UM3D Ignite Series: Preparing to Teach Your First Online Course

Embed Size (px)

Text of UM3D Ignite Series: Preparing to Teach Your First Online Course

1. Leonia Houston Instructional Designer leonia.houston@memphis.edu UM3D Ignite Series: Preparing to Teach Your First Online Course 2. Common Concerns for Online Faculty How do I begin? How can I get to know my students? How do I communicate my expectations to students? How do I resolve performance problems? How do I motivate students? Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 3. Deciding Where to Begin Initiate Instructor Presence Establish Rapport Involve Students Quickly Reveal Something Establish Your Credibility Center for Innovative Teaching & Learning memphis.edu/instructionalimpact Establish Course Ground Rules Set Communication Guidelines Specify Assessment Expectations Identify the Value/Importance of the Course 4. How will you create a positive learning environment from the very beginning? Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 5. Getting To Know Your Students Share information that will personalize you Create activities periodically that grants students opportunities to share Consider traditional classroom management techniques: Polls Group activities Synchronous communication (chat, video conferencing) Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 6. What are some interesting ways you can think of to get to know your students? Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 7. Communicating Expectations Provide Clear instructions Expectations for attendance, grading and academic honesty Requirements for discussion Active participation Respect Use Multiple Forms of Delivery Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 8. Center for Innovative Teaching & Learning memphis.edu/instructionalimpact How will you manage student expectations for active engagement in your online course? 9. Managing Performance Problems Provide timely grading and feedback 24-48 hours after submission Rubrics Allow practice assignments Additional quiz attempts Self Assessments Contact low performers Target missed/late assignment submitters Engage students who are not actively involved in class activities Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 10. Motivating Students Use a variety of assessment activities Set realistic performance goals Place appropriate emphasis on testing and grading Praise first. Constructively criticize second. Give students as much control over their success in the course as possible Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 11. Before the First Day Update Course Information Send Course Welcome Email/ Intro Video Update Course Content and Dates Navigate Course as Student Transfer Content Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 12. Center for Innovative Teaching & Learning memphis.edu/instructionalimpact Prepare Your Content Transfer Content if you have used a Development Course or previous semesters course to create the content you will use this semester. The steps are: 1. Enter Destination Course 2. Click Edit Course 3. Click Import/Export/Copy Components 4. Copy Components from another Org Unit 5. Include Protected Resources 6. Search for Offering 7. Copy All Components 8. Click Done 13. Update Course Information Change Content Verify Grading Edit Dates Center for Innovative Teaching & Learning memphis.edu/instructionalimpact Update the course syllabus and course schedule to reflect the current semester and course facilitator. Verify that grades listed in the gradebook match the course syllabus and individual assessments. Update the course calendar and course schedule to reflect the current semesters dates and deadlines. 14. Send Course Welcome Email Center for Innovative Teaching & Learning memphis.edu/instructionalimpact The course welcome email should be sent prior to the beginning of the semester and it should include information students will need to get started with the course. Examples of this information are: Course Name Course Start Date Faculty Information Textbook Information 15. Create Course Introduction Video Consider creating a brief video introducing yourself and welcoming students to the course. The video does not have to be instructional but should be informational. Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 16. Navigate the Course As Student Center for Innovative Teaching & Learning memphis.edu/instructionalimpact Once the content is updated in the course, use the eCourseware role change feature to view your completed course as a student. 17. Resources Center for Innovative Teaching & Learning memphis.edu/instructionalimpact 18. Lyons, R., McIntosh, M., & Kysilka, M. (2003). Teaching college in an age of accountability. Boston: Allyn and Bacon. Provitera McGlynn, A. (2001.) Successful beginnings for college teaching: Engaging students from the first day. Madison, WI: Atwood Publishing. McKeachie, W. (2002). Teaching Tips 11th ed. Boston: Houghton-Mifflin. Davis, B.G. (1993). Tools for Teaching . San Francisco: Jossey-Bass. Nilson, L. (2003). Teaching at its best: A research-based resource for college instructors (2nd ed.). Bolton, MA: Anker Publishing. Center for Innovative Teaching & Learning memphis.edu/instructionalimpact