1. How do I recreate what I do in the classroom online?
The Differences in Teaching Online
Lisa Cala Ruud
Associate Director for Curriculum and Instructional Technology
Mildred-Elley
Albany, NY

2. Innovating Instruction OnlineHow can you light a fire of learning in your students in a non-traditional environment?
Do you have the right stuff?
Who is your audience?
Can you teach this old dog new tricks? Online Organization and Design.
Building a community. Instructional Design and Delivery
Effective uses of technology.
Encouraging participation
Are two heads better than one?Lets Collaborate.
Have you learned ANYTHING????Reflection and Evaluation
Tips and Resources.
3. Do you have the right stuff?Characteristics of an online instructor
In your classroom you are dynamic and engaging.You have a mastery of course content.You are a leader.
How will you translate these skills online? You may consider
Are you willing to change how you teach?
Are you an introvert or extrovert?Are you able to process and reflect information internally?
Are you willing to give up some control in the classroom in order to promote learning communities?
Are you able to collaborate using different learning techniques and ideas?
Can you use real life experiences and examples in the context of your instruction?
Are you willing to reflect, open to new ideas and flexible to change?
4. Who is your audience?Know your students.
Who is taking your course?
Why are they taking your course?
Most likely, your students will not be the same traditional students who take your on site college course.
In the traditional classroom, extroverted students participate and excel in discussions and class activities.Your online classroom provides the opportunity for introverted students to participate in an non intimidating atmosphere.How do you engage all of your students?
5. Can you teach this old dog new tricks? Online Organization and Design.
The first step in re-inventing your instruction is
how you organize and design your content.
Course navigability and organization: Is your course organized, clear, any easy to navigate?Do students know what to do next?
Syllabus: Does your syllabus include faculty contacts, course objectives and explicit level of mastery, requirements, expectations, and a timeline?
Aesthetic Design: Appropriate use of typeface, images, themes.
Consistency: Clear navigation, concise written material.
Universal Accessibility: Accessibility concerns are addressed, Alternate formats provided when possible.
6. Building a community. Instructional Design and Delivery
Your challenge in the online classroom is to create a community with people in physically different locations.
Will your courses be static, in which material is placed online and left unchanged, enabling the student to access the information at any point?
Will you use technology to create an asynchronous environment in which students can read, reflect, and add life experiences to your concepts?
7. Instructional Design and Delivery
Promote interaction in the learning community
Students and instructor introduce themselves and are encouraged to respond to other introductions.
Students are required to respond to other student assignment postings.
Student participation is tracked and addressed by instructor.
Students are prompted to expand on relevant points.
Assign students a study buddy
8. Instructional Design and Delivery
Goals and alignment to learning objectives
Manage the pace and delivery of course content.
Reading an writing requirements are constant with student abilities and course load.
Content is chunked for manageable learning
Is your design self paced or group paced?
Deliver a pre-survey asking student to identify expectations or concerns.
9. Instructional Design and Delivery
Learning Objectives and activities are integrated
Reading assignments match learning objectives.
Activities lead to learning desired concepts.
Instructional material may be reviewed.
Frequent summaries.
10. Instructional Design and Delivery
Activities to enhance learning and address
multiple learning styles:
Video Clips
Historical Audio Clips
Screen animations
Online journals or reports
Reviews of web based resources
Word puzzles
Game Show Style Trivia
Online Scavenger Hunt
Annotated bibliography
Guest Facilitators
Flash Simulations
11. Instructional Design and Delivery
Activities to develop critical thinking and
problem solving skills:
Discussions
Compare and contrast exercises
Case studies
Role Playing
Critiques
Collaborative assignments
Portfolios
Online presentations
12. Effective uses of technology
Communication Aides:
Discussion Boards
Synchronous Chat
Email
List Serve
Teleconference
Instant messaging
Online Office Hours
Announcement Area
Designated discussion area(s) course and non-course related.
13. Effective uses of technology
Multimedia Elements
Flash Illustrations
Audio and Video Clips
CD-ROM or DVD supplemental materials
Low-tech alternative available
All technology applications are optimized for multiple transmission speeds.
14. Encouraging Participation
Set clear course expectations.
Orient your students to online education.
As an instructor, you should model the level of participation which you expect from your students.This includes frequent logging on an contributions to discussions.
You are a guide rather than a traditional instructor.In order to achieve the desired learning outcomes, you must set limits or redirect students.
People are attached to the discussions they post.Monitor participation and encourage those who have dropped back.
Try to create an online environment which promotes the students sense of self within the community.How can you humanize this environment?
15. Are two heads better than one?Lets Collaborate.
How can you create an online classroom in which students are willing to engage with creatively, critical thinking
and dialogue?
Your students share a goal for their learning process.Using a personal motivating problem, students may work together as a method of inquiry, supporting the development of critical thinking skills.
Problem Based Learning is an example of a teaching methodology which used collaboration at its core.
16. Lets Collaborate. Can I use this in my online classroom?
Problem-based learning: From Wikipedia, the free encyclopedia
Problem-based learning (PBL) is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. Characteristics of PBL are:
Learning is driven by challenging, open-ended problems.
Students work in small collaborative groups.
Teachers take on the role as "facilitators" of learning.
Accordingly, students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. Advocates of PBL claim it can be used to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skill.
17. Lets Collaborate. Can I use this in my online classroom?
Problem based learning is one teaching methodology that may be used to transition your tradition course online.Below are some additional sources to help you get started.
http://pbln.imsa.edu/
http://www.udel.edu/pbl/
http://www.studygs.net/pbl.htm
http://www.mcli.dist.maricopa.edu/pbl/info.html
http://www.pbli.org/
18. Have you learned ANYTHING????Reflection and Evaluation
Self reflection is an important component in the learning process.How have your students connect course content to their life experiences?Have they grown?Have you grown as an instructor?
Are your learning objectives, instructional and assessment activities aligned?
Do you offer multiple assessment strategies?
Do you provide regular feedback to your students?
Do you require student to provide feedback on your course and instruction?How do you use that information?
19. Tips
Establish clear guidelines
Mandate participation
Promote Collaboration
Encourage peer feedback of assignments
Set up an organized, well paced class.
Set up areas for students to discuss issues.
Encourage students to use life experiences in their studies.
Stay actively involved.
Know your technology inside and out.
Facilitate rather than lead and lecture.
Open yourself up for change.
20. Resources
834 tips for online instruction: http://www.elearningguild.com/pdf/4/guildtipsbook-final.pdf
Instructional Design Tips for Online Instruction: http://www.humboldt.edu/~jdv1/InstructionalDesignTips.pdf
http://its.sdsu.edu/blackboard/instructor/docs/handouts/InstructionalDesignTips.html
Faculty Perspective: Training and Course Development for the Online Classroom
http://jolt.merlot.org/vol5no2/ray_0609.htm
Co-Authoring in Online Problem-based Learning: Collaborative Approaches and Challenges
http://jolt.merlot.org/vol5no2/ortiz_0609.htm
21. How do I recreate what I do in the classroom online?
You need to re-think the way you teach.
You will not re-create, rather form something entirely new.
The Differences in Teaching Online
Lisa Cala Ruud
Associate Director for Curriculum and Instructional Technology
Mildred-Elley
Albany, NY