- Create a blog and publish posts, either for personal, professional development, or instructional use
- Create a wiki and consider how this could be used as a learning tool
- Learn the difference between a blog and a wiki
- Learn how to use tools that allow you to collaborate synchronously with your students
- Learn how to use tools that allow you to collaborate asynchronously with your students
- Decide when and how you will be available to students and how long they can expect to wait to hear back from you
- Explore the options available for ready made content for your course
- Learn about the copyright rules that go along with using content that someone else created in your course
- Explore how you could create your own multimedia content for your course
- Learn how to use basic computer tools such as a web cam and microphone
- Learn about different file formats for video and audio files, and the difference between downloading and streaming
- Consider how you could use social media to engage your students
- Decide if you want students to have access to your personal social media accounts
- Learn what options are available within your LMS settings to promote honesty and integrity in the online classroom
- Learn what a MOOC is and think about how it will effect the future of education as well as how they can help you and your students now
- Figure out how you are going to organize and share all of these great ideas you find, such as with a social bookmarking tool
- Learn what tech support options are available at your school for instructors
- Learn what tech support options are available at your school for online students
- Investigate how to make your course accessible to all students including those with physical or learning disabilities
- Ask your online students for feedback or reflections about what is working and what is not
- Learn where you can learn more about online teaching and learning (such as Master Online Teacher courses)
- Be flexible – with a course dependent on technology, something is bound to not work as planned
- Accept that your online course is never a finished work and will continue to grow and change as you grow and change as an instructor
Sunday, December 15, 2013
TT1351: 23 Things...
23 things online teachers need to learn:
Wednesday, December 11, 2013
TT1351: Quizzes and Surveys
There are a number of great free tools available for creating quizzes and surveys outside of a learning management system. Some tools for quizzes include http://www.quia.com/web or http://www.proprofs.com/ or for surveys http://www.surveymonkey.com/ or http://www.zoomerang.com/ Other students in the class also mentioned using http://chnm.gmu.edu/research-and-tools/ or http://fluidsurveys.com/
I created a survey using Survey Monkey: https://www.surveymonkey.com/s/MXKF6V8
This survey is designed to learn about the student enrolled in a discrete math course. I chose to use Survey Monkey as I have taken a number of surveys on this site, but I have never been the one creating the survey. I tried using several different types of questions just to see how to set each type up. Overall, the process of registering with Survey Monkey and creating the survey was pretty quick, though the "matrix" style of questions gave me a bit of trouble. I'm interested to see what the results look like as they come in to see if that leads me to modify the format of some of the questions.
I created a survey using Survey Monkey: https://www.surveymonkey.com/s/MXKF6V8
This survey is designed to learn about the student enrolled in a discrete math course. I chose to use Survey Monkey as I have taken a number of surveys on this site, but I have never been the one creating the survey. I tried using several different types of questions just to see how to set each type up. Overall, the process of registering with Survey Monkey and creating the survey was pretty quick, though the "matrix" style of questions gave me a bit of trouble. I'm interested to see what the results look like as they come in to see if that leads me to modify the format of some of the questions.
Saturday, December 7, 2013
TT1351: Creating Content
My Jing video on solving a quadratic equation can be viewed at http://screencast.com/t/NpvkCbJF0
I have been using Jing to make short videos for a few years now. I find that the program is fairly simple to use (I didn't need any training, just some trial and error initially) and I appreciate that the videos are hosted on their screencast site. To make this video I used Jing, a Wacom Bamboo tablet, and the built in microphone on my laptop. I use these types of videos in response to student questions by email or on the discussion board, as I find that I can make a Jing video in about the same amount of time it would take me to type all of the math expressions.
I have been using Jing to make short videos for a few years now. I find that the program is fairly simple to use (I didn't need any training, just some trial and error initially) and I appreciate that the videos are hosted on their screencast site. To make this video I used Jing, a Wacom Bamboo tablet, and the built in microphone on my laptop. I use these types of videos in response to student questions by email or on the discussion board, as I find that I can make a Jing video in about the same amount of time it would take me to type all of the math expressions.
Friday, November 29, 2013
Ted Talks on Math
The Magic of Fibonacci Numbers: http://www.ted.com/talks/arthur_benjamin_the_magic_of_fibonacci_numbers.html
Why is x the unknown? http://www.ted.com/talks/terry_moore_why_is_x_the_unknown.html
Why is x the unknown? http://www.ted.com/talks/terry_moore_why_is_x_the_unknown.html
Thursday, November 21, 2013
TT1351: Ready-Made Content
Ready-made videos:
http://web.clark.edu/math/Calculator/
This site has a collection of ~40 tutorial videos for using the TI-84 graphing calculator, which is what I use in my college algebra courses. In a face-to-face class, I have the opportunity to show students how to use the calculator and help them when they are learning new skills, but this can be difficult to do with an online student. I would post links to specific skills as we got to topics where we needed to use the calculator for that purpose.
Podcasts:
I had never considered the use of podcasts before in mathematics. I found an interesting podcast called "Math Mutation" at http://mathmutation.blogspot.com/ This podcast describes itself as "a short podcast for people of all ages, where we explore fun, interesting, or just plain weird corners of mathematics that you probably didn't hear in school." The way I see this being used in my online class would be as a discussion started for weekly posts, discussing how math relates to everyday topics (such as voting and politics) as well as class topics. New podcasts are released about once a month.
As far as instructions, I don't think any would be needed for students listening on their computers. Though some instructions about how to download this on to a phone/mp3 player might be helpful.
Learning Objects:
Starting with a definition, learning objects are digital entities (small ‘chunks’ of e-learning content) that can be delivered over the Internet and reused in a many of ways. For example, instructional designers can create these instructional components or objects that can then be assembled in a number of times in different learning situations, these learning objects can be organized using what is called metadata (meaning "data about data"), the metadata cataloging system allows educators to search access and then reuse these learning objects as needed.
Therefore, one can describe learning objects as:
1. Small "chunks" of instructional material
2. Catalogued by metadata
3. Are reusable
4. Are in a digital format
Some sources include: Merlot http://www.merlot.org National Science Digital Library http://nsdl.org/ and Wisc-Online http://www.wisc-online.com
One thing I found on Merlot that could be used across a variety of courses is Paul Seeburger's Dynamic Calculus Site which has a Calculus Function Grapher (http://web.monroecc.edu/pseeburger/) This interactive grapher could be used for class demos or for student investigation in graphing functions, polar, parametric, and piecewise graphs.
http://web.clark.edu/math/Calculator/
This site has a collection of ~40 tutorial videos for using the TI-84 graphing calculator, which is what I use in my college algebra courses. In a face-to-face class, I have the opportunity to show students how to use the calculator and help them when they are learning new skills, but this can be difficult to do with an online student. I would post links to specific skills as we got to topics where we needed to use the calculator for that purpose.
Podcasts:
I had never considered the use of podcasts before in mathematics. I found an interesting podcast called "Math Mutation" at http://mathmutation.blogspot.com/ This podcast describes itself as "a short podcast for people of all ages, where we explore fun, interesting, or just plain weird corners of mathematics that you probably didn't hear in school." The way I see this being used in my online class would be as a discussion started for weekly posts, discussing how math relates to everyday topics (such as voting and politics) as well as class topics. New podcasts are released about once a month.
As far as instructions, I don't think any would be needed for students listening on their computers. Though some instructions about how to download this on to a phone/mp3 player might be helpful.
Learning Objects:
Starting with a definition, learning objects are digital entities (small ‘chunks’ of e-learning content) that can be delivered over the Internet and reused in a many of ways. For example, instructional designers can create these instructional components or objects that can then be assembled in a number of times in different learning situations, these learning objects can be organized using what is called metadata (meaning "data about data"), the metadata cataloging system allows educators to search access and then reuse these learning objects as needed.
Therefore, one can describe learning objects as:
1. Small "chunks" of instructional material
2. Catalogued by metadata
3. Are reusable
4. Are in a digital format
Some sources include: Merlot http://www.merlot.org National Science Digital Library http://nsdl.org/ and Wisc-Online http://www.wisc-online.com
One thing I found on Merlot that could be used across a variety of courses is Paul Seeburger's Dynamic Calculus Site which has a Calculus Function Grapher (http://web.monroecc.edu/pseeburger/) This interactive grapher could be used for class demos or for student investigation in graphing functions, polar, parametric, and piecewise graphs.
