Transformational online and hybrid teaching3
- 1. Transformational Online and Hybrid Teaching An 7-Module faculty development program in online/hybrid teaching and course design
- 2. Transformational Online & Hybrid Teaching Faculty Development Program focused on developing expertise in Online/Hybrid Teaching • focuses on designing coherent, integrated courses • prepares faculty to effectively infuse technology in online and hybrid courses to foster student interaction and engagement
- 3. Program is focused on the intersection of Technology, Pedagogy, and Content
- 4. …is grounded in Ignatian Pedagogy
- 5. …and informed by “community of inquiry” model to enhance presence
- 6. Program Modules • Module 1: Foundations of Online & Hybrid Teaching • Module 2: Asynchronous Strategies • Module 3: Synchronous Strategies • Module 4: Creating Presentations and Podcasts • Module 5: Integrating On-line Resources • Module 6: Creating Social Presence and Fostering Community • Module 7: Designing Integrated Hybrid/Online Courses: (competencies, assessment, materials and activities, developing course syllabus)
- 7. Program Modules • Designed for hybrid and online courses • Contain readings and videos focused on the theories and practices on effective online course design and pedagogy • Prompt faculty reflection • Require 1-2 portfolio entries (e.g. technology- enhanced product used in hybrid/online course) • Links to technology tutorials providing guidance in use of Moodle and various online learning tools. • Program may be completed in entirety resulting in online teaching certificate or as independent modules
- 8. Module 1: Foundations of Online/Hybrid Teaching Faculty will: • Identify differences between teaching online/hybrid and and face-to face. • Investigate the role of teaching, social, and cognitive presence in online teaching • Identify benefits and challenges of online and hybrid courses
- 9. Sample Materials: Foundations of Online/Hybrid Teaching • A Constructivist Approach to Online Learning: The Community of Inquiry Framework • Curapersonalis and Transformational Values in a Cognitive Context • Loyola Philosophy of Online Education
- 10. Introduction: Portfolio Entry • Create a Panopto recording of you answering the following questions. Why are you interested in teaching online? What do you see as the main benefits and possibilities in online teaching? Drawbacks?
- 11. Foundations of Online/Hybrid Teaching : Technology Tutorials Using Panopto Panopto Sample
- 12. Module 2: Asynchronous Instructional Strategies •Identify the characteristics of effective asynchronous communication •Differentiate between inadequate, excessive and optimal levels of instructor participation in student asynchronous discussions. •Devise guidelines, expectations, goals and deadlines that lead to active, motivated, focused student participation in asynchronous discussions. •Recognize and develop discussion facilitation styles that encourage higher-order critical thinking and lead to constructivist learning dialogues
- 13. Sample Materials: Asynchronous Communication • From Message Posting to Learning Dialogues • Developing Teaching Practice for more Effective use of Asynchronous Discussion • Conducting Effective Online Discussions • Teaching with Online Discussion Forums
- 14. Module 2: Reflections Reflect : In what ways do you currently foster discussion in your teaching? How would you plan to adapt your discussion facilitation strategies for an online setting? What sort of challenges and opportunities do you foresee in making these modifications?
- 15. Module 2: Portfolio Entry (Discussion Forum) Compose a new discussion forum that you could use on one of your courses. Pose a question/prompt for students to begin discussion. Add your own comment in which you explain how this discussion would contribute to student learning in your course. How would you plan facilitate discussion in this forum? What sort of challenges do you anticipate in facilitating a meaningful discussion using this tool. How would you deal with these challenges?
- 16. Module 2: Portfolio Entry (Voicethread) Post your own video comments that address the following: How will you plan to use asynchronous discussion in your online teaching? What opportunities and challenges do you think you will encounter? Then create your own Voicethread in which you pose a question that you would use in one of your classes.
- 17. Module 2: Sample Technology Tutorials Using Discussion Forums Voicethread
- 18. Module 3: Synchronous Instructional Strategies Faculty will: •Identify the characteristics of effective synchronous communication •Identify strategies to facilitate interactive and productive synchronous meetings. •Devise guidelines, expectations, goals and deadlines that lead to active, motivated, focused student participation in synchronous discussions.
- 19. Sample Materials: Synchronous Communication • Designing Interactive Webinars • Virtual Spaces • Bringing Life to E-Learning • Web Collaboration and Learning with AdobeConnect • Innovative Techniques in Synchronous Sessions
- 20. Module 3: Reflections Describe how you could use synchronous discussions (using AdobeConnnect) in one of your courses. What role would these discussions have in fostering student learning in your course?
