Orientation to Online teaching and learning
3 hour workshop

Audience:
● four faculty members in the ATEP program who are developing online courses for this fall
● Faculty and sessional instructors in the Faculty of Education who are anticipating going online in the near future

Outcomes:

1. understand the major differences between f2f and online teaching and learning; become aware of some of the opportunities and limitations of online teaching and learning
2. appreciate personal teaching styles and preferred teaching strategies and how these apply in the online environment
3. appreciate the needs of online learners
4. identify and address important considerations in online teaching
5. provide some tools, tips, materials to take away to support them in teaching online this fall
6. know what support is available to them and how to access it

The workshop will include activities that allow the participants to complete practical steps towards developing their upcoming course


Workshop

Pre session reflection:

• what is your teaching style? http://members.shaw.ca/mdde615/tchstyles.htm
• consider Instructional strategies and which ones you prefer http://www.ion.uillinois.edu/resources/tutorials/pedagogy/index.asp
• is online teaching for you? http://www.onlinelearning.net/InstructorCommunity/selfevaluation.html?s=923.b0918900u.056h502x20
• get pre-course needs assessments completed by instructors.

Day of Workshop
1. Warm up: share the results of the pre-session reflection activities (15 min)

2. Teaching in the online environment (30 min)

Online vs Face-to-face Environment

Online Environment	Face-to-face Environment

Summarize: lack of here and now and all it entails
Synchronous and asynchronous


Resources

• comparison table http://jabba.edb.utexas.edu/it/fc_resta_courses_files/itpm/m0_7.html
• Synchronous/asynchronous http://www.vcu.edu/cte/resources/OTLRG/02_09_SyncAsync.html
• Stengths and weaknesses of Online learning
• Online education does not mean a compromise in quality education
  • An online course is based on the same goals, objectives, content- the what of the course; the difference is in how.
    
  • Chickering and Gamson’s 7 Principles of Good Practice in Undergraduate Education (1987)
  • (Summary of technology as lever of the 7 Principles)
  • Seven Principles of Good Practice in practice (Ohio Learning Network)
  • Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses
  • "Seven Principles" Collection of Ideas for Teaching and Learning with Technology
• Implications for Instructors
  • Common experience to feel lost, there is a learning curve
  • Different flow and rhythm
  • 'teaching' a course begins long before the students star; a lot of 'teaching' goes into the design and development of the course
  • Communicating in writing is important
  • Changing role from 'sage' to 'guide'

Resources

• http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp a list of 10 characteristics of good online teachers

• Edit This Page

  Online Teaching: Have you got what it takes?

http://members.shaw.ca/mdde615/index.htm
Interesting approach – assesses teaching styles, learning styles, gives key elements, tips and strategies, challenges – incorporates a number of self-tests along the way for assessment.

• OnlineLearning.Net “Is Online Teaching for Me?TM” Self-evaluation Quiz> Reflect on your teaching style, circumstances and technical skills for teaching online.

• Teaching College Courses Online vs Face-to-Face

• Implications for learners
  • more autonomy and freedom
  • greater responsibility for own learning
  • reading and writing skills are more important

Student Readiness to Learn Online
Preparing students for online learning


3. So what does this all mean to you and your course?
A. Learning objectives and assessment strategies (Amy) (30 minutes)
(Hand out the Rubric of Online Instruction http://www.csuchico.edu/celt/roi/)

• Goals and objectives
  • especially important because they provide the road map for learners
  • Writing objectives
  • Task: choose one goal or objective for your course and write it out.

Bloom's Taxonomy in course design: http://academics.georgiasouthern.edu/col/id/bloom.php
Bloom,
Bloom's Revised Taxonomy

• online assessment
  • challenges of traditional assessment methods such as multiple choice exams
  • (eportfolio, authentic tasks, participation, rubrics)
  • task: consider how you will assess your students' achievement on that goal.

Online Assessment http://www.vcu.edu/cte/resources/OTLRG/06_01_EvaluationHome.html
Assessments from Georgia Southern University
Grading Rubrics

• Backward design
  • begin by identifying the outcome or authentic task that the you want the learners to be able to do (assessment)
  • plan learning activities that will help bring the learners to be able to produce this outcome
  • identify the learning objectives
  • Task: work through one assessment-learning activity-objective

• http://jolt.merlot.org/vol6no1/sewell_0310.htm

BREAK 10:15 -10:30

B. Developing content and learning activities etc (45 minutes)

(refer to rubric categories 3 & 4)

• communication is key (http://www.onlineteachingtips.org/)
  • discussion boards

• content delivery options (chunking content, learning activities ) (bottom of 3)
  • alternatives to lecture
  • Task: how will you deliver the content required for the learning objectie you identified earlier?
  
  
• Learning activities
  • index of learning activities
  • Instructional strategies
  • Task: what kind of learning activity will you include to help your students gain mastery of the content?
  
  

C. design considerations (45 minutes)

(videos http://www.csuchico.edu/celt/roi/eoi_vista.shtml) (categories 1, 2)(Bonnie)

• navigation/instructions/
• support

4. Wrap up and where to get further support

• online resources
  • Is this where delicious comes in? Or is this a page in the wiki with links? and which resources were you thinking of?
• Tech PD
  • ID consultation
  • Training
  • eClass Live support
  • Contact us
• Circle Check/feedback

Tools
● discussion
● social bookmarking
● wiki, diigo group bookmarks, online citation
UAEdTechO
Hand outs:
● (10 best practices for teaching online
http://www.designingforlearning.info/services/writing/ecoach/tenbest.html)
● Checklist from Rubric