Tuesday, November 19, 2013
Discrete Math Resources
Links found through Merlot for Discrete Math/Graph Theory:
- Graph Theory Lessons (java applets)
- Description: The applets contain topics typically found in undergraduate graph theory and discrete structures classes like null graphs, the handshaking lemma, isomorphism, complete graphs, subgraphs, regular graphs, platonic graphs, adjacency matrices, graph coloring, bipartite graphs, simple circuits, Euler and Hamilton circuits, trees, unions and sums of graphs, complements of graphs, line graphs, spanning trees, plane graphs, shortest paths, minimal spanning trees. The applet utilizes Petersen software written by the author. Peterson can draw, edit and manipulate simple graphs, examine properties of the graphs, and demonstrate them using computer animation.
- Discrete Math (flash applets)
- This site consists of examples, exercises, games, and other learning activities associated with the textbook, Discrete Mathematics: Mathematical Reasoning and Proof with Puzzles, Patterns and Games by Doug Ensley and Winston Crawley. Requires Adobe Flash player.
- The Discrete Mathematics Project
- Demonstrates real-world applications of math to all those students who say, "How will I ever use this?" You don't get much more real world than solving the problems of dividing estates fairly, apportioning legislative seats, or cutting a cake in even pieces. Each activity includes printable worksheet materials as you incorporate this standards-based subject--discrete mathematics--in your math classes (grade 9 and up).
Saturday, November 16, 2013
TT1351: Communicating in Real Time
Currently in my online courses, all of the communication takes place asynchronously. There is a lot of emailing, announcements, and discussion board posts, but never anything "live". A couple of tools that could change this would be texting, chatting (using the built in tool in MyMathLab), Skype (either for instant messaging or for video conferencing), Google+ hangouts, or Blackboard Collaborate.
If I were to start using texting as a form of communication, I think one of the first steps would be to set up a number with Google Voice. This way I could get student texts either from my computer at work or home as well as on my phone, while keeping my personal number private. This could provide a nice option for quick, easy questions (need quiz reset, site down, etc.) but probably wouldn't be beneficial for asking actual content questions.
Skype or Google+ provide some free options for video chatting, but with some limitations on the number of people that can participate (Skype only allows one person for free and Google+ can do up to 10). Both work on phones and computers, both android and apple, so there is a lot of flexibility on how students choose to participate, but they would probably need a camera and microphone.
The option that I plan to actually pursue using is Blackboard Collaborate. ICC is currently paying for 10 log-ins, and not many people are using them yet, so I have my own log in for hosting sessions. There is a virtual whiteboard space that is perfect for writing out problems, as well as the ability to take students to our course site (or other websites) to explain features and resources. Students can type in the textbox or use their microphone to ask questions, as well as polling options and virtual hand raising. The one downside is that it is separate from our MyMathLab course site, and the first time I used it I had some technical issues getting things set-up. I'm hoping to do a doodle poll at the beginning of the semester to find out what days and times work best for students, and then to offer sessions every couple of weeks for optional review and practice problems.
If I were to start using texting as a form of communication, I think one of the first steps would be to set up a number with Google Voice. This way I could get student texts either from my computer at work or home as well as on my phone, while keeping my personal number private. This could provide a nice option for quick, easy questions (need quiz reset, site down, etc.) but probably wouldn't be beneficial for asking actual content questions.
Skype or Google+ provide some free options for video chatting, but with some limitations on the number of people that can participate (Skype only allows one person for free and Google+ can do up to 10). Both work on phones and computers, both android and apple, so there is a lot of flexibility on how students choose to participate, but they would probably need a camera and microphone.
The option that I plan to actually pursue using is Blackboard Collaborate. ICC is currently paying for 10 log-ins, and not many people are using them yet, so I have my own log in for hosting sessions. There is a virtual whiteboard space that is perfect for writing out problems, as well as the ability to take students to our course site (or other websites) to explain features and resources. Students can type in the textbox or use their microphone to ask questions, as well as polling options and virtual hand raising. The one downside is that it is separate from our MyMathLab course site, and the first time I used it I had some technical issues getting things set-up. I'm hoping to do a doodle poll at the beginning of the semester to find out what days and times work best for students, and then to offer sessions every couple of weeks for optional review and practice problems.
Friday, November 15, 2013
TT1351: Blogs for students
http://www.informationisbeautiful.net/blog/ and http://statpics.blogspot.com/
These two blogs are ones that could be used by students in one of my math classes. Both sites post data in a variety of interesting formats to illustrate mathematical ideas and really visualize what the data is telling us. These would both be great resources of starting points for projects as well as examples of class topics using real world data. These blogs would help students to see math in their daily lives and make connections to the class content.
For example, we talk about Venn diagrams in my liberal arts math class, and the examples in the text always feel very contrived and boring...but what's more fun than looking at who can catch which flu virus: http://www.informationisbeautiful.net/visualizations/which-flu-virus/
If students were going to be creating their own blogs or wikis, some free resources include:
These two blogs are ones that could be used by students in one of my math classes. Both sites post data in a variety of interesting formats to illustrate mathematical ideas and really visualize what the data is telling us. These would both be great resources of starting points for projects as well as examples of class topics using real world data. These blogs would help students to see math in their daily lives and make connections to the class content.
For example, we talk about Venn diagrams in my liberal arts math class, and the examples in the text always feel very contrived and boring...but what's more fun than looking at who can catch which flu virus: http://www.informationisbeautiful.net/visualizations/which-flu-virus/
If students were going to be creating their own blogs or wikis, some free resources include:
- Free blogs at http://www.edublogs.org or http://wordpress.com/ or http://www.blogger.com
- Free wikis at http://www.wikispaces.com/ or http://pbwiki.com or http://bluwiki.com/
Friday, November 8, 2013
TT1351: Desmos ideas
Desmos is an online interactive graphing calculator that is pretty powerful. There are a number of ready made lessons already created and shared online (see examples below). It seems like a good potential tool in an online class to have students creating and sharing graphs.
https://www.desmos.com/calculator/unsox3phkb
https://www.desmos.com/calculator/ooau4av9cz
-Approximating definite integrals using Riemann sums (left, right or midpoint). Sliders to control interval and number of rectangles.
https://www.desmos.com/calculator/q0vy8feq5h
https://www.desmos.com/calculator/xxyyjofuxo
-Taylor Polynomials
https://www.desmos.com/calculator/m2iciw8hlh
-11x^2+12x+13 had no real roots What is the only day that has an integer root? 11x^2+day(x)+13
http://simplifyingradicals2.blogspot.com/2013/11/conic-capture-game.html
-Conic capture game (using desmos)
https://www.desmos.com/calculator/unsox3phkb
https://www.desmos.com/calculator/ooau4av9cz
-Approximating definite integrals using Riemann sums (left, right or midpoint). Sliders to control interval and number of rectangles.
https://www.desmos.com/calculator/q0vy8feq5h
https://www.desmos.com/calculator/xxyyjofuxo
-Taylor Polynomials
https://www.desmos.com/calculator/m2iciw8hlh
-11x^2+12x+13 had no real roots What is the only day that has an integer root? 11x^2+day(x)+13
http://simplifyingradicals2.blogspot.com/2013/11/conic-capture-game.html
-Conic capture game (using desmos)
Tuesday, November 5, 2013
TT1351: Texting and polling
A couple of free tools that can be used for online polling include http://www.polleverywhere.com/ and http://doodle.com/?locale=en. Poll Everywhere can create polls that can be answered by text or on the web, with the free service allowing for 40 responses to a poll. Doodle allows respondents to select dates/times that work best for their schedule.
These types of tools could be used for scheduling events such as proctored exams or synchronous sessions, or could take the place of clickers to do class polling. If students have their phones in their hand every minute, why not put it to use?
These types of tools could be used for scheduling events such as proctored exams or synchronous sessions, or could take the place of clickers to do class polling. If students have their phones in their hand every minute, why not put it to use?
Friday, November 1, 2013
TT1351: Diigo - social bookmarking
Diigo is a social bookmarking tool where you can annotate sites/articles with sticky notes and highlighters, organize bookmarks, and not have to worry about broken links as webpages are archived. There is also a MVCR Tech Tools group (https://groups.diigo.com/group/mvcr-tech-tools).
My account is: https://www.diigo.com/user/megan_bomer
Being in a program like the Master Online Teacher, exposes you to so many resources, that some kind of system for organizing links is a must. Though I'm not sure that Diigo is the one for me. If you were collaborating on research, it seems like a great way to be able to share resources with one another as you were working, but for working alone I don't know that I'll be pursuing this site.
Update (11/5/13): Ok, so after some more use, I'm coming around on the benefits of Diigo. I have been one that frequently prints off articles to read to be able to highlight and reference later (especially for classes). With diigo, there is a highlighter tool that can be used and the highlighted sections are then shown in your diigo library. This makes a quick and easy way to reference quotes, without even needing to pull up the whole article. When watching videos, you can take notes in a "sticky note" that shows up in your library in the same way.