- 21. Module 3 Portfolio Entry (AdobeConnect) Facilitate a synchronous session using AdobeConnect. This session will include other faculty who are completing the online teaching program. In your session is a PowerPoint slide or another visual prompt to summarize the ways in which you could use synchronous discussions in your teaching. Also address what sort of opportunities and challenges you expect you would encounter when facilitating synchronous learning experiences for students.
- 22. Module 3: Technology Tutorials Sample AdobeConnect Tutorial Sample Adobeconnect Recording
- 23. Module 4: Creating Presentations and Podcasts Faculty will: •Identify benefits of using recorded presentations and podcasts •Develop effective strategies for using recorded presentations. •Develop strategies for ways to use recorded presentations to "flip" the classroom •Create an effective audio and video recording that could be used in a hybrid or online course
- 24. Sample Materials: Presentations and Podcasts • Virtual Lecturing • Flipped Classrooms • Using Screencasting to Enhance Student Feedback • What is a screencast and why would I use one • Increasing student engagement using podcasts • Six different types of podcasts
- 25. Module 4: Reflections Explain how you might use audio and/or video presentations in one of your courses.
- 26. Module 4: Portfolio Entry (Audio Feedback) Using a sample of student work from a course you have taught create an audio response using Audacity. In your response provide the student with feedback on their work and suggestions for improvement.
- 27. Module 4: Portfolio Entry (Video Screencast) Using Panopto, create a 5 to 10 min. video presentation that you could use in a course that you teach. In the presentation provide either an introduction to the course itself or to a particular topic/concept. Use a PowerPoint presentation or alternative visual in your presentation. Save your presentation as a URL link. Sample recording
- 28. Module 4: Technology Tutorials Using Audacity Using Panopto
- 29. Module 5: Enhancing Participation through Online Resources Faculty will: •Explore the way social media can enhance student learning and engagement •Consider the ways that web2.0 tools can broaden students' access to knowledge and collaboration •Integrate social media and web-based resources into a course design
- 30. Sample Materials: Enhancing Participation through Online Resources • To use or not use web2.0 in higher education • Social Media use in Higher Education • Open Educational Resources • Teaching with Web2.0: Twitter, wikis, and blogs
- 31. Module 5: Reflections Describe some ways that a course you teach could be enhanced by some external resources that contain content related to the course. These resources could include RSS feeds, Twitter links, other websites, youtube videos, and opensource content related to your course content.
- 32. Module 5: Portfolio Entry (Create Blog) Using the blog tool in Moodle or an another blog site, create a blog for a course you could teach online. In your blog create link to some external resources that contain content related to your course. Include some of the following types of links: RSS feeds, Twitter links, other websites, youtubevideos, opensource content related to your course content.
- 33. Module 5: Technology Tutorials Using Blogs Using Wikis
- 34. Module 6: Fostering Social Presence and Building Community Faculty will: Identify the role of social presence in successful online teaching Develop strategies to enhance student collaboration and teamwork Understand the role of momentum and tone in online teaching
- 35. Sample Materials: Fostering Social Presence and Building Community • Instructor’s personality • Building Instructor and Social Presence • Best Practices in Online Education
- 36. Module 6: Reflections How have you successfully created a sense of community among students in your face to face teaching experiences? How do you think you might foster community-building in your online teaching?
- 37. Module 6: Portfolio Entry (Video Introduction) Using Panaopto, create a 5 minute video introduction of yourself that you might use to introduce yourself to your students at the beginning of an online course. Describe your own background and interests. Use some video cues such as photos, websites, or illustrations in your presentation.
- 38. Module 6 : Sample Technology Tutorials Using Panopto Using Panopto 2
- 39. Module 7: Designing Integrated Hybrid/Online Courses Part 1: Course Competencies Faculty determine: • Specific course and module learning objectives that are consistent, measurable, and clearly articulated • What thinking strategies and processes do students need to develop? • What methods and techniques need to be learned? • What terminology and concepts are important to know?
- 40. Course Competencies: Sample Materials • Articulate Your Competencies • A Theoretical Framework for Effective Online Course Design • Planning Your Online Class
- 41. Competencies: Reflections and Portfolio Entry • What thinking strategies and processes do students need to develop? • ◦What methods and techniques need to be learned? • ◦What terminology and concepts are important to know? • ◦What do student’s need to experience at a personal level that will contribute to their growth as persons for others? Portfolio Assignment: (outline course competencies including the strategic knowledge, procedural knowledge, facts and concepts)
- 42. Module 7: Designing Integrated Hybrid/Online Courses Part 2: Assessment Faculty develop: • A variety of assessments that measure the stated learning objectives are sequenced, varied, and appropriate • Specific and descriptive criteria for the evaluation of students work and participation • An explicit course grading policy • Assessment strategies that provide for student self- assessment and ability to measure their own progress.
