Erie Community College Faculty Development Day July 27, 2011

1. Transitioning from Seated to Online Erin Maney, Instructional Designer Monroe Community College July 27, 2011

2. Agenda Why? Online Pedagogy How? Architecture and Design “Borrowing” the Wheel Q & A

3. ICE BREAKER REDWhat is your favorite candy? BLUE What have you tried and were simply not good at? WHITE What is the most common compliment people give you? YELLOW Where is the worst place you’ve ever been stuck waiting? GREEN Fill in the blank: When I dance, I look like __________. ORANGE What television channel do you watch most frequently?

4. So what does that have to do with building an online course? EVERYTHING! It’s about Community & Engagement

6. High quality dialogue can be maintained because it is not restricted by a traditional classroom or time models

7. There is great access to a larger variety of quality resources

8. There is a level playing field for all learners, regardless of visual or physical handicap, location or learning scheduleWhat is different about learning online?

9. Benefits of Online Teaching & Learning Student Benefits Online learning is convenient: Students can access course material at any time from any place, and on a variety of devices. Online education is accessible to everyone, including students with disabilities who may have difficulty getting to class, or those with personal commitments. Online learning teaches students how to use cutting-edge technology. Online teaching tools can tailor course material to students with different learning styles. Instructor Benefits Online teaching encourages class discussion. Discussion can take place both synchronously and asynchronously, and is easy to quantify. Online tests can be easier to administer, secure, and grade than paper tests. Online teaching allows for a flexible schedule, and courses are accessible anywhere, at any time.

10. Digital Lifestyle Meets Digital Workstyle

11. The Gap: Traditional Teachers vs. Digital Learners

12. What can be done to promote interaction and presence online? There are four main components to consider when promoting interaction and presence as you transition your traditional face-to-face course to an online version:

13. Introductions What creative ways would you introduce yourself to your students? How might you have your students “meet”? Traditional Classroom Online Environment Students have a physical building in which to meet and see one another face-to-face. Students and instructor(s) take turns introducing themselves in the first class meeting. Create a discussion forum for students for introductions that students can access before the class officially starts. Provide an ice breaker question or activity with your response and include your photo. Ask students to do the same.

14. Organization Describe your level of comfort in using a course management system to organize your course. Traditional Classroom Online Environment Syllabus Class meeting schedule with due dates Office hours Required text(s) and readings Electronic version of syllabus, including schedule Hyperlinks to day/week’s announcements Links in multiple locations to Discussion Boards and Assignments (or separate tabs) Links to online readings “Virtual” office hours

15. Instruction How do you think your time commitment to teaching might change in facilitating an online class? Traditional Classroom Online Environment Assigned readings Instructor lectures Class discussions Break into small groups Assign homework Use of video Guest lectures Role playing Provide links to assigned readings and to websites Assign pairs of students to read opposing views on a topic (set up a debate) Design a virtual field trip that students can take via the Web Instructor designed discussion board questions Student led discussion threads monitored by instructor

16. Feedback What would need to change about your grading process to provide feedback to students in an online environment? Traditional Classroom Online Environment Tests Verbal feedback Meetings with students Written comments on submitted papers Quizzes via course management system Writing assignments Surveys/polls Email/audio comments Announcement pages and discussion board replies

17. ONLINE COURSE DESIGN Careful organization and design helps students achieve learning objectives and also creates a functional and intuitive course. You will need to rethink how you present content and structure it for the online environment.

19. Do I have time to facilitate weekly discussions?

20. Can I use my course site to post materials that I would otherwise have to copy and distribute?

22. What activities do you think could be redesigned for the online environment?

23. What skills and knowledge must the learner acquire?

24. What content should be taught, and in what order?

25. How will the learner demonstrate what he or she has learned?Tip: Create a visual map, flowchart, or storyboard to guide you in the course design process. This blueprint can help you see the overall organization of your course contents and activities and their relationship to one another. (Microsoft Word org charts, index cards, sticky notes, etc.)

27. Introductory Email

28. Discussion Board / Ice Breaker

29. Syllabus & Course Schedule

30. LMS Orientation / Online Student Orientation

31. First Assignment

33. PowerPoint/Slideshow

34. Video

35. Segmentation of Material

36. Discussion

37. Group Projects

38. Exercises

39. Tests

40. Reflection Questions

43. Streaming Video/Audio

44. YouTube

45. Webinars

46. Interactive Graphics & Simulations

48. Blogs

49. Chat

50. Web Conferencing

52. Building Community in the Online Classroom Define expectations in course syllabus Know your IT resources Solicit feedback early Hold online office hours Use a webcam Create screencasts (Jing) Have a resources page with suggested reading list, websites, etc. Reward initiative Have a surplus of discussion topics Be patient Encourage individuals Hold online review sessions Seek out other online educators Give anonymous course evaluations Have fun! Source: http://www.guidetoonlineschools.com

53. Creating a Community of Inquiry Social Presence Cognitive Presence Teaching Presence SupportingDiscourse SettingClimate Learning SelectingContent

55. Colored highlightersProcess: Consider the following . . . How do you approach planning a face-to-face course? What part of planning an online course are you most excited about? Most challenged by? Look over your course syllabus and identify specific elements that you would like to include in your online course. List each element separately on index cards. Examples:a quiz on learning styles, a reading on differentiated instruction, a discussion on the topic of universal design Organize your index cards into patterns that make sense to you. What reading goes with what discussion? What paper goes with what topic? Where does the quiz follow? Next, use the highlighter to mark any assessments or items that will have a date change in the future. This helps keep track of items that will need updating. These cards are the beginning of your planning process and can be used as an outline for your course. As you get further into course development, you can freely move the cards around as your thinking changes.

56. Thank You! Questions?