My account is: https://www.diigo.com/user/megan_bomer
Being in a program like the Master Online Teacher, exposes you to so many resources, that some kind of system for organizing links is a must. Though I'm not sure that Diigo is the one for me. If you were collaborating on research, it seems like a great way to be able to share resources with one another as you were working, but for working alone I don't know that I'll be pursuing this site.
Update (11/5/13): Ok, so after some more use, I'm coming around on the benefits of Diigo. I have been one that frequently prints off articles to read to be able to highlight and reference later (especially for classes). With diigo, there is a highlighter tool that can be used and the highlighted sections are then shown in your diigo library. This makes a quick and easy way to reference quotes, without even needing to pull up the whole article. When watching videos, you can take notes in a "sticky note" that shows up in your library in the same way.
TT1351: Twitter in the Classroom #HelloWorld
This week I signed up for a Twitter account, a mere 7 years after the site launched. I had never been interested in using it for social purposes, but hadn't considered it for educational purposes.
So how could Twitter be used as an educational tool? Lots of people have already come up with long lists of ways that it can be used:
One concern I have been pondering is having multiple log-ins for students to get to course content/assignments/announcements, but it seems there are some ways to integrate Blackboard and Twitter to have a feed on your course homepage (http://library.uoregon.edu/scis/blackboard/faq/instructors/i77.html or http://www.socialbrite.org/2010/11/09/top-10-social-media-dashboard-tools/). Another concern is managing separate personal and professional accounts, as you can have multiple accounts but there is no way to have one common feed (https://support.twitter.com/articles/20169956-managing-multiple-twitter-accounts)
From a professional development standpoint, I'm excited about some of the resources I've found on Twitter. I've found a number of math professionals as well as math organizations to follow, many of which seem to post regularly. This collection of articles and lesson ideas is a great resource, and something I plan to continue to check.
So how could Twitter be used as an educational tool? Lots of people have already come up with long lists of ways that it can be used:
- http://www.teachhub.com/50-ways-use-twitter-classroom
- http://www.emergingedtech.com/2010/02/100-ways-to-teach-with-twitter/
- http://www.educatorstechnology.com/2013/10/50-plus-tips-on-how-to-use-twitter-in.html
One concern I have been pondering is having multiple log-ins for students to get to course content/assignments/announcements, but it seems there are some ways to integrate Blackboard and Twitter to have a feed on your course homepage (http://library.uoregon.edu/scis/blackboard/faq/instructors/i77.html or http://www.socialbrite.org/2010/11/09/top-10-social-media-dashboard-tools/). Another concern is managing separate personal and professional accounts, as you can have multiple accounts but there is no way to have one common feed (https://support.twitter.com/articles/20169956-managing-multiple-twitter-accounts)
From a professional development standpoint, I'm excited about some of the resources I've found on Twitter. I've found a number of math professionals as well as math organizations to follow, many of which seem to post regularly. This collection of articles and lesson ideas is a great resource, and something I plan to continue to check.
Monday, October 21, 2013
TT1351: Technology Tools - Reading List
Mod 1: Don’t bother fighting it
- Assessing Faculty's Technology Needs
- Consider the future. How will faculty need to adjust to the changing needs of learners? Pay particular attention to the faculty development portions of this article entitled "Planning for 'neomillennial' learning styles: Implications for investments in technology and faculty"
- Who's online and what are they doing? Look at the data at the Pew Internet and American Life Project. Click on the data links on the left for deeper information.
Mod 2: May the force be with you (social networking and organization)
- What exactly is Web 2.0 anyway? Interesting background article by the Pew Internet & American Life Project
- Social Networking in Education White paper on educational social networking
- Twitter for Academia http://academhack.outsidethetext.com/home/2008/twitter-for-academia/
- An academic view of social networking may be found in this short paper.
Mod 3: Communicating any time
- Learning with Blogs and Wikis (this piece is oriented toward the teacher blogging for professional development)http://www.ascd.org/publications/educational_leadership/feb09/vol66/num05/Learning_with_Blogs_and_Wikis.aspx
- Blogs in Education http://halfanhour.blogspot.com/2009/04/blogs-in-education.html
- Blogs in Education http://www.youtube.com/watch?v=i7XiCg_wpzE
- Maha cherif talk about Wikis in Education http://www.youtube.com/watch?v=7eltMryuXnU
- 10 Biggest Myths About Synchronous Online Teaching http://www.educause.edu/ero/article/10-biggest-myths-about-synchronous-online-teaching
- Comparing 2D and 3D Synchronous Learning http://www.youtube.com/watch?v=uGtzYiEOwEw
- Taking the "a" out of Asynchronous http://campustechnology.com/articles/64817/
- Using Shared Online video to Anchor Instruction http://www.facultyfocus.com/articles/instructional-design/using-shared-online-video-to-anchor-instruction-youtube-and-beyond/
- Using Video in Online Learning http://www.ltgreenroom.org/episodes/46
- Hearing Voices in Online Courses http://www.ltgreenroom.org/episodes/41
- There's Something in the Air http://www.cblt.soton.ac.uk/multimedia/PDFs08/Podcasting%20in%20education.pdf
Mod 6: Making your own content
- Six Steps to Creating High Quality Video Training http://www.learningsolutionsmag.com/articles/185/six-steps-to-creating-high-quality-video-training
- How to Create a Podcast http://www.youtube.com/watch?v=-hrBbczS9I0
- Creating Dynamic Presentations With Prezi http://prezi.com/2-ubvdhw3xwy/creating-dynamic-presentations-with-prezi/
- How to Use Jing http://www.youtube.com/watch?v=HZKhz0tSVII
- There are numerous videos on the web regarding the use of Jing. If you search on "How to use Jing" in Google, and then look for videos, you will see several. Feel free to take a look at any of these you would like.
Mod 7: New trends
- Issues for Science and Engineering Researchers in the Digital Age http://www.nap.edu/openbook.php?record_id=10100&page=1
- Practical Tips for Preventing Cheating on Online Exams http://www.vcu.edu/cte/resources/newsletters_archive/OC0704.pdf
- An IOC conference sessionfeaturing Lori McNabb from University of Texas system (this is a 45 minute recording) MOOCs, Knowledge and the Digital Economy Maintaining Academic Integrity in Online Courses
- The MOOC model for digital practice http://davecormier.com/edblog/2010/12/20/moocs-knowledge-and-the-digital-economy-a-research-project/
- Mother of All MOOCs podcast http://www.ltgreenroom.org/episodes/167
- Online, Bigger Classes May Be Better Classes http://chronicle.com/article/Open-Teaching-When-the/124170/
Mod 8: What the future holds
- 23 things as explained here http://sjlibrary23.blogspot.com/
- The Horizon Report (2013 Edition) http://www.nmc.org/pdf/2013-horizon-report-HE.pdf
- Explore the future of the Internet by browsing the documents and reports in the Future of the Internet section of the Pew Internet and American Life Project.
ID1342: Instructional Design for Online Course Development - Wiki of Resources
Symbiosis (http://www.eric.ed.gov/PDFS/EJ968187.pdf)
This article discusses the importance of Project Management and the role of the Instructional Designer (or, I suppose the lone instructor acting as their own ID) in the course development process. "Meredith and Schafer (2010) define project management as managing a special form of process in an organization, the output of which is some type of value of desire and interest. Such value creation is one of the most essential organizational activities, and it helps justify the existence of the organization. In project management, each project is characterized by an ultimate goal, tasks that are interrelated and coordinated, a limited timeframe, and its own uniqueness (Layng, 1997)". Based on this definition, online course development falls into this type of activity and is worth of applying Project Management principles and processes to it.
"PMI (2008) argues there are four phases in a project life cycle (starting the project, organizing and preparing, carrying out the work, and closing the project). They claim that each phase includes five project process groups:
This article discusses the importance of Project Management and the role of the Instructional Designer (or, I suppose the lone instructor acting as their own ID) in the course development process. "Meredith and Schafer (2010) define project management as managing a special form of process in an organization, the output of which is some type of value of desire and interest. Such value creation is one of the most essential organizational activities, and it helps justify the existence of the organization. In project management, each project is characterized by an ultimate goal, tasks that are interrelated and coordinated, a limited timeframe, and its own uniqueness (Layng, 1997)". Based on this definition, online course development falls into this type of activity and is worth of applying Project Management principles and processes to it.
