Preparing to teach online

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  • 1.Preparing to Teach Online July 29th, 2014 Marc Thompson & Jim Wentworth

2. Pre-workshop Preparation: (have necessary information displayed on screen as people arrive, print out same info for late comers)? All participants in Preparing to Teach Online space as students All participants in work space (compass essentials) four per space max? Send announcement email to all registered so they know how to access the course Everyone should log in to Compass 2g and locate their work space Everyone should find and open Notepad, Word and Acrobat Pro on their computer 3. Jims background: Online teaching / multimedia instructor Administration of CU Boulder online program Support of Compass 2g Current focus at CITL 4. Questions to ask: How many of you have taught online previously? How many of you have taken an online course? Not just a MOOC Of those who have taught online, how many have taught synchronously? How many of you have designed an online course? How many of you use social media of any kind regularly? How many of you have twitter accounts? 5. Moving Your Course Content Online 6. Managing student expectations Think about the subtle interactions that take place within a f2f classroom setting at the beginning of class as you lecture as students interact during class as the class finishes and some students approach the instructor after class as students talk 7. Instructor presence change in role student-centered approach, not about relaying information, about helping the student to discover and connect new information underscores the need for scaffolding, importance of providing assignments that build off students prior knowledge provide feedback in supportive environment build a sense of community reduce isolation and build rapport 8. Communication policies What is your preferred method of contact? Are there additional contact options (office phone during business hours)? How quickly should the students expect a response? What steps should the students take when they do not receive a response? Do you hold virtual office hours? 9. Chunking content for online delivery online instruction is not tied to specific time frames or blocks of time. No longer necessary to prepare 50 minutes of course material and activities benefits of modularization, more easily searched, used as a easy reference when needed, allows students to determine how much and at what time they need to become familiar with new content microlectures videos not longer than 10 minutes 10. Creating an Online Syllabus Highlight importance of a comprehensive online syllabus that spells out everything a student may need to know to succeed in your course. Format options HTML, pdf, other (review wysiwyg tool in compass) Demonstrate good use of online syllabus (see online syllabus example within course ) Provide HTML syllabus examples (template) Syllabus quiz (show example video with embedded quiz) 11. Key policy considerations FERPA Copyright ADA compliance 12. Creating Online Lecture Materials Importance of active and collaborative learning improves engagement increases retention promotes higher-level learning 13. Backwards Design Identify desired results - course objectives Determine acceptable evidence - course assessment Plan learning experiences course activities 14. Interactive and Collaborative Assignments How can you create engaging, authentic activities? What does an authentic assignment look like within your discipline? 15. Authentic Assessment Project-based Case-based Team-based Client-driven Other ideas? 16. Feedback and Self-Assessment Students in an online course need a consistent feedback loop to evaluate their own progress. How will you provide opportunities for instructor feedback? How can you incorporate self-assessment activities for your students? 17. Recording Microlectures Phone video, screencast, vimeo and Youtube uploads (demonstration with vimeo and direct upload?) Podcasting, iTunes and audacity, other podcasting platforms? - still relevant, if you dont have visuals to create a microlecture video, then essentially you have an audio podcast Demonstate screen recording with Apple, Windows and Camtasia Student created video (Snodgras example) Embedded quizzes with Camtasia syllabus quiz example (within online syllabus section of course) 18. Making existing powerpoints more interactive Export to PDF PowerPoint Show Uploading to slideshare example (upload preparing to teach powerpoint) Search for metacognition in Slideshare 19. Break moving to Armory room 428 (Put map and directions on screen, have handouts available) 20. Next Up Design for Interaction 21. Interactive content Explore the variety of interactive tools Twitter (#prepforonline) Prezi (demo real-time collaborative editing) GoogleDocs SlideShare Voicethread Trello (demo real-time collaborative editing) Poll Everywhere Blogs, wikis, journals etc. 22. Use Poll Everywhere to ask for their favorite Web 2.0 tools what have you explored or used within your own course? Display results 23. Using embed codes YouTube, Flickr and other embed tools (demo embed process from YouTube with playlist?) Compass and embed codes using linked html files Twitter feeds Poll everywhere results (examples within Building Online Community section of Compass) 24. Next Up Making Your Course Content Accessible 25. Facilitating Online Discussions 26. What are the goals of your online discussions, how do they relate to the overall course objectives? Knowledge acquisition Writing improvement Gauge understanding Build analytical skills 27. Building Rapport Icebreakers short bio small group academic pursuit research interests five nouns 28. Discussion Prompts Discussion topics should be relevant to course content, yet broad enough for personal and professional experiences to apply. New learning occurs when students recognize the applicability of the concept to their current job, organization, or future career aspirations. Discussion topics should relate to current events, when possible. Discussion topics should pique student interests and concerns within their field of study. Discussion topics should build upon one another, unit to unit, or week to week. Discussion responses/posts should require critical thinking without excessive research. Although students need to be motivated to move beyond responding with simplistic opinions; allowing free-flowing and topically relevant conversations to flourish creates a comfortable learning environment. Discussion responses/posts should be free from excessive requirements and restrictions. Quantity might be a requirement, yet the focus should be placed on quality. Placing a heavy penalty on a well-conceived, well- written post that is a few words short of the minimum word count is a de-motivator. Discussion responses/posts from faculty should stimulate further discussion without additional requirements. Attentive students recognize the course and discussion requirements. As instructors, we might ask follow-up questions to provoke a more in-depth response or to prompt new learning, yet we should not over-burden students to the point of frustration. Discussion responses from faculty should facilitate, yet not dominate the discussion. 29. Develop a routine How often will you participate in your online discussions? How often do you expect students to participate? Who will summarize the weekly postings? 30. Feedback is important How do you move the discussion forward? Summarize Moderate Guide Prompt or prod Troubleshoot Mediating a debate Redirect 31. Group projects and group management Demonstrate group functions and available tools Discuss collaborative online tools demonstrated earlier in the day Consider project-based, team-based, problem-based and other forms of group assignments - how can you decision authentic group activities how do they relate to course objectives? Mention peer evaluation tools outside of Compass 32. Grading Rubrics Advantages Standardization Self-assessment Provide individual feedback Example for online discussions (linked to discussion example) Example for other assignments (?? Include large rubric example file) Creating and grading with rubrics (demonstration) 33. Synchronous vs- Asynchronous Active learning in synchronous sessions Active learning is a technique that brings engagement, retention and high-level learning Examples: online polling, use the Pointer tool, or multiple choice poll, display results use the chat tool to collect input from participants Use Googledocs for collaborative work Drag and drop functionality within Collaborate Sorting activity with Collaborate Quiz activity circle the correct answer Likert scale drop a pin on the scale in the appropriate location Web tour opens a tool in their browser, no browser tools available Share your own screen Breakout rooms think, pair, share 34. Question & Answer please complete the workshop evaluation Show them where this is inside the compass space