Teaching Online 101 - 2014 Brightspace Ignite Wisconsin

Teaching Online 101 TOL 101

Online Faculty Professional Development

Kevin Forgard – Instruc(onal Design Consultant [email protected] @kforgard

A few leading questions

What special skills should on online instructor have in order to teach online? What’s the difference between online and face-‐to-‐face teaching and learning? Should online faculty professional development (how to teach online) focus on technical training, pedagogic training, or both?

What influences the design raNonale…

Changing Roles of the Online Educator: Some recent thoughts •  Increased structure of online courses •  Increased organizaNon in course management •  Increased teaching presence • Restructured student and teacher roles

Baran et al. (2013)

Changing landscape of distance educa2on •  eLearning design and delivery requires a partnership between individual faculty, academic departments, instrucNonal design staff, and technical support staff •  Learning is becoming less locaNon dependent (blended, hybrid, 100% online, mobile, MOOC, etc.) • Competency-‐based educaNon (CBE)

Image Credit: MarNn Falbisoner [CC-‐BY-‐SA-‐3.0], via Wikimedia Commons

Useful frameworks for online educators and faculty professional development designers

Community of Inquiry (Garrison, Anderson, & Archer, 2000) TPACK (Mishra & Koehler, 2006)

The UW Colleges Online context…

UW Colleges Online Course Design and Delivery

Leads to flexibility in design…

“Core Course Content”

Core Course Content Learning objecNves Overall structure Course sequence

Readings Discussions Homework Exams

Course is ready to be used “off the shelf”

Other Content may be added Instructor communicaNons

FormaNve assessment

Other discussion forums

AddiNonal readings

MulNmedia addiNons

Add content: Media or text

Photo Credit: "2010 mavericks compeNNon" by Shalom Jacobovitz CC 2.0 via Wikimedia Commons

What now?

Instructor skills��Professional development��

Teaching Online 101

Photo Credit: Hillebrand Steve, U.S. Fish and Wildlife Service

TOL 101: Overview

•  5-‐week online faculty professional development course • ReflecNve learning environment •  For both new and experienced online instructors • Delivered through the Brightspace • Developed with assistance from Dubear Kroening

TOL 101: Competencies

• UNlize tools available in the Brightspace environment in order to pracNce quality course delivery in a UW Colleges Online course • Create course content that builds on a core course design in order to assist in the facilitaNon of learning in the Brightspace environment • Apply assessment strategies for acNviNes or assignments created in Brightspace or core course assignments •  Support student success through an understanding a UW Colleges Online learner and interpreNng basic standards of accessibly in course delivery •  Engage in online reflecNve pracNce both in TOL 101 and in future professional development acNviNes

TOL 101: Organiza2on

Pre-‐learning AcNvity

Discussion quesNons related to module theme to engage learners in the topic. Examples include: •  What to do when you are handed an online course last minute

•  Reviewing the design of a MOOC and extracNng ideas


NavigaNon page staNng the module’s objecNves and learner tasks for that module.

ObjecNves and Tasks


Background informaNon and recommended readings using this scale: •  WADE – readings to introduce the module topic

•  SWIM – key empirical literature on the module topic

•  DIVE – theoreNcal literature on the module topic

Content PresentaNon Short reading and others


Background informaNon and recommended readings using this scale: •  WADE – readings to introduce the module topic

•  SWIM – key empirical literature on the module topic

•  DIVE – theoreNcal literature on the module topic

Content PresentaNon Short reading and others


QuesNons focused on applicaNon of the content to the design and delivery of a UW Colleges Online course. These discussions are community-‐based as both instructors and parNcipants share ideas.

ReflecNve Discussions


Something learners create and share with community. Both TOL 101 instructors and parNcipants provide individual feedback.

Module Deliverable

Examples of TOL 101 in acNon

Example Module: Pre-‐learning

Case Study You are assigned to teach a course secNon 48 hours before it begins. It is organized into 15 modules (5 in 3 units). There is a midterm and final scheduled at weeks 7 and 15. Each module has a reading and discussion acNvity. Grades are based on discussions (30%), short essay (10%), and 2 tests (60%) • Has higher than average withdrawals • Poor parNcipaNon on discussions

Example Module: Discussion Instructor videos As research has shown, using a video to augment a course increases the teaching presence in a course. Ideas of use include, course introducNons, lesson or unit introducNons, or student feedback. Use the following quesNons to frame your responses related to instructor videos.

•  How might an instructor video moNvate students? •  A criNque of instructor videos is that students end up watching the video and

not doing the course readings. Is there a way to prevent this behavior while using videos?

•  In your opinion, what makes an instructor video effecNve as a learning tool? •  What makes an instructor video effecNve in promoNng learning in an online

course?

Example Module: Deliverable

The deliverable involves creaNng an instructor video using one of the tools presented in the Step-‐by-‐step guide to creaNng videos secNon (See Step-‐by-‐step guide: YouTube or Other Video OpNons.)

•  Create a short video for your online course (or an online course you might be teaching in the future). The video could be a course introducNon, a module introducNon, or a personal introducNon. Videos should be about 5 minutes long.

•  Once you finished the video post a copy of it to this discussion board. You may either asach the video to the discussion posNng, share the YouTube link, or embed the video into the discussion. The instrucNonal video on the Step-‐by-‐Step guide: YouTube walks through the steps on how to do this.

•  Please comment on one or more other videos submised by your colleagues.

EvaluaNon Data Highlights

•  Enrollment (4 cohorts since May 2014 – 39 parNcipants/22 completes/25 currently enrolled) • Most prefer to have scheduled delivery (n=12) • Prefer balanced content (theory and pracNce) • Majority indicated (agree or somewhat agree) interest in discussions and was able to gain useful informaNon • Module 2 (video) is the most popular • Majority felt they met course outcomes (competencies), but have more to learn

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TOL 101 Discussion Ac<vity

Posts Read Threads created Replies

Concerns: TOL 101 Delivery

RetenNon •  TOL 101 has about a 50% retenNon rate • Most drop-‐off by the third module • Many sign up but only log in once

Community Engagement •  Fewer voices means only a few are acNve •  Large class size (25+) or keep smaller (15)

References and Recommended Readings •  Baran, E., Correia, A., & Thompson, A. (2013). Tracing successful online teaching in higher educaNon: Voices of exemplary online teachers. Teacher College Record, 115(3), 1-‐41. •  Bass, R. (2012). DisrupNng ourselves: The problem of learning in higher educaNon. Educause Review, March/April. •  Garrison, D. R., Anderson, T., & Archer, W. (2000). CriNcal inquiry in a text-‐based environment: Computer conferencing in higher educaNonmodel. The Internet and Higher Educa(on, 2(2-‐3), 87-‐105. •  Mazoue, J. (2014). Beyond the MOOC: Changing educaNonal paradigms. Educause Review, November/December. •  Mishra & Koehler (2006). TPCK: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-‐1054. •  Reigulth, C. (2009). InstrucNonal theory for educaNon in the informaNon age. Instruc(onal Design Theories and Models V. III. Routledge: New York.

Thanks! Kevin Forgard – Instruc(onal Design Consultant [email protected] @kforgard

Education

Teaching Online 101 - 2014 Brightspace Ignite Wisconsin