‘Skeptically Optimistic’ in an Open Online Course

David S. Stein, Ph.D.

Constance E. Wanstreet, Ph.D.

2

Boot Camp participant

“I [had] a lot of skepticism towards being able to teach online . . . [and] develop the same sort of meaningful relationships with my students online.”

3

Boot Camp for Beginning Online Instructors

• Create favorable attitude• Self-paced• Asynchronous 20-hours/five

days• Quick-start guide

4

Boot Camp features

• Videos from experienced GTAs• E-book for guidance• Challenges to simulate online

classroom• Desire2Learn and iTunesU

versions• http://go.osu.edu/OnlineInstructor

5

Desktop version• Daily challenges

• Readings

• Videos

6

Designed around five challenges

• Making the transition to online teaching

• Building online spaces for learning

• Preparing your students for online learning

• Managing and facilitating the online classroom

• Assessing learner outcomes

7

How do skeptical but hopeful GTAs learn to teach online?

8

No more fixed locations• iPads, iPhones, everyday technology• Use visual, aural, and textual features to create/express learning

• Internet access to:• Materials

• Resources

• Other learners

• Instructor

Portable Pedagogy

9

Activity system elementsTools•Use LMS tools

Participants• Articulate roles

Social Practices• Identify types of interaction

Learning Community• Identify ways to engage

Outcome• Facilitate parts of a course

Stein, D. S., & Wanstreet, C. E. (2011). Teaching in the future: A blueprint for faculty development. In S. D’Agustino (Ed.), Adaptation, resistance and access to instructional technologies: Assessing future trends in education (pp. 445-459). Hershey, PA: IGI Global.

10

ToolsFacilitate a course using the LMS

Describe when to use discussions

Describe when to provide feedback

Distinguish between when to use a dropbox or a discussion board

Demonstrate how to use news items

Demonstrate how to use admin tools (i.e., gradebook, email)

11

Using email as an admin tool

12

ParticipantsArticulate roles of faculty and students

Assess readiness to teach

Describe how to manage time and establish relationships

Prepare students for the experience

Direct students to technical help

Compose welcome and expectations messages

13

Welcome message

14

Social PracticesIdentify different types of interaction•Learner-learner•Learner-instructor•Learner-content•Learner-interface

Recognize what type of interaction is appropriate when

Describe how to facilitate various types of interaction

15

Interaction and social presence

16

Learning CommunityIdentify different ways to engage

Articulate differences:• Collaboration

• Cooperation

• Individual knowledge acquisition

17

Fostering community over coffee

18

OutcomeFacilitate various parts of an online or hybrid course

19

Assess outcomes

20

Did it work?• I have confidence to teach online: 100%• I can use online tools: 100%• I can get to know my students as well

online as in person: 75%• I can connect well with my students: 67%

(N=52)

21

Boot Camp participant

“Through the readings, activities, and the videos from experienced online instructors, I have a better sense of the opportunities of online teaching, whereas before I saw mostly limitations. I have gained comfort with the prospect of teaching online.”

22

Reflections• “opened up new tools and concepts”• “probably the best way to prepare”• “enhanced my desire to make sure my

students feel connected”• “refined my understanding of online

teaching”

23

Multiple opportunities to give back• Relate• Apply what they learn to their own courses

• Create• Complete learning activities

• Donate• Share their learning with others

(Kearsley, G., & Schneiderman, B. (1997). Engagement theory: A framework for technology-based teaching and learning.

Educational Technology, 38(5), 20-23.

Engagement

24

Contact us• David Stein, stein.1@osu.edu • Connie Wanstreet, wanstreet.2@osu.edu

• iTunes U: http://go.osu.edu/OnlineInstructor