Upload
suki
View
26
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Teaching Health Online: On Board or Lost at Sea?. AAHPERD Convention Tampa, Florida Teresa Hardman & Jennifer Dearden, Morehead State University April 1, 2009. SUNY: Conceptual framework for online learning environments (Shea, et al 2009). - PowerPoint PPT Presentation
Citation preview
AAHPERD Convention Tampa, FloridaTeresa Hardman & Jennifer Dearden,
Morehead State UniversityApril 1, 2009
Good Practice Encourages Student Instructor Contact
Good Practice Encourages Cooperation Among Students
Good Practice Encourages Active Learning
Good Practice Gives Prompt Feedback Good Practice Emphasizes Time on Task Good Practice Communicates High
Expectations Good Practice Respects Diverse Talents
and Ways of Learninghttp://www.cuw.edu/Tools/faculty_staff/committees/chickering-gamson.html
1. Instructional Design and Organization2. Facilitating Discourse3. Direct Instruction
Setting the curriculum1.Establish welcome page and introductions2.Use e-learning functions as needed3.Provide clear guidelines and rubrics4.Provide a comprehensive5.Provide a comprehensive syllabus
Establishing time parameters1.Have a clearly stated syllabus2.Reinforce as needed through
announcements, emails, project guidelines and rubrics
Utilizing the medium effectively1.Technology help desk2.Online class orientation3.Ask “Dr. Dearden” or “Ask Dr. Hardman”
forums
Establishing “netiquette”1. Address as needed through:
1. Announcements2. Discussion3. Individual/group email
Designing Methods 1. Provide concrete step-by-step guidelines
for each learning activity2. Monitor cooperative learning projects
Facilitation tips:◦ Engage
Identify areas of agreement/disagreement through the group work pages
◦ Seek consensus interactive discussion board “Ask Dr. Dearden/Hardman” forum Weekly overview in announcements
◦ Creating a nonthreatening environment ◦ Giving grades for participation in discussion◦ Overview of what is due for each week◦ Make discussion interesting or provocative◦ Participate in discussions “wisely”◦ Require a product based upon the discussion.
Tips. con’t◦ Setting the climate for learning
Include introductions (instructor and student) Acknowledging 24/7 time frame model
◦ Drawing in participants Clear parameters for participation in discussion board Provide clear parameters for student facilitation of
discussion Provide meaningful discussion questions Instructor must guide and not dominate Exam questions are taken from discussion content
◦ Assessing the efficacy of the process Always give formative and summative feedback
Presenting content and questions Focusing the discussion on specific issues Summarizing discussion Confirming understanding/diagnosing
misperceptions Injecting knowledge from diverse Responding to technical concernsChickering and Gamson, 1987
When possible refer students to technical support for student technical problems.
Require research and citation from credible, diverse resources.
Clarify misperceptions of content material. Summarize discussions and confirm
understanding.
Shea, P., Frederickson, E.F., Pickett, A. M., & Petz, W. E. (2009). A Preliminary Investigation of “Teaching Presence” in the SUNY Learning Network. From “Award Winning Tools, Tips, and Techniques for Online Instruction”, Starlink Resource Packet, February 9-23, 2009.
Chickering A. W. & Gamson, A.F. (1987). Seven Principles for Good Practice in Undergraduate Education. Racine WI: The Johnson Foundation, Inc/Windspread.
Bransford, J., et al (2000). How People Learn, National Academy Press.
Anderson, et al (2001). Assessing Teaching Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks 5(2)
Teresa Hardman, [email protected]
Jenny [email protected]