"PMI (2008) argues there are four phases in a project life cycle (starting the project, organizing and preparing, carrying out the work, and closing the project). They claim that each phase includes five project process groups:
- initiating
- planning
- executing
- monitoring and controlling
- closing"
- "Project management and instructional systems design (ISD) need to be coordinated in a concerted effort to complete an instructional design project effectively and efficiently (Smith & Ragan, 2005)."
- "Project management methodologies with a strong point in efficiency (e.g., by planning and scheduling) can complement ISD's effectiveness in the design of instruction (Morrison, Ross, & Kemp, 2001)."
- "Because each approach has its strengths and weaknesses, the coordination of the two can create a synergy and improve the output of the instructional design project. This argument is not a new proposition. Based on the literature reviewed and reported earlier in this position paper from both researchers and practitioners perspectives, project management and ISD should be regarded as two of the core skills of instructional technology."
- Project Management Toolkit (from CIO at University of Illinois)
http://www.cio.uillinois.edu/cms/one.aspx?portalId=996270&pageId=1076624 - Closing the Loop in e-Learning Development: How to reconnect instructional design and project management
http://www.learningsolutionsmag.com/articles/283/closing-the-loop-in-e-learningdevelopment-how-to-reconnect-instructional-design-and-project-management
Virtual Ethnography: Interactive Interviewing Online as Method
Susan Crichton, Shelley Kinash
For this article, researchers looked at the possibilities of “virtual forms of ethnography.” They wanted to see in what ways online interactive interviewing might have advantages over face to face interviewing. This project used only text-based conversations. The authors argue that in an online space people can “write the story of their situated context.” They report on the results of three research projects that used these methods.
Some strengths they found in online interactive interviewing were that it “contributes to a sense of self,” and allows for thoughtful, reflective, responses that could be revised before they were posted. A couple limitations found were the lack of nonverbal cues, and it did not allow for a multi-media presentation of results.
Online interactive interviewing as ethnography resulted in evolving inquiry, and fostered a continual relationship. The technology “facilitated stimulating dialogues” and sustained conversation. One researcher reported that “the process was so enjoyable that it was “hard to quit their interactions with us.”
Technology Skills Assessment by FGC University
http://www.fgcu.edu/support/techskills.html
For those interested in developing a comprehensive online tech skill self-assessment for students before they begin an online course.
Online Course Evaluation Literature Review and Findings
byJessica Wode and Jonathan Keiser, Columbia College Chicago
http://www.colum.edu/Administrative_offices/Academic_Affairs/evaluation_and_assessment/courseeval/Course%20Evaluation%20Literature%20Review.pdf
This pdf document provides a comprehensive overview of the course evaluation process with an emphasis on onlne courses. The article highlights some of the pitfalls of student evaluations and makes suggestions to overcome these obstacles.
ADDIE is dead: Long Live ADDIE by Tom Gram, 2009
http:www.gramconsulting.com/2009/09/addie-is-edad-long-live-addie/
This article discusses the Love/Hate relationship instructional designers (ID) have with the ADDIE model. The autthor suggests that rather than consider ADDIE as an instructional design methodology, it should be seen as a project management process. The article is divided into three phases, the Hate, Love and summative evaluation phase.
The hate phase describes how and why ID have come to hate the model even though the five stages are the basis for the design of a lot of systems.
The Love phase is discussed by highlighting ADDIE's success with e-learning and how the five stages have been a sucess with e-learning.
http://www.simplypsychology.org/learning-kolb.html
This article describes Kolb's learning theory which sets out four distinct learning styles (Accomodating, Diverging, Assimilating, Converging) based on a four-stage learning cycle (Concrete Experience, Reflective Observation, Abstact Conceptualization, Active Experimentation).
“e-Learning, online learning, and distance learning environments: Are they the same?”
scholar.vt.edu/access/content/group/5deb92b5-10f3-49db-adeb-7294847f1ebc/e-Learning%20Scott%20Midkiff.pdf
This article focuses on the differences between e-learning, online learning and distance learning. Topics such as: characteristics of learning environments, tools, terminology perceptions, and the role of the student within these specific environments are discussed.
Indiana University: Center for Innovative Teaching & Learning
http://citl.indiana.edu/consultations/assess_student_learn/index.php
This site includes a number of resources for both formal and informal assessment of student learning, including examples of CATs (classroom assessment techniques), how to design an effective test, and how to create a rubric.
In Search of the Elusive ADDIE Model
http://iptde.boisestate.edu/FileDepository.nsf/bf25ab0f47ba5dd785256499006b15a4/693b43c6386707fc872578150059c1f3/$FILE/Molenda_03.pdf
In this article, Michael Molenda researches when and where the ADDIE model originally came from. By looking at dictionaries and various other sources, he gives an overview and history of ADDIE. In the end, he concludes that ADDIE does not have one single origin or author, but that many agree that its a process standing for Analyze, Design, Development, Implementation, and Evaluation.
Research for Practitioners: Are There Basic Principles Across All Instructional Design Models?
http://www.learningsolutionsmag.com/articles/1233/
This is the summary of an aritcle but the table the author creates will be very helpful in instructional design. It would complement Horton quite well with the questions it provides for consideration in each principle. One example directly from this summary is:
| Principle | Learning is promoted when… | Questions to ask yourself |
| Problem and task centered | Learners are engaged in solving real world problems and tasks |
|
How-to Guide for Creating Accessible Online Learning Content
http://projectone.cannect.org/
Ensuring accessibility for learners with visual impairments and learning differences is just as important in online learning environments as it is for face-to-face courses. This online web publication by CANnect, "a nonprofit consortium, decided to raise the awareness of just how unfriendly the Internet can be for people with disabilities, in particular, people with vision loss" is an excellent resource for helping you understand why as well as how to make content in your online learning environment accessible. It includes the seven principle of universal design as well as best practices for HTML coding and other content such as PDF files, audio, and video.
Evaluating Online Courses
http://fod.msu.edu/oir/evaluating-online-courses
This site provides a variety of rubrics and evaluation tools targeted at evaluating online courses due to their differences with traditional classrooms.
Durdu, P.O., Yalabik, N., & Cagiltay, K. (2009). A distributed online curriculum and courseware development model. Educational Technology & Society, 12(1), 230-248. Retrieved from http://www.ifets.info/journals/12_1/18.pdf
The researchers behind this study adamantly declare collaboration of multiple disciplines is essential to the effectiveness of developing VLE’s (virtual learning environments). They offer a model that combines multiple approaches and tested them in two online courses, or case studies, in order to identify problem areas as well as suggest best practices for model development. Following the case studies, interviews of strategic decision makers of the design and extracted principles which were developed and applied back to the model using a layered perspective. One interesting finding suggests degradation in quality when variations in text and video are present, and that “there is a need for common style guidelines” in online courses. The DONC2 development methodology emerged as a complex circular model depicting the layers of development along with multiple components with no hierarchy. Also shown is a workload model further refined within each layer of the process. This is an excellent prototype of the ID process for online learning design, however only introduces the model, and calls for future testing.
The Flawed Four Level Evaluation Model
http://groups.medbiq.org/medbiq/download/attachments/229542/Moving%2BBeyond%2BTraditional%2BEvaluation-2.pdf
Elwood F. Holton III (1996)
This was a neat paper I came across. Holton III suggests that, while the Kirkpatrick model of training evaluation is most notable and most widely used, it lacks rigour as it pertains to validity. He suggests this is primarily the case as it fails to touch on such topics as motivation of the participants, trainability levels, attitudes and personal characteristics that can influence trainee behaviours, training transfer and learning.
Holton III, suggests that a shortcoming of the Kirkpatrick model is that it is solely a taxonomy and doesn't consider all constructs underlying the phenomena of interest, therefore making validation impossible. Additionally, Alliger and Janak (1989) have indicated that research currently doesn't exist that connects the various levels of this taxonomy through causal relationships.
Patterns of Engagement in Authentic Online Learning Environments
Herrington, J. and Oliver, R. (2003). Patterns of Engagement in Authenic Online Learning Environments, Australian Journal of Educational Technology, 19(1), 59-71.
Link: http://www.ascilite.org.au/ajet/ajet19/herrington.html
One of the topics that most captured my attention and interest in this course was developing the skill to develop engaging and interesting online learning activities or assignments, the "develop" step of the instructional design process. As such, I was interested to find this article which discusses the development of "authentic" learning activities in the online environment. The use of more authentic and relevant learning activities within a wide variety of fields provides numerous benefits to students, particularly the established adult learner. As I have been aiming my course design to a graduate level audience of young adults, I worked to develp activities which were more authentic by simulating real-life clinical scenarios via case studies, for example.
