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Book report of The Online Teaching Survival Guide
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The Online Teaching Survival Guide
Judith Boettcher and Rita-Marie Conrad
Steve Thompson
EDUC 632 Use of Telecurricular InstructionFall 2011
Teaching Online – the Big Picture
“A course is a set of learning experiences within a specified time frame, often between six and fifteen weeks, in which learners, mentored by an instructor, are expected to develop a specific set of knowledge, skills, and attitudes”.
Teaching Online – the Big Picture
5 major differences between online and campus courses:
1. The faculty role shifts to mentoring and coaching.
2. Meetings are asynchronous.3. Learners are more active.4. Learning resources and spaces are more
flexible.5. Assessment is continuous.
Teaching Online – the Big Picture
Types of Online Courses:
1. Web facilitated – up to 30% delivered online
2. Blended/Hybrid – between 30 and 80 % delivered online
3. Online – 80% or more delivered online
Teaching Online – the Big Picture
The four stages of a course:Phase One – Course BeginningsLearner – familiarity with course requirementsMentor – establish trust, promote social
presence, state expectationsContent Knowledge – access to required
resourcesEnvironment – learners know how to use the
learning tools of the course
Teaching Online – the Big Picture
Phase Two: Early MiddleLearner – weekly rhythm: readings, postings,
collaboratingMentor – guiding the learning of core
concepts, supporting community, balance coverage of content with understanding
Content Knowledge – exploring, engaging, and identifying resources
Environment – Community settled into a routine
Teaching Online – the Big Picture
Phase Three: Late MiddleLearner – applying core concepts, supporting
and challenging othersMentor – personalized instruction, support
learners as leaders, mentoring, providing feedback
Content Knowledge – creating and sharing: blogs, wikis, projects, etc.
Environment – active use of course tools, sharing with the community
Teaching Online – the Big Picture
Phase Four: Closing WeeksLearner – demonstrated knowledge of core
concepts through complex projects and assignments
Mentor – continues teaching presence, supporting learner projects, clarifying course wrap-up activities
Content Knowledge – application of core content beyond the basics
Environment – Learners effectively evaluate tools based on need
Teaching Online – the Big Picture
Learning Theories and Theorists:Theory of Social Development – VygotskyExperimental Learning – DeweyGenetic Epistemology – PiagetConstructivism – BrunerCognitive Apprenticeship – BrownSchema Theory - Schank
Theoretical Foundations
Ten Core Learning Principles Every structured learning experience has four
elements with the learner at the center. Learners bring their own personalized and
customized knowledge, skills, and attitudes to the experience.
Faculty members are the directors of the learning experience.
All learners do not need to learn all course content: all learners do need to learn the core concepts
Theoretical Foundations
Ten Core Learning Principles continued
Every learning experience includes the environment or context in which the learner interacts
Every learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledge
Concepts are not words but organized and interconnected knowledge clusters
Theoretical Foundations
Ten Core Learning Principles continued
Different instruction is required for different learning outcomes
Everything else being equal, more time on task equals more learning
We shape our tools and out tools shape us
Ten Best Practices for Teaching Online
Be present at the course siteCreate a supportive online course communityDevelop a set of explicit expectations for your
learners and yourself as to how you will communicate and how much time students should be working on the course each week.
Use a variety of large group, small group, and individual work experiences
Use synchronous and asynchronous activities
Ten Best Practices for Teaching Online
Ask for informal feedback early in the termPrepare discussion posts that invite
responses, questions, discussions, and reflections
Search out and use content resources that are available in digital format if possible
Combine core concept learning with customized and personalized learning
Plan a good closing and wrap activity for each course
Tips forCourse Beginnings
The essential course elements of an online courseHow not to lose the first weekHow an online syllabus is differentLaunching the social presence in your courseGetting to know students minds individuallyGetting into the swing of the courseThe why and how of discussion boardsCharacteristics of good discussion questionsManaging and evaluating discussion postingsThe faculty role in the first weeks
Tips for the Early Middle
Tools for communicatingLearning and course management systemsWeekly rhythmEarly feedback loop from learners to youEarly feedback toolsThe why and how of group projects within online
coursesSharing the teaching and learningPromoting peer interaction and community with
learner to learner dialogue and teaming
Tips for the Early Middle
ContinuedOnline classrooms and tools for synchronous
collaborationUsing audio and visual resources to create a
more engaging and effective courseA good discussion post has three partsDiscussion wrapsGetting an early start on cognitive presenceLaunching projects that matter to the learner
Tips for the Late Middle
Questions and answersThree techniques for making your students
knowledge visibleMoving beyond knowledge integration to defining
problems and finding solutionsSimple rules about feedback in online learningFeedback on assignmentsReshaping learning habits of online studentsCustomizing and personalizing learning
Tips for the Late Middle
ContinuedManaging and facilitating group projectsAssessing group projectsA rubric for analyzing critical thinkingFour effective practices during project timesSouped-up conversations that help build up
communityUsing social networking techniques to build a
learning communityA touch of spice
Tips for the Closing Weeks
Authentic problem solvingUsing what-if scenariosStimulating and comfortable comaraderieLearners as leadersA strategy for capturing course content
meaningfullyPausing, reflecting, and pruning strategiesWrapping up a course with styleStories and suggestions for closing experiencesDebriefing techniques with students
Advice from Those who have been There
1. Just do your best2. It’s kind of fun to do the
impossible3. Begin with the end in mind