Tamu module 2 faculty new
- 1. BEST ONLINE FACULTY TEACHING PRACTICES Texas A & M School of Law
- 2. OVERVIEW OF MODULE 2 • Outlining Expectations for Students • Writing Objectives • Student Engagement • Assessments • Crafting Discussion Board Questions • Syllabus • Rubrics
- 3. OUTLINING EXPECTATIONS FOR STUDENTS • EMAIL – When can students can expect to hear back from you after emailing? A good rule of thumb is 24 hours. • NETIQUETTE – Netiquette, or network etiquette, is concerned with the "proper" way to communicate in an online environment. Visit the eLearning Industry blog to read 10 Netiquette Tips. • RUBRICS - Rubrics outline criteria required for students to achieve certain grades and ensure objective and consistent assessment.
- 4. OUTLINING EXPECTATIONS FOR STUDENTS • FAQ DISCUSSON BOARD - Post responses to frequent questions in a discussion board for all learners to view. • TIME REQUIREMENTS - Communicate up front how much time is required weekly to complete the course modules.
- 5. LEARNING OBJECTIVE BEST PRACTICES • Do courses need them? Why are they important? • Objectives ensure learning is focused so that students have a sense of purpose and know what is expected. • Create measurable learning objectives based on skills your students need upon completing your course.
- 6. MORE ON LEARNING OBJECTIVE BEST PRACTICES • Use action verbs to define objectives (e.g., list, define, analyze, create, and design). • Example: Identify 3 characteristics of public goods and how they differ from private goods. • Use this Bloom's Taxonomy Reference Page for more action verbs: http://bit.ly/2d9x6fW
- 7. STUDENT ENGAGEMENT BEST PRACTICES In the asynchronous classroom, it can be challenging to gauge student reaction to lessons. Here are a few ways to check … • Are your students informed about their course requirements and always know what will be happening next? • Do students know who you are? Do they feel that you are knowledgeable and approachable? • Do students expect constructive criticism on their work, but also positive reinforcement when they do well?
- 8. MORE STUDENT ENGAGEMENT BEST PRACTICES • Are students regularly engaging with their classmates through discussions and other coursework, which allows them to develop relationships with one another? • Are you, the instructor, providing regular and timely feedback on assignments? • Are you regularly engaging in discussions?
- 9. STUDENT ASSESSMENTS • Blackboard (eCollege) provides many ways to assess student learning online. Here are just a few testing options: Essay Fill in the Blank Hot Spot Jumbled Sentence Opinion Scale Matching Multiple Choice Ordering Short Answer True/False Survey
- 10. ASSESSMENT BEST PRACTICES Balanced feedback goes far in setting expectations for students, especially with papers and projects. A few best practices: • Offer praise. By commending students, we show respect for their efforts and allow them to recognize the good aspects of their papers. • Provide specific feedback and a way for the student to correct the problem. This helps prevent the same errors in the future.
- 11. DISCUSSION BOARDS • Discussion boards are one of the most commonly used tools in online learning. • The use of discussion boards helps to build community and promotes engagement through student-to-student and student-to-instructor interaction. • Furthermore, frequent participation in discussion board activities helps in the development of critical thinking and writing skills.
- 12. DISCUSSION BOARD BEST PRACTICES • Model Socratic-type probing and follow-up questions. • Why do you think that? • What is your reasoning? • Is there an alternative strategy? • Ask clarifying questions that encourage students to think about what they know and don't know. • For adult learners, link discussions to their work experiences and needs
- 13. SYLLABUS • A standard TAMU Law School Syllabus has been provided for you. • Personalize your syllabus according to your course. • A few key areas to consider modifying: • Your contact information • A course description • Student learning outcomes • Textbooks • Additional course readings • Exams, projects, discussions, assignments, etc.) • Late work policy • Instructor expectations • Course and institutional policies • Prerequisite knowledge • Modules and course schedule
- 14. RUBRICS • Rubrics are a set of criteria that are used to define various levels of student performance. • A rubric may be used to score an assessment, a paper, or grade a project. • Rubrics are especially valuable in helping to grade subjective types of testing.
- 15. RUBRIC BEST PRACTICES • For instructors, using rubrics keeps the grading process consistent. • Rubrics also help to reduce the subjectivity inherent in grading subjective assessments. • Rubrics can also help to speed up the grading process by keeping the grader on task.
- 16. RUBRIC RESOURCES • The following links provide rubric examples. • Law Case Study Rubric • APA Style Grading Rubric • Case Brief Rubric • Rubric for Creating Rubrics