Principles & Practices of Online CourseCreation & Instructional Design (PPOCCID) Sp09 Class...

Principles & Practices of Online CourseCreation & Instructional Design

(PPOCCID)

Jeffrey Keefer

February 3, 2009—Class 1

jk904@nyu.edu

X75.9901.001—Spring 2009

Tuesdays, 6:30pm – 8:00pm

Location: http://www.epsilen.com/Inst/nyu

Agenda• Introductions: Online system and Partipants• Technology & Norms• Sharing Expectations• Syllabus & Course Overview• Synchronous session date and time discussion /

adjustment (as needed)• Course Readings and Assignments Overview

– Emerging Technologies in E-learning (EDW) – Foundations of Educational Theory for Online Learning

(TPOL)

• Team Formation• Critical Incident Questionnaire (CIQ) – online

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Live Classroom Window

Talk Button

Text Chat

Participant Area

Audio Check

Can you hear the presenter? – Click yes (checkmark) if you can hear the

presenter– Click no (x) if you cannot hear the

presenter

Yes No

Communicating with Participants

You’ll learn how to:

• Speak

• Raise hand• Express that you are away, confused,

or other emotions

• Send public and private text messages

• Dial-in via telephone if audio fails

Communicating with Participants

• You may also press and hold the [Ctrl] key

Press & hold to talk

Communicating with Participants

• Raise your hand when you want to speak

Click on the hand icon

Click on SET STATUS icon to open

Communicating with Participants

• Select an emoticon to express status and feelings

Communicating with Participants

Text Chat:

• Main Room—public message• Participant Name—private message

Type & press the [Enter] or [Return] key to send message

Communicating with Participants

Audio Backup

1. Click on telephone2. Dial phone number3. Enter PIN

Communicating with Participants

• Please raise hand when you want to speak

• Communicate using:– Talk button

– Text Chat– Answer : Yes -or- No icons– Emoticons

Who? Where? When? Why? How?

http://www.satanslaundromat.com/sl/archives/000034.html

Learning is Experiential

“all genuine education comes about through experience”

- John Dewey, Experience and Education

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Technology

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Norms

• What norms shall we follow?

• Why?

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Expectations:Academic, Professional, & Personal

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Syllabus & Course Overview

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Synchronous Class Time & Date Adjustments?

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Break

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Course Readings & Assignments

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EDW & TPOL

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Readings

Leading discussions on readings includes:

– Summarize the fundamental points / messages of the readings

– Critically evaluate the readings (Do the readings work for your practice? Do you agree or disagree with the points, etc.)

– Support your perspectives

Emerging Technologies in E-learning (EDW)

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Web 2.0

The shift occurring in the Web from a static content environment where end users are the recipients of information—defined as Web 1.0—to one where they are active content creators—defined as Web 2.0—can be described as a transition to a more distributed, participatory, and collaborative environment (Wikipedia, 2005).

Web 2.0

Web 2.0 is considered to be a platform where “knowledge-working is no longer thought of as the gathering and accumulation of facts, but rather, the riding of waves in a dynamic environment” (Downes, 2005, para. 14).

Web 2.0

Web 2.0 is defined not only by technologies such as blogs, wikis, podcasts, vodcasts, RSS feeds, and Google Maps, but also by the social networking that it enables.

Describe These Emerging Technologies

• Online Meetings• Communities of Practice

• Blogs• Wikis• Mashups

• Webcams• RSS

How Can We Use These Emerging Technologies?

• Online Meetings• Communities of Practice

• Blogs• Wikis• Mashups

• Webcams• RSS

Foundations of Educational Theory for Online Learning (TPOL)

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Foundations of Educational Theory for Online Learning (TPOL)

Online learning:– Benefits

– Challenges

Philosophies of Practice

Philosophy of practice is the paradigm through which we

perceive and practice education

Some Philosophies of Practice

• Behaviorist—observable behaviour indicates whether or not the learner has learned something

• Cognitivist / Analytical—rational transmission of knowledge; the amount learned depends on the processing capacity and the amount of effort expended during the learning process (there is a reality to be known, cf. post-positivism)

• Critical—promote political, social, and educational change

• Constructivist—the individual learner constructs meaning and knowledge by interpreting the information and the world according to their personal reality

http://flickr.com/photos/hodgiemullo/2851593823/sizes/m/

Team Formation

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Course Blog

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Next Week’s Deliverables

Consider Project Topic &

Assignment Rubrics

Readings from TPOL and EDW

Check / reply in course forums

Post your blog URL to the

class Forum

(Create and) Have at least one blog

posting by Sunday (noon) before class

Critical Incident QuestionnairePlease take a few minutes to respond to any of the questions below about today’s class. Do not put your name on this paper, as your responses are anonymous. If you do not have a response for any question, feel free to leave it blank. At the beginning of the next class, the responses will be shared. This is intended to help make the class more responsive to your needs and concerns.

Critical Incident Questionnaire v4Adapted by Jeffrey Keefer from: Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

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Critical Incident Questionnaire (CIQ)

1. At what moment in today’s class did you feel most engaged and / or least engaged?

2. What action (if any) did anybody take that you found most

affirming / helpful? 3. What action (if any) did anybody take that you found most

puzzling / confusing? 4. What was the most important information you learned during

today’s class? 5. Do you have any questions or suggestions about today’s

class?38(v6)

Critical Incident Questionnaire (CIQ) Online

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http://www.surveymonkey.com/s.aspx?sm=gw45DUWlIBVBchlQtRmLfw_3d_3d

(v6)