log inhelp

 | 

  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

OnlineTeaching2

Page history last edited by Alisa Cooper 14 years, 6 months ago

How to Teach in an Online Environment, Part 2 

 

Oct. 7, 2009 - 1:00-4:30pm 

Glendale Community College, HT2-149

 

  

Instructional Goal: 

Learnshop sessions will focus on the development, implementation, evaluation, and revision of the model with particular attention given to the unique challenges of developing online learning. Participants will also be introduced to the Quality Matters rubric and will develop and revise online course materials based on the rubric.

     Topics include:

  • Constructing instructional strategies
  • Developing instructional materials that are aligned with course objectives
  • Identifying appropriate technologies
  • Delivering and validating instructional materials and processes

 

Rationale: 

The Online course instructors must be prepared to teach in an online course environment while maintaining a high level of engagement for a variety of learners, and these faculty should learn to develop online courses based on a proven system, Quality Matters, designed to certify the quality of online courses and online components.

 

Agenda:

  • PPT Presentation
  • Developing Effective Online Content (20 min)
    • QM Rubric Standards  and Best Practices in Designing Online Courses
    • Once you have identified your instructional strategies and written your design specifications, you will have a basic plan in place for the development of your online course content. Now it is time for the next step: executing the plan. Practical advice and best practices will be presented and discussed for:
    • Logistics and processes for the course development team, Syllabus development, Storyboarding and lesson construction, Addressing accessibility issues, and Planning for scalability    
  • Identifying Appropriate Technology (60 min)

    •  Determine technology's instructional functions - Technology Functions Worksheet

      • Introduce and present material, (Gain attention, Review prior learnin)(Illustrate, explain, demonstrate)
      • Support the learner's interaction with content, each other, instructor, and resources, (Observe, inquire, compare/contrast, collect)
      • Assist the learner in constructing knowledge, (Discuss, debate, critique, share,)
      • Allow learner to practice, demonstrate learning and create new knowledge, (Construct, illustrate, explain, demonstrate) (Collaborate, build consensus, negotiate, share)
      • Assess learner's achievement
    • Activity: (30 min) Introduce Web 2.0 tools and align them with specific learning outcomes as appropriate for specific instructional frameworks such as collaboration, knowledge sharing, knowledge presentation, reflecting and reporting, group work, and identifying and using existing materials and resources. Tools will include but are not limited to blogs, wikis, videocasts, and podcast. 
  • BREAK (10 min)
  • Developing Interactive Learning Activities & Mapping Outcomes (50 min)
    • Interactivity is necessary in online courses to maintain student motivation and interest; it serves to minimize students’ feelings of isolation and to promote critical thinking skills, learning and retention.  
    • Provide examples of activities for four types of interactivity: student-instructor, student-student, student-resource, and student-content.  Tips and strategies for encouraging, maintaining, and sustaining interaction will be discussed.
    • Discuss at what level of Bloom's does your technology work? How can your tool be used to assess student learning? Bloom's & Technology Handout
  • Assessment: (Below) (10 min)
  

Materials & Links:

The following handouts are available for this session   
 

Assessment:    

  • List two best practices for developing an online course.
  • Using the supplied form (Technology Functions Worksheet), match Web 2.0 tools and align them with specific learning outcomes as appropriate for specific instructional frameworks.
  • List examples of activities for four types of interactivity: student-instructor, student-student, student-resource, and student-content.

 

Other Workshops:

Register:

http://mcli.maricopa.edu/node/870/signup

Sources:

 

 

Comments (0)

You don't have permission to comment on this page.

Printable version