Top Ten eLearning Mistakes Teachers Make and How to Avoid Them
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The document outlines ten common mistakes teachers make in e-learning and provides strategies to avoid them, such as setting clear objectives, improving course navigation, and ensuring adequate communication and feedback. It emphasizes the importance of learner interaction and proper use of technology, as well as the need for learner support and planning for potential issues. The author encourages educators to be open to experimentation and to utilize reliable resources to enhance online learning experiences.
Top Ten eLearning Mistakes Teachers Make and How to Avoid Them
- 1. Top Ten eLearning Mistakes Teachers Make & How to Avoid Them Greg Williams, Ed.D.www.umbc.edu/isd
- 2. Greg Williams, Ed.D.Director & Assistant ProfessorUMBCwww.gregwilliams.net
- 3. 3
- 4. Unclear Objectives1. Unclear Objectives
- 5. Problems With ObjectivesWhy have them?
- 6. Can be hard to measure
- 7. No-no words
- 8. Map to course content ABCD MethodA = AudienceB = BehaviorC = ConditionD = Degree
- 9. Poor Instructional ObjectiveAt the end of this course, students will know how to be better typists
- 15. Online class candidate?Poor AssessmentDo not assess at all or properly
- 16. Assessing the wrong things
- 17. Periodic & variety of assessment
- 18. Rubrics, e.g. Sister Veronica’s grading3. Poor Course Site Navigation
- 20. Simple is good
- 21. Start slow
- 22. Course Tour
- 23. Scavenger HuntPoor Course NavigationConsistent with syllabus
- 24. Help for “lost” students
- 25. Three before me
- 26. Examples
- 27. Greg’s Online Communication AssumptionI can take a few days off and not check in online
- 28. Communications Issues4. Communication Issues
- 29. Communication IssuesIt’s a new world (every day)
- 30. Easy to mis-communicate online
- 31. Think, and then think again
- 32. Set expectations Communication IssuesKeep it simple
- 34. Using the phone is OKOnline Course ExampleI can take a few days off and not check in online
- 35. Don’t Leave Communication to Chance
- 37. Inadequate FeedbackTakes variety of forms
- 40. Meaningful & specificInadequate FeedbackWhat does success look like?
- 41. Link feedback to rubrics
- 42. Sister Veronica’s grading6. Poor Materials & Resources
- 44. Poor Instructional MaterialsDon’t match objectives
- 45. Appropriate for online delivery
- 47. Include additional resources, linksPoor Instructional MaterialsVariety of instructional strategies
- 48. Use familiar technology (YouTube)
- 49. A website is not a courseENDSame Content – Different Reactions
- 50. END7. No Learner Interaction
- 53. No Learner InteractionTap student experience & expertise
- 54. Activities to link w/ objectives
- 55. Foster connections between students
- 56. Consider some groups projects Activities
- 57. Variety & ChoiceNo Learner Interaction
- 58. 8. Improper Use of Technology
- 63. What’s Next?
- 64. Learning Tools Jane Hart’sCentre for Learning & Performance Technologieshttp://c4lpt.co.uk/recommended/
- 65. 9. No Learner Support
- 66. No Learner Support Instructional & technical
- 68. Online Resources (library, tutorials)
- 69. Tools supported by IT
- 70. Link to school’s academic supportNo Learner Support Teacher, school, students
- 71. FAQs
- 72. Link to school’s support
- 73. Three before me10. No Planning for Predictable Problems
- 76. Participation
- 77. Students “missing in action”
- 79. Technical
- 80. Grading & late policiesPossible Solutions Clear syllabus
- 81. Course tour
- 82. Three before me
- 83. Start slow
- 84. Back-up Plan (PC Access)
- 85. Use FAQsFinal Thoughts eLearning not going away
- 86. Not for everyone
- 87. Be open to possibilities
- 88. Experiment
- 89. Nut and bolts are easy
- 90. Future career opportunitiesMaryland Online“Quality Matters” Initiative
- 92. Greg Williams, Ed.D.Director & Associate ProfessorUMBCwww.gregwilliams.netgregw@umbc.edu