While "authentic activities" may have multiple interpretations, they are generally taken to mean "activities based on real situations to models that focus on applying conceptual knowledge or skills, such as critical thinking or problem solving 10 characteristics of authentic learning activities". This article also concisely reviews 10 characteristics of authentic learning activities, a few of which include:
- Authentic activities have real world relevance.
- Authentic activies comprise complex tasks to be investigated by students over a sustained period of time.
- Authentic activities provide the opportunity to collaborate.
- Authentic activities provide the opportunity to reflect.
Kirkpatrick's Four Level Evaluation Model
http://www.nwlink.com/~donclark/hrd/isd/kirkpatrick.htmlThe Kirkpatrick Four-Level Training Evaluation Model helps trainers to measure the effectiveness of their training in an objective way. The model was originally created by Donald Kirkpatrick in 1959, and has since gone through several updates and revisions.
The four levels are: Reaction, Learning, Behavior, Results.
This article includes descriptions of the four levels (steps) and also criticisms. It suggested that the name of 2 steps shoud be changed: Reaction -> Motivation, Behaviour -> Performance.
The Role of Rubrics in Advancing and Assessing Student Learning:
http://uncw.edu/cte/et/articles/vol7_1/Wolf.pdf
This pdf article analyzes the Role of Rubrics in assessing student learning. It shows steps in developing a rubric. It also describes the benefits of rubrics and limitations of them.
How (Unfavorable) Student Feedback Improves Online Courses
Online Learning Insights, a blog about open and online education
http://onlinelearninginsights.wordpress.com/2012/06/01/how-unfavorable-student-feedback-improves-online-courses/
This article discusses how negative feedback from students can improve your course.
Various Types of Grading Rubrics for Different Types of Online Activities
http://www2.nau.edu/d-elearn/support/tutorials/discrubrics/discrubric.php
Using rubrics is especially important in online courses because clear statement of expectations is sometimes the only guideline students will receive. However, designing rubrics specifically targeted at certain tasks might be tiring for the teachers - this website provides different types of rubric "templates" teachers can use (e.g. journal post rubrics, discussion rubrics, general participation rubric).
ID1342: Instructional Design for Online Courses - Reading List
- Introduction to Instructional Design
http://fleming0.flemingc.on.ca/lrc/bild/kwork/instru~1.htm - Instructional design for self-learning in distance education
http://www.col.org/PublicationDocuments/pub_KS2000_Instructionaldesign.pdf - The ADDIE Instructional Design Process
http://wikis.uit.tufts.edu/confluence/display/UITKnowledgebase/ADDIE+Instructional+Design+Process - Paradigms for Online Learning: A Case Study
http://sloanconsortium.org/sites/default/files/v1n2_bourne_0.pdf - "The ADDIE Model” – A Metaphor for the Lack of Clarity in the Field of IDT
http://www.indiana.edu/~idt/shortpapers/documents/IDTf_Bic.pdf - ADDIE is dead! Long live ADDIE!
http://gramconsulting.com/2009/09/addie-is-dead-long-live-addie/ - http://www.youtube.com/watch?feature=player_embedded&v=oRgLqEF-qAU#t=0
- Explorations in Learning & Instruction: The Theory Into Practice Database
http://tip.psychology.org/theories.html - Gagne's Nine Events of Instruction: An Introduction
http://www.transformativedesigns.com/gagnes.html - Learning Theories and Instructional Design
http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm - Goals and Objectives
http://www.fgcu.edu/onlinedesign/designDevb.html - How do I write learning objectives?
http://www.ion.uillinois.edu/resources/tutorials/id/developObjectives.asp - http://www.youtube.com/watch?feature=player_embedded&v=JZdv5lrJs4U#t=0
- ADDIE & Kemp Models
http://www.regent.edu/admin/ctl/coursedesign/home.cfm - Instructional & Audience Analysis
http://www.fgcu.edu/onlinedesign/designDev.html - The Role of Instructional Design
http://www.intulogy.com/addie/design.html - Design Phase - ADDIE
- IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever
http://www.tltgroup.org/programs/seven.html - Teaching Strategies
http://www.fgcu.edu/onlinedesign/designDeve.html - Using Storyboards in Online Course Design
http://www.ion.uillinois.edu/resources/pointersclickers/2004_09/page2.asp - http://www.youtube.com/watch?feature=player_embedded&v=BhLIiF9QyTo#t=0
- Select pages from E-Learning by Design by William Horton
pages 38-41 - Activities portfolio
http://www.horton.com/portfolioactivities.aspx - The Use of Traditional Instructional Systems Design Models for eLearning
http://www.umuc.edu/distance/odell/vteach/module2/systems.html - Key Elements of Building Online Community
http://jolt.merlot.org/vol3no3/vesely.htm - Authentic Assessment Toolbox
http://jonathan.mueller.faculty.noctrl.edu/toolbox/ - http://www.youtube.com/watch?feature=player_embedded&v=VzYDNWhQWYA#t=0
- Evaluation
http://www.fgcu.edu/onlinedesign/designDevd.html - Applying Evaluative Tests: Content
http://www.ion.uillinois.edu/resources/tutorials/assessment/content.asp - Assessment Frameworks
Read pages 353-357 - Criteria for Evaluating Online Courses
http://elearning.typepad.com/thelearnedman/ID/evaluatingcourses.pdf - ION QOCI Rubric & Checklist
http://www.ion.uillinois.edu/initiatives/qoci/rubric.asp - http://www.youtube.com/watch?feature=player_embedded&v=q8yky6-P1Uw#t=0
- http://www.youtube.com/watch?feature=player_embedded&v=CBoI0wBo4vw#t=0
- Principles of Instructional Design
Robert M. Gagne & Walter W. Wager & Katharine Golas & John M. Keller
OO1332: Online Learning Overview - Wiki of Resources
Private Journal Replaces Discussion Forum in Blended Course, by Rob Kelly
- Faculty Focus: Higher Ed Teaching Strategies from Magna Publications
http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/private-journal-replaces-discussion-forum-in-blended-course/
- This articles relates sociologist Kathleen Lowney's struggles with discussion board posts achieving their "intended purpose of engaging learners with the content and preparing them for face-to-face class sessions." It then describes an alternative approach that she now opts for to much success-- what she calls the "private prewrite."
Boettcher, J. (2007). Ten core principles for designing effective learning environments: Insights from Brain Research and Pedagogical Theory.Innovate 3 (3). Retrieved on June 19, 2013 from -.pdf
- The integration of pedagogy principles andinstructional design are explored in describing the potential for an effective online learning environment. The overarching framework is the LeMKE with its four areas of “the Learner, the Mentor/faculty member, the Knowledge, and the Environment” as a characterization of the instructional experience (Boettcher, 2007). Boettcher (2007) presents 10 core principles within the learning environment that range from learning core concepts compared to content; and understanding the work space for learning to learning clusters.
MsoNormal">Rosalyn Beene-Harris
"Facilitating online discussions effectively"
Rovai, A. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10: 77-88. Retrieved from http://tinyurl.com/mmr3koa
- This article provides rich theoretical background knowledge as well as practical strategies for facilitating asynchronous online discussions effectively. The detailed online discussion rubric on p.80 seems to cover a wide range of areas that are often neglected such as tone and collaboration.
"Does teaching online really take more time?"
http://www.facultyfocus.com/articles/distance-learning/does-teaching-online-really-take-more-time
- The article begins by critically unpacking the issue of "more time" -- does it mean course development time or teaching time? It then summarizes a survey study which found that course development time was comparable between the f2f and online modes, and similarly for teaching time -- once the instructor had negotiated the learning curve required for mastering the technology and the teaching approaches.
The 10 Key Rules for Managing Time in Online Teaching
Sull, Erroll. June 15, 2008. http://www.facultyfocus.com/articles/online-education/the-10-key-rules-for-managing-time-in-online-teaching/ Accessed 6/19/2013.
- This article summarizes 10 effective time management strategies for online teaching. These are primarily related to organization, being prepared, and keeping on top of things, as well as taking advantage of technological tools, and being flexible (with oneself and students) as needed.
"Why Curation Will Transform Education and Learning: 10 Key Reasons"
By Robin Good
http://www.masternewmedia.org/curation-for-education-and-learning/
"Robin Good on curation" video interview: http://youtu.be/o1IeOzIoRDs
- In both his article and the video interview, Robin Good discusses the role of online teachers becoming more akin to that of a curator––that is, gathering and organizing resources for students in a focused manner––than an authority figure. Although I do not agree with his entire list, Good lists key reasons why acting as a curator and teaching students how to research and identify resources themselves is becoming more important than older teaching methods such as memorization.
http://www.youtube.com/watch?v=mcZuna9dckE Jan 5, 2012 - Uploaded by Cherie Ameyaw Malcolm Knowles' andragogy theory defined, discussed, analyzed and applied.