- 43. Sample Materials: Assessment • Thinking about Evidence of Mastery • How Experts Differ From Novices • Think Aloud Technique • Assessing Learning in Online Education • Online Assessment Strategies • Evaluating Online Discussions
- 44. Assessment: Reflections and Portfolio Entry • How will you know if students have mastered the competencies in your course? • What types of complex problems will they be able to solve? • How will students think and behave as evidence of their ability? Portfolio Assignment: • Assessment evidence • Explanation of grading criteria
- 45. Module 7: Designing Integrated Hybrid/Online Courses Part 3: materials and learning experiences Faculty develop: • Instructional materials that contribute to the achievement of course competencies and module/unit objectives • Learning experiences that provide opportunities for student/content, student/student, student/teacher interaction • Technology tools and strategies that support course learning competencies
- 46. Sample Materials: online course content • MERLOT (http://www.merlot.org): Searchable, rated (mostly free) database of learning objects provided by instructors • MIT OpenCourseWare (http://ocw.mit.edu/OcwWeb/web/home/home/index.htm): Free access to over 1,700 courses, readings, audio and video clips provided by instructors at MIT. • Annenberg Media (http://www.learner.org): Access Annenberg Media discovery learning programming, including audio and video clips, for educational use. You can link to any of the clips in their web site and enhance the content of your course. Free sign up is required for first-time users. • You Tube (www.youtube.com): A vast collection of video clips that might hold some treasures you can use • Teacher Tube (www.teachertube.com): The educational version of YouTube. • TED (Ideas Worth Spreading) (www.TED.com): A free, moderated collections of speeches on a variety of topics by notable and unknown speakers
- 47. Sample Materials: Interactive Technologies • Get Your Head In The Clouds http://socialnetworkinginclass.ning.com introduces a variety of top technology tools. Each tool is described, modeled and rated in terms of its usefulness to online instructors. • Delicious www.delicious.com A social bookmarking service that allows you to tag, save, manage and share web pages with a community. • Top 100 Tools for Learning • http://www.c4lpt.co.uk/recommended/index.html This directory provides a listing of over 2000 tools suitable for the managing learning. • Learning Style Assessment and Guides http://www.vark-learn.com/english/index.asp This site provide individuals with the opportunity to complete a quick learning styles assessment, and to view “Helpsheets” that list the types of learning activities best suited to each learning style.
- 48. Activities and Materials: Reflections and Portfolio Entry • How will your course activities and materials activities promote student- student, student-instructor, and student-content interaction Portfolio Assignment: • List the the learning activities and course materials used in your course. Explain how these activities and materials promote student attainment of course objectives
- 49. Module 7: Designing Integrated Hybrid/Online Courses Part 4: Creating an online/hybrid course Faculty create a course syllabus that incorporates: • Explicit learning competencies for a course • Learning materials that contribute to the achievement of the stated course and module/unit learning objectives. • Course activities that promote the achievement of the stated learning objectives, provide opportunities for interaction; and integrate technology into the course design in ways that support student engagement.
- 50. Part 4: Creating an online/hybrid course • Develop an course introduction that makes clear how to get started and where to find various course components and introduces students to the purpose and structure of the course • Develop course instructions that link to a clear description of the technical support offered • Ensure that the course employs accessible technologies and provides guidance on how to obtain accommodation.
- 51. Sample Materials: Creating an Online/Hybrid Course • Constructing an Effective Online Syllabus • A Theoretical Framework for Effective Online Course Design • Ray Schroeder's Online Learning Update • Developing and Teaching an Online/In-class Hybrid: A Demonstration http://sbaweb.wayne.edu/~absel/bkl/.%5Cvol31%5C31ae.pdf .
- 52. Creating an Online/Hybrid Course: Create Syllabus Develop course syllabus that contains • Learning materials that contribute to the achievement of the stated course and module/unit learning objectives. • Course activities that promote the achievement of the stated learning objectives, provide opportunities for interaction that support active learning; • Technology integrated into the course design in ways that support student engagement.
- 53. Create syllabus cont. Develop an course introduction that makes clear how to get started and where to find various course components and introduces students to the purpose and structure of the course Develop course instructions that link to a description of the technical support offered Ensure that the course employs accessible technologies and provides guidance on how to obtain accommodation.
- 54. Creating an Online/Hybrid Course: Technology Resources Moodle Course Design