Are you new or relatively new to the field of online education? Join us as we address a range of topics in online teaching. At the end of this session you’ll leave with a deeper understanding of the hot topics in the field as well as practical tips and techniques to help you succeed.
MC and Session Facilitator: Olena Zhadko, Lehman College, City University of New York
Alignment and backward design: From objectives to outcomes
Backward design is one method of selecting appropriate objectives, determining acceptable evidence (assessments) for meeting those outcomes, and planning meaningful learning experiences and instruction to accomplish the chosen assessments. Join us as we walk through the process.
Martin LaGrow, Ellucian
Creating and facilitating engaging discussions in the online classroom
Learn about instructor strategies for integrating effective and engaging discussions in their online learning environments.
Justin Staley, DePaul University
Creating meaning through authentic assessment online
This presentation provides theoretical framework for authentic assessment, talks about key considerations in developing effective assessment, and shares examples of specific applications in online and blended courses.
Jennifer Dobberfuhl Quinlan, Brigham Young University
From passive observers to active participants
Research shows that students learn better when they move from passive observers of course content to active participants. This session will look at some emerging technologies that engage students with content, both video and text.
Nikki Schutte, College of St. Scholastica
Researched evidence for pedagogical use of video and resources
Learn why using video is a positive pedagogical practice, tips on how to use video, and where you can find free video resources.
Nancy Evans, Indiana University of Pennsylvania
- What do you want to know about online teaching? [padlet]
- If you are teaching online, it’s a really great idea to actually take an online class to put yourself in the shoes of students.
- Use a quality standard: QM Rubric, Rubric for Online Instruction (ROI), Open SUNY Course Quality Review (OSCQR) Rubric, (OLC) Quality Course Teaching and Instructional Practice
- Pitfalls in Online Learning Design
Watch out for the following pitfalls: No organization, too heavy on text, rely too heavily on one type of activity, no (or limited) teacher facilitation, no (or limited) social interaction.
- Use a matrix for course development: 1) Learning Objectives, 2) Content, 3) Assignments/Activities, 4) Reflective Questions
- Provide clear organization, this is key. Here is an example of an organized Blackboard course.
- Alignment and Backward Design: From Objectives to Outcomes
- When creating objectives… can you actually assess “Students will understand…”
- Do your assignments match your objectives?
- Recall, identify, analyze, select, associate are better objectives.
- Objectives are a map to a destination.
- Demonstrate learning through assessment.
- Content is NOT king… rather, let’s not let content (or a textbook) drive our teaching and learning. Content is already out there on Google.
- Outcomes: Start with the end in mind (Backwards Design). Helps to keep focus what is truly important.
It’s wrong to start with a textbook, rather, asking what do we want our students to know and how will we know when we get there? – Martin LaGrow
- Creating and Facilitating Engaging Discussions in the Online Classroom – Discussions can fall flat in an online class: it’s difficult to convey personality, instructor can’t “read” students reactions, …
- Bloom’s Taxonomy can use verbs to guide discussions: creating, evaluating, analyzing, applying, understanding, remembering.
- Consider how many posts/responses students must complete for the week and when these are due. eg. Initial posts due on Wednesday each week, students are required to respond to 3 classmates or the teacher for the remainder of the week, responses must fall on at least 2 separate days, posts back loaded at the end of the week lose points.
Align assessment and content with outcomes. Be cautious with assessment, few high stakes exams, the higher the motivation to cheat + create stress!
Book “Make it Stick” – Use quizzes for retrieval practice before high stakes tests. Did students get what they needed out of the learning activities.
Research evidence for pedagogical use of video and resources.
Beep! Remember film strips?
- Technology is now more pervasive than ever with mobile devices.
- Here are the Do’s ad Don’ts of Using Video