- This video provides a overview of the Malcolm Knowles a scholar known for his extensive work on how adults learn...the video gives a very in depth explanation of his Theory of Andragogy". Does not necessary discuss online concepts, but I think it is critical that all instructors understand Knowles concepts on how the adult learns...then transfer those concepts to online learning.
What Students Want: Characteristics of Effective Teachers from the Students' Perspective
http://www.facultyfocus.com/articles/philosophy-of-teaching/what-students-want-characteristics-of-effective-teachers-from-the-students-perspective/
- This article is a summary of a study from Memorial University of Newfoundland on what the students' perspective is of an effective teacher. It lists the top 9 characteristics comparing Online and Face-to-Face students.
Clarifying the Instructor’s Role in Online Distance Learning
This research is about instructor role in online classes by considering participation,classroom management skills, faculty time spent, and success rate. This article also include information about having a mentor to support the instructor.
Facilitating interpersonal interaction and learning online: Linking theory and practice
Sargeant, J., Curran, V., Allen, M., Jarvis-Selinger, S., and Ho, K. (2006). The Journal of Continuing Education in the health Professions, 26, pp. 128-136.
http://onlinelibrary.wiley.com/doi/10.1002/chp.61/abstract
http://onlinelibrary.wiley.com/doi/10.1002/chp.61/pdf
- This is a quantitative study of physicians’ perceptions on how to enhance online learning. It explores different theories, interpersonal interaction, and facilitator actions. Several factors are found to influence how physicians perceive online learning; such as level of comfort in the online environment and the important role of the facilitator in creating a comfortable online environment.
You-Tube Presentation by Prof. Curt Bonk (School of Education, University of Indiana) about many types of interactions and relationships, between students and students, students and instructor, and students and practitioner guests.
http://www.youtube.com/watch?v= class="wiki_newentry" href="http://www.mvcr.org/mod/wiki/create.php?swid=456&title=5CAkBZxzlZc&action=new">5CAkBZxzlZc
Raines, Deborah A, PhD. "Be Efficient, Not Busy: Time Management Strategies for Effective Online Teaching." Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. 24 January 2011. Web. 18 June 2013.
http://www.facultyfocus.com/articles/online-education/be-efficient-not-busy-time-management-strategies-for-online-teaching/
- Raines suggests ten effective practice to lessen the insanity of online teaching. Strategies touch on discussion areas, organization, policies, and resources.
3 Reasons Students Don't Participate in Online Discussions
Posted on September 3, 2012 by Debbie Morrison
http://onlinelearninginsights.wordpress.com/2012/09/03/3-reasons-why-students-dont-participate-in-online-discussions/
- This article discusses why students may not participate in online discussions even when it is associated with grading. Three themes are identified and discussed including 1)Poor Timing of Due Dates 2) Reticent Students and 3) Student Posts that are Shallow/Lack Depth. The article also offers some suggestions to encourage students to participate.
The Role Of Student And Teacher In The Online Classroom
by Sunnie (Leslie Bowman)
http://teachers.net/gazette/MAY01/bowman.html
- This article discusses the changing role of the teacher from instructor to facilitator. A theme addressed throughout the article is that of the student as an active learner.
Online Teaching Effectiveness: A Tale of Two Instructors
by Paul Gorsky and Ina Blau
http://www.irrodl.org/index.php/irrodl/article/view/712/1270
- The objective of this study was to map the dialogic behavior that occurred and to create suggestions for best practice and for worst practice in terms of active and passive participation, instructor response time, and the extent of teaching presence, social presence, and cognitive presence.
Jaggers et al. “Creating an Effective Online Instructor Presence.” Community College Research Center, Colombia University (April 2013): 1-8. Web.
http://www.eric.ed.gov/PDFS/ED542146.pdf
- Jaggers et al looked at 23 entry level online courses and found that there was a strong correlation between student success and high levels of instructor interaction. For those of you teaching math and science, their case study looked at how an instructor incorporated audio/visual/web technology in an online chemistry course to create a strong instructor presence.
A Glance at Institutional Support for Faculty Teaching in an Online Learning Environment
- The authors conducted a survey of post-secondary institutions to determine the type of support offered to faculty designing and developing online courses. The results indicated that less than 50% of institutions provide expectations and/or guidelines to assist with online course design. About 35% of institutions provide course design requirements. Less than 30% of institutions surveyed have specific instructional competencies for faculty that want to teach online. Finally, about 70% collect student feedback regarding their online learning experience. I found it interesting with the growth of online learning proposed by institutions that more resources weren't available for faculty other than requiring training.
Eight Roles of an Effective Online Teacher by Bernard Bull EdD
http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-teacher/
- This article clearly and non-traditionally describes 8 roles of an effective online instructor that will serve as a good reminder when I start to teach online. Some of the examples include tour guide, valve-control, co-learner, and social butterfly. They are briefly but effectively explained. I also like the links on this Faculty Focus website. Some of these are classroom management, effective teaching strategies, the app of the week, and teaching with technology.
Should You Teach Online? by Chloe Miller
http://www.insidehighered.com/advice/2011/02/24/essay_on_whether_you_should_teach_online
- This article goes along with the question I selected, “ Why would someone want to teach online?” This article is entitled “Should You Teach Online?” I especially like that she lays out the pros and cons of teaching online. I also like the section called “Facts”, which is essentially her advice.
Encouraging Reflective Learning: An Online Challenge
http://www.ascilite.org.au/conferences/perth04/procs/henderson.html
- This article by Kate Henderson, Ksenija Napan, and Sylila Monteiro looks at using student journals for reflection. They develop a five point scale for evaluating these reflections, and look at the learning benefits of online journals.
by Paul Gorsky and Ina Blau
http://www.irrodl.org/index.php/irrodl/article/view/712/1270
- The objective of this study was to map the dialogic behavior that occurred and to create suggestions for best practice and for worst practice in terms of active and passive participation, instructor response time, and the extent of teaching presence, social presence, and cognitive presence.
The Role of the Online Instructor/Facilitator by Zane L. Berge, Ph.D.
http://www.serprofessoruniversitario.pro.br/m%C3%B3dulos/ensino-dist%C3%A2ncia/role-online-instructorfacilitator#. class="wiki_newentry" href="http://www.mvcr.org/mod/wiki/create.php?swid=456&title=Ub8dXue1GSo&action=new">Ub8dXue1GSo- This article lists the roles and functions of the online instructor. The article also discusses the types of interactions an online professor has with their online class. The article also goes into detail about creating a good online social atmosphere.
Miiller, Susan and Linda Smith, " Distance Learning in the Visual Arts ," Journal of Online Learning and Teaching 5:3 (Sept 2009). Retreived June 11, 2013. http://jolt.merlot.org/vol5no3/miiller_0909.htm
- This article compares the similarities and differences between online and face-to-face versions of the same introductory drawing course as well as the resultant student portfolios. The students' portfolios were found to be comparable. Solutions for evaluating student work and conducting critiques were discussed.
Gibbons, H. S. & Wentworth, G. P. (2001). Andrological and pedagogical training differences for online instructors. Online Journal of Distance Learning Administration, 4(3). Retrieved June 12, 2013.
- This article highlights how to engage the non-traditional learner within an online environment by focusing upon the interconnection between technology, curriculum, and instructor training. A key feature was to compare five assumptions across andrological and pedagogical themes.
Yao, Y. 2012. Student Perceptions of a Hybrid Discussion Format. JOLT Vol. 8. 288-297. Accessed 6/12/2013. http://jolt.merlot.org/vol8no4/yao_1212.pdf
- This article looks at perceptions of students toward small-group and whole-class discussions, and a hybrid format where students were divided into discussion groups but also commented on other groups’ forums.
Factors Associated With Student Persistence in an Online Program of Study
Hart, C. (2012) Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature. Journal of Interactive Online Learning, Spring 2012, 11(1). Retrieved June 5, 2013, from http://www.ncolr.org/jiol/issues/pdf/11.1.2.pdf
- The author conducted a research literature review to identify specific factors that positively affect student persistence in online courses. She reviewed twenty studies to determine the most common factors associated with persistence. In the end, "almost unanimous agreement exists in the literature that communication with the instructor, motivation, and peer family support can be used to overcome barriers to persistence and lead to success" (pg. 38).
Schnoebelen, Ann. 2013. "Students Avoid 'Difficult' Online Courses, Study Finds"
http://chronicle.com/blogs/wiredcampus/students-avoid-difficult-online-courses-study-finds/43603
- This article speaks to students’ preference for taking online courses that they feel competent in being able to “teach themselves.” According to this article, for more challenging courses, students prefer f2f interaction.
