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This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa. It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
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Mary HerringLois LindellLeigh Zeitz
While you are waiting:Pick up a notebookCoffee & rolls available
Please do not take them to the computerGo to a computer and fill out the survey
Use the link off the workshop wiki pageComplete Felder Learning Styles Inventory
Use the link off the workshop wiki page Input Felder results
Use the link off the workshop wiki pageWiki Address: tinyurl.com/uniteachonline
Introductions Workshop Theme: Learning not
Teaching Day 1 Overview:
Online learning and teachingTransitioning onlineBuilding learning communities
Phases of Engagement modelSocial media toolsHomework
Day 2 Overview:Tools to support online learningRigor, assessment, and evaluationWhere do you go from here?
ResourcesBooksWikiNotebook
Felder’s Index of Learning Styles
Active or Reflective Learners
Sensing or Intuitive Learners
Visual or Verbal Learners
Sequential or Global Learners
Restrooms are located on either side of the lab!
SWOT AnalysisGeneral observations? Implications for learning? Implications for teaching?
You are not in Kansas anymore!
Powerful tools to alter environment
Opportunities to work in new ways
View materials repeatedly
Learn at own pace and time
Choose where to learn
Static content – meaningful student feedback
Magnify content
Greater responsibility for students Come to class (logging in)
Take more responsibility
Must participate / communicate
Need to clearly understand pathway for progress
Difference in environment Chunk-ability
Repeat-ability
Pause-ability
Understand-ability
Faculty role Developer vs Designer
Up-front development
Learning Facilitator Lead students rather than dispense knowledge
Take Merrill’s First Principles of Instruction and discuss what you do in your classroom for each principle.
Encourage faculty-to-student interaction
Encourage student-to-student interaction
Promote active learning
Communicate high expectations
Facilitate time on task
Provide rich, rapid feedback
Respect diverse learningChickering & Gamson, AAHE Bulletin, 1987
Form 3: Course Revision Thoughts
Principles of Effective Online Teaching
Good practice encourages student-faculty contact – Provide clear guidelines for interaction with students
Good practice encourages cooperation with students -: Well-designed discussion assignments facilitate meaningful cooperation among students
Good practice encourages active learning - Students should present course projects
Good practice gives prompt feedback - : Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
Good practice emphasizes time on task -- Lesson for online instruction: Online courses need deadlines
Good practice communicates high expectations - Challenging tasks, sample cases, and praise for quality work communicate high expectations.
Good practice respects diverse talents and ways of learning - Allowing students to choose project topics allows diverse views to emerge. (Graham, Kursat, Byungo, Craner, & Duffy, The Technology Source, 2001)
PhaseLearner Role
Instructor Role Weeks
1 Newcomer Social Negotiator 1 - 2
2 Cooperator Structural Engineer 3 - 4
3 Collaborator Facilitator 5 - 6
4 Initiator/Partner Community Member/ Challenger
7 - 8
Phases of Engagement wiki site
Website with an edit button
Easily created websites
Share website ownership
Group authoring
Share ideas and resources
Data collection
Presentations
TURN: http://www.amazon.com/s/ref=nb_ss?url=search-alias%3Daps&field-keywords=the+world+is+flat&x=0&y=0
INTO: http://tinyurl.com/yjoda8t
100,000,000 downloads/day
65,000 uploads/day
20,000,000 customers/month
Builds a video community
Multimedia resources
Readings
Watchings
Listenings
Doings
Find:Famous person in your fieldPhoto related to your fieldBlogWikiOnline courseSomething of interest on YouTube
Post your answers on your wiki page
How’s My Driving: Conrad and Donaldson pg. 11
Modified Pair & Share What is working well with the
workshop?
What could be improved?
What is needed to meet your expectations and learning goals?
Post comments to the wiki page
Homework
