them to a course!
• It’s important to teaching faculty how to teach online
• Use tools like the Quality Matters rubric when designing
• Mini-lectures are better lectures!50
#7a. Personal Impact, on teaching
• The world is your audience
• I’ve learned how to use an iPad
• Online teaching isn’t about taking your face-to-face course materials & uploading them to a course!
• It’s important to teaching faculty how to teach online
• Use tools like the Quality Matters rubric when designing
• Mini-lectures are better lectures!51
#7a. Personal Impact, on teaching
• The world is your audience
• I’ve learned how to use an iPad
• Online teaching isn’t about taking your face-to-face course materials & uploading them to a course!
• It’s important to teaching faculty how to teach online
• Use tools like the Quality Matters rubric when designing
• Mini-lectures are better lectures!52
#7a. Personal Impact, on teaching
• The world is your audience
• I’ve learned how to use an iPad
• Online teaching isn’t about taking your face-to-face course materials & uploading them to a course!
• It’s important to teaching faculty how to teach online
• Use tools like the Quality Matters rubric when designing
• Mini-lectures are better lectures!53
#7a. Personal Impact, on teaching
• The world is your audience
• I’ve learned how to use an iPad
• Online teaching isn’t about taking your face-to-face course materials & uploading them to a course!
• It’s important to teaching faculty how to teach online
• Use tools like the Quality Matters rubric when designing
• Mini-lectures are better lectures!54
55
#7b. Personal Impact, on time
• Teaching online can be done anytime/anywhere, but it sure stinks to be teaching while on vacation
• Don’t underestimate the time commitment to teach online
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#7b. Personal Impact, on time
• Teaching online can be done anytime/anywhere, but it sure stinks to be teaching while on vacation
• Don’t underestimate the time commitment to teach online
“Lessons learned” = recommendations
• What are your thoughts about the seven themes?
• What are your “lessons learned”?
• What would you add, is there a missing theme?
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