Hart, Carolyn. "Factors Associated with Student Persistence in an Online Program of Study: A review of the literature." Journal of Interactive Learning 11.1 (Spring 2012): 19-42. Web. 11 June 2013.
http://www.ncolr.org/jiol/issues/pdf/11.1.2.pdf
- Hart's article is a well-organized overview of 131 scholarly articles on persistence, " the sum of those factors that enhance a student's ability to complete an online course successfully" (38).
Conrad, M., and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco: Jossey-Bass.
http://eltandtech.pbworks.com/f/engaging+the+online+learner.pdf
- This book is divided into two general parts. The first offers a model of engaged learning and also principles for activity-design and for assessment. The second part discusses various examples of activities that are intended to promote student engagement.
How To Motivate Students in the Online Learning Environment
This entry was posted in Instructional Design OnlinePedagogy and tagged Instructional Design, online pedagogy, Online Presence,Online Teaching and Learning, Self-Directed Learning by Debbie Morrison.
http://onlinelearninginsights.wordpress.com/2012/08/31/how-to-motivate-students-in-the-online-learning-environment/
- This is part of a 3 part Blog on Open and Online Education. The article speaks about what the student and the teacher need to do and understand about the process of online learning to make it a successful experience. The author provides some resources to assist the teacher in motivating the student and also discusses the most crucial time in the process to encourage and motivate the student towards success.
Student Motivation and Engagement in Online Courses
http://serc.carleton.edu/NAGTWorkshops/online/motivation.html
- While this article is directed towards Geoscience faculty, there are many great ideas for encouraging student motivation and engagement. The article weighs pros and cons of online learning, discusses common qualities found in successful online students, and gives several tips for the design and implementation of online courses.
INSTRUCTIONAL STRATEGIES FOR ONLINE COURSES
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
- This resource has strategies to develop a online course for the students who has different learning styles. There is also a list of the strategies under given titles and explanation for each of the title.
How Students Develop Online Learning Skills, by Alan R. Roper, Director of Administration for Cybercampus
http://www.educause.edu/ero/article/how-students-develop-online-learning-skills
- This article surveys a group of successful graduates who have taken 80% or more of their degree work online. Analysis of participant responses to open-ended questions resulted in a list of "seven tips" students can use to increase success in a virtual learning environment. The summary emphasizes motivation, time management, independence, connectivity with peers, and interaction with the course facilitator. Through student feedback, Roper was able to create a relevant article designed to assist both students and teachers to help ensure a positive online learning experience.
'An Open Letter to Professor Michael Sandel From the Philosophy Department at San Jose State U.'
http://chronicle.com/article/The-Document-an-Open-Letter/138937/
- This open letter challenges the recent calling for massively open online courses (MOOCs) at public universities. Nevertheless, it does so by embracing the notion that technology in the classroom can be used to improve the quality of education. Its problem, rather, is with the purchasing of MOOCs and blended courses from outside vendors, as the letter's authors believe it to be driven not by concerns about pedagogy, "but by an effort to restructure the U.S. university system in general...."
Cheating in the Digital Age: Do Students Cheat More in Online Courses? by George Watson & James Sottile
http://www.westga.edu/~distance/ojdla/spring131/watson131.html
- The authors present of a study of 635 undergraduate and graduate students at a medium sized university focused on student cheating behaviors in both types of classes (on-line and face to face), by examining cheating behavior and perceptions of whether on-line or traditional face-to-face classes experienced greater cheating behaviors.
http://home.sprynet.com/~gkearsley/engage.htm
- The authors present a theory paper on constructivist approaches to education and how it fosters increased student engagement and ultimately learning.
The No Significant Difference Phenomenon by Thomas L. Russell
http://www.nosignificantdifference.org/
- This website is a repository of articles on the "No Significant Difference Phenomenon" which looks at whether there are differences in student outcomes based on the mode of the class. It is a companion site to the book by Thomas L. Russell. You can access articles by clicking on "Search" on the homepage, and there are articles supporting both sides of the argument.
http://faculty.weber.edu/eamsel/research%20groups/on-line%20learning/picciano%20(2002).pdf
- The Journal article discusses the extent of interaction the facilitator of a course must have in order to effect student performance. This study looks at performance and student interaction.
http://distancelearn.about.com/u/ua/distancelearning101/Online-Student-Challenges.htm
- Online students and instructors share their opinions of the greatest challenge faced by online students, in response to Jamie Littlefield's article "Is Distance Learning Right for You?" http://distancelearn.about.com/od/isitforyou/a/considering.htm Readers can also add their opinions.
Salman Khan talk at TED 2011 (from ted.com)-You Tube
www.youtube.com/watch?v=gM95HHI4gLk
- Salman Khan discusses in a TED video how his Khan Academy helps students learn math skills online. This global classroom helps students learn many subjects at their own pace every day.An excellent resource to use for all online instructors.
Increasing the Success of Online Students
http://www.vccaedu.org/inquiry/inquiry-spring-2008/1-13-Harrell.html
- Using previous research findings, this article explains three broad categories that can have a positive impact on student success. The three categories include: Student Readiness, Student Orientation and Student Support.
"Which Technology Should I Use To Teach Online?: Online Technology and Communication Course Instruction"
http://jolt.merlot.org/vol8no4/carlson_1212.pdf
- Carlson, Aust, Gainey, McNeill, Powell, and Witt (2012) evaluated 9 online instructional tools, discussing the pros and cons of each in terms of use for online learning. Below is a brief description of each:
- PBWorks (www.pbworks.com) is essentially an online wiki, in which groups can collaborate and share information and files within a secure environment. Everything is saved online and, therefore, accessible to all team members from any device with online access.
- Apple’s Final Cut Pro (http://www.apple.com/finalcutpro/) is a video editing program that can be used for editing lectures or for class projects. Using a video camera and a Mac computer, Final Cut Pro is one of the best editing programs out there for easy, seamless editing.
- Adobe Audition (http://www.adobe.com/products/audition.html) is an audio editing program used for recording and editing voice files, such as lectures. It can also be used with Adobe Premier (http://www.adobe.com/products/premiere.html), another video editing software. Videos from Adobe Premiere can be imported into Adobe Audition and voiceovers for the video can be recorded via Audition. Both are free to download and both are PC and Mac compatible.
- Facebook (www.facebook.com) can be used to make a closed group for a class that students can “like.” Professors can then use the page to post reminders, information, answer questions, as well as provide a place for students to interact with each other. The biggest issue with facebook is transitioning students from using it as a purely personal website.
- Twitter (www.twitter.com) can also be used to post reminders and important information for students that can be retrieved quickly and easily.
- Camtasia (http://www.techsmith.com/camtasia.html) allows video and audio recordings straight from your computer. For example, a PowerPoint presentation can be recorded with the professor’s lecture recorded along with the presentation and then uploaded. This is one way to take onsite materials and modify them for online teaching.
- Wimba (https://webhelp.wimba.com) is a site that allows professors to deliver information synchronously. Students may log on and interact in real-time with the professor and each other. Sessions can be archived for students unable to join at the scheduled time.
- GoToMeeting (http://www.gotomeeting.com/fec/online_meeting), Cisco WebEx (http://www.cisco.com/en/US/products/ps12584/index.html), and Microsoft Office Live Meeting (http://www.microsoft.com/en-us/download/details.aspx?id=9559) all provide similar services. Students can either use VOIP or call in by phone and meetings are done via live audio. These services are approximately $40-50 per month, with institutional rates available.
- Second life (www.secondlife.com)is a virtual world where each member creates an avatar of him/herself. Environments can be constructed and characters can interact as they would in real life. Many major universities (over 200!) have virtual campuses in Second Life. Students and teachers have access to Second Life anywhere that they have access to the internet. It can mimic face-to-face interactions for anyone willing to take the time to become familiar with it.
OO1332: Online Learning Overview - Reading List
Orientation Module
1. http://www.learnnc.org/lp/pages/665
Becoming an On line Teacher by Bobby Hobgood
2. http://www.scribd.com/doc/35827249/Teaching-Online-for-the-First-Time
Teaching Online for the First Time -- The Quick Guide
by Dr. Judith V. Boettcher
3. http://www.westga.edu/~distance/ojdla/summer122/betts122.html
Lost in Translation: Importance of Effective Communication in Online Kristen Betts
Module 1 - The Online Student
1. http://www.facultyfocus.com/articles/distance-learning/factors-that-affect-online-student-retention/
Factors that Affect Online Student Retention
By: Christopher Hill in Distance Learning, Online Education
2. http://www.youtube.com/watch?v=-kfmFKqFhnM
Colorado Online Learning: Student Perspectives
A YouTube video
3. http://www.facultyfocus.com/articles/distance-learning/ten-factors-that-determine-online-student-success-at-community-colleges/
Ten Factors That Determine Online Student Success at Community Colleges . Retrieved from Hill, C. (2010).
4. http://jolt.merlot.org/vol6no4/sheridan_1210.htm
The Indicators of Instructor Presence that are Important to Students in Online Courses Kathleen Sheridan and Melissa Kelly
5. http://www.westga.edu/~distance/ojdla/fall123/stuber123.html
Online Journal of Distance Learning Administration, Volume XII, Number III, Fall 2009
Point, Click, and Cheat: Frequency and Type of Academic Dishonesty in the Virtual Classroom
Donna Stuber-McEwen,Phillip Wiseley and Susan Hoggatt all of Friends University
Module 2 The Online Facilitator
1. http://www.ifets.info/journals/12_4/18.pdf
Factors Influencing Adult Learners’ Decision to Drop Out or Persist in Online Learning Park, J.-H., & Choi, H. J. (2009).
2. http://www.youtube.com/watch?v=o6Y8BPd5xwo
Encourage Student Responsibility for Learning by Bill Pelz, Coordinator at Herkimer County Community College
A YouTube Video
3. http://www.facultyfocus.com/articles/online-education/five-critical-competencies-for-teaching-online/
Five Critical Competencies for Teaching Online By: Christopher Hill
4. http://www.vcu.edu/cte/resources/OTLRG/03_05_7Principles.html
Principles of Good Practice Virginia Commonwealth University Center for Teaching Excellence
5. http://sloanconsortium.org/publications/survey/APLU_Reports
Strong Faculty Engagement in Online Learning APLU Reports
Module 3 Adapting Curriculum
1. http://www.ion.uillinois.edu/resources/tutorials/id/learningStyles.asp
Learning Styles and the Online Environment
Illinois Online Network
2. http://campustechnology.com/Articles/2008/07/Taking-the-A-out-of-Asynchronous.aspx?Page=1
Taking the 'A' out of Asynchronous
Campus Technology By Matt Villano
3. http://net.educause.edu/ir/library/pdf/ERB0915.pdf
Copyright, Fair Use, and Teaching and Learning Innovation in a Web 2.0 World
Veronica Diaz, Tracy Mitrano, Kathy Christopher
4. http://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/interaction.html
Incorporating Interaction Into Your Distance Learning Course
Academic Technology Center - Worcester Polytechnic Institute
5. http://jolt.merlot.org/vol6no4/sheridan_1210.htm
The Indicators of Instructor Presence that are Important to Students in Online Courses by Kathleen Sheridan and Melissa Kelly
Module 4 Theory into Practice
1. http://itdl.org/Journal/Oct_04/article04.htm
Tips and Tricks for Teaching Online: How to Teach Like a Pro!
Kaye Shelton and George Saltsman
2. http://www.rcetj.org/index.php/rcetj/article/view/13/18
The Saga of Two Professors Co-Teaching a Blended Course
Dr. Murray Blank University of Maryland University College
Dr. Conrad Boyle University of Maryland University College
Journal of the Research Center for Educational Technology (RCET)
Vol. 5, No. 1, Spring 2009
3. http://www.scribd.com/doc/37563634/16myths-of-Online-Teaching-and-Learning
Sixteen Myths about Online Teaching and Learning in Higher Education: Don’t Believe Everything You Hear Qing Li and Melina Akins
4. http://online.cofa.unsw.edu.au/learning-to-teach-online/ltto-episodes?view=video&video=221
also check out the companion pdf: http://online.cofa.unsw.edu.au/sites/default/files/episode-pdf/Engaging_students_LTTO.pdf
Engaging and Motivating Students Australian Learning and Teaching Council
5.http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practices-in-Online-Teaching-Strategies-Membership.pdf
Best Practices in Online Teaching Strategies Hanover Research Council
1. http://www.learnnc.org/lp/pages/665
Becoming an On line Teacher by Bobby Hobgood
2. http://www.scribd.com/doc/35827249/Teaching-Online-for-the-First-Time
Teaching Online for the First Time -- The Quick Guide
by Dr. Judith V. Boettcher
3. http://www.westga.edu/~distance/ojdla/summer122/betts122.html
Lost in Translation: Importance of Effective Communication in Online Kristen Betts
Module 1 - The Online Student
1. http://www.facultyfocus.com/articles/distance-learning/factors-that-affect-online-student-retention/
Factors that Affect Online Student Retention
By: Christopher Hill in Distance Learning, Online Education
2. http://www.youtube.com/watch?v=-kfmFKqFhnM
Colorado Online Learning: Student Perspectives
A YouTube video
3. http://www.facultyfocus.com/articles/distance-learning/ten-factors-that-determine-online-student-success-at-community-colleges/
Ten Factors That Determine Online Student Success at Community Colleges . Retrieved from Hill, C. (2010).
4. http://jolt.merlot.org/vol6no4/sheridan_1210.htm
The Indicators of Instructor Presence that are Important to Students in Online Courses Kathleen Sheridan and Melissa Kelly
5. http://www.westga.edu/~distance/ojdla/fall123/stuber123.html
Online Journal of Distance Learning Administration, Volume XII, Number III, Fall 2009
Point, Click, and Cheat: Frequency and Type of Academic Dishonesty in the Virtual Classroom
Donna Stuber-McEwen,Phillip Wiseley and Susan Hoggatt all of Friends University
Module 2 The Online Facilitator
1. http://www.ifets.info/journals/12_4/18.pdf
Factors Influencing Adult Learners’ Decision to Drop Out or Persist in Online Learning Park, J.-H., & Choi, H. J. (2009).
2. http://www.youtube.com/watch?v=o6Y8BPd5xwo
Encourage Student Responsibility for Learning by Bill Pelz, Coordinator at Herkimer County Community College
A YouTube Video
3. http://www.facultyfocus.com/articles/online-education/five-critical-competencies-for-teaching-online/
Five Critical Competencies for Teaching Online By: Christopher Hill
4. http://www.vcu.edu/cte/resources/OTLRG/03_05_7Principles.html
Principles of Good Practice Virginia Commonwealth University Center for Teaching Excellence
5. http://sloanconsortium.org/publications/survey/APLU_Reports
Strong Faculty Engagement in Online Learning APLU Reports
Module 3 Adapting Curriculum
1. http://www.ion.uillinois.edu/resources/tutorials/id/learningStyles.asp
Learning Styles and the Online Environment
Illinois Online Network
2. http://campustechnology.com/Articles/2008/07/Taking-the-A-out-of-Asynchronous.aspx?Page=1
Taking the 'A' out of Asynchronous
Campus Technology By Matt Villano
3. http://net.educause.edu/ir/library/pdf/ERB0915.pdf
Copyright, Fair Use, and Teaching and Learning Innovation in a Web 2.0 World
Veronica Diaz, Tracy Mitrano, Kathy Christopher
4. http://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/interaction.html
Incorporating Interaction Into Your Distance Learning Course
Academic Technology Center - Worcester Polytechnic Institute
5. http://jolt.merlot.org/vol6no4/sheridan_1210.htm
The Indicators of Instructor Presence that are Important to Students in Online Courses by Kathleen Sheridan and Melissa Kelly
Module 4 Theory into Practice
1. http://itdl.org/Journal/Oct_04/article04.htm
Tips and Tricks for Teaching Online: How to Teach Like a Pro!
Kaye Shelton and George Saltsman
2. http://www.rcetj.org/index.php/rcetj/article/view/13/18
The Saga of Two Professors Co-Teaching a Blended Course
Dr. Murray Blank University of Maryland University College
Dr. Conrad Boyle University of Maryland University College
Journal of the Research Center for Educational Technology (RCET)
Vol. 5, No. 1, Spring 2009
3. http://www.scribd.com/doc/37563634/16myths-of-Online-Teaching-and-Learning
Sixteen Myths about Online Teaching and Learning in Higher Education: Don’t Believe Everything You Hear Qing Li and Melina Akins
4. http://online.cofa.unsw.edu.au/learning-to-teach-online/ltto-episodes?view=video&video=221
also check out the companion pdf: http://online.cofa.unsw.edu.au/sites/default/files/episode-pdf/Engaging_students_LTTO.pdf
Engaging and Motivating Students Australian Learning and Teaching Council
5.http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practices-in-Online-Teaching-Strategies-Membership.pdf
Best Practices in Online Teaching Strategies Hanover Research Council
Subscribe to:
Comments (Atom)