UNLV's Office of Online Education
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Michael Wilder will present on preparing to teach an online course and will discuss collaborating with instructional designers to develop online courses, employing strategies to nurture student success, and the process of developing an online course from initial planning through final approval. The presentation will help participants take the next step in preparing to teach online by understanding how to work with a course development team and plan their online course.
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UNLV's Office of Online Education
- 2. Presenter: Michael Wilder Instructional Design Coordinator Destiny has led Michael on a dual career path of both education and technology. As a result, he's a hybrid with skills and perspectives from both fields. He has worked as educator and trainer in a variety of environments, serving as instructional designer, learning technologies specialist, Blackboard administrator, and college faculty. Preparing to teach an online course
- 3. Learning Objectives By participating in this presentation, participants will be able to take the next step in preparing to teach online. These steps include: • Plan and prepare to develop an online course. • Collaborate with the Office of Online Education toward the development of a fully online or blended course. • Employ online teaching strategies that nurture student success.
- 4. Questions: How many have taken an online course before? How many have taught an online course before?
- 5. Online Education Enrollment Growth 507 35865 0 5000 10000 15000 20000 25000 30000 35000 40000
- 6. Degree Programs Offered Doctor of Philosophy in Nursing; Nursing Education Track Doctor of Philosophy in Nursing; Post Doctor of Nursing Practice Track Doctor of Philosophy in Nursing; Sustainable Health Doctor of Nursing Practice Master of Science in Nursing; Nurse Educator Track Master of Science in Nursing; Family Nurse Practitioner Track Master's of Hospitality Administration (MHA) Master’s of Educational Psychology (Fall 2015) B. S. in Public Administration B. A. in Social Science Studies
- 7. How Do We Work Together? Course Development Team INSTRUCTIONAL DESIGNER SUBJECT MATTER EXPERT INSTRUCTIONAL ARTIST RESEARCH LIBRARIAN INSTRUCTIONAL APPLICATIONS PROGRAMER
- 8. Preparing to teach an online course Course Development Process 1 CONTENT DEVELOPMENT 3 5 2 4 6 INITIAL CONTACT COURSE DEVELOPMENT FORM SUBMISSION FINAL APPROVAL COURSE DEVELOPMENT TEAM MEETINGS COURSE DEVELOPMENT FORM SUBMISSIONThe subject matter expert (SME) initiates the development process by completing the online course development form. The subject matter expert meets with OE representatives to identify learning objectives and conduct initial planning. Based upon the educational content delivered by the SME, all members of the development team collaboratively organize and create the elements of the online curriculum. The course development form is approved by the academic unit dean, department chair, and OE director. The course development team meets regularly with the subject matter expert to collaboratively plan and approve the development of online curriculum. Once the course has been completed, the subject matter expert, instructional designer, instructional design coordinator, and OE director review the course for completion and quality standards.
- 9. Preparing to teach an online course http://online.unlv.edu
- 10. Preparing to teach an online course
- 11. Definition of Blended Formal education program in which a student learns: 1. at least in part through online learning, with some element of student control over time, place, path, and/or pace; 2. at least in part in a supervised brick-and- mortar location away from home; 3. and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.” (Clayton Christensen Institute, 2013) Clayton Christensen Institute, (2013). Key Concepts: Blended Learning. Retrieved from http://www.christenseninstitute.org/key-concepts/blended-learning-2/
- 13. Quality Assurance • Evidence-based • Standards are supported by literature and best practices in online learning • Set of 8 General standards and 43 specific review standards • Rubric focuses on course design and alignment (learning objectives, assessments, course activities, technology, etc.)
- 14. Preparing to teach an online course Homework Activity: Initial course planning Purpose: The purpose of this activity is to begin thinking about (and sharing) the initial elements of an online course. Task: Review the “Course information worksheet” and the “Course organization overview” documents, draft some initial information, then share this information with someone in your group. Criteria for success: Participants will have met the criteria for success by drafting basic information about a proposed online course and discussing this information with peers.
- 15. Question: How long does it take to develop a new online or hybrid course?
- 16. What does an online course look like?
- 17. Slide Title Slide Content Presentation Title
- 24. Customized Learning Objects and Visualizations
- 26. UNLV School of Nursing The establishing scene presents a 3d animation of the virtual building.
- 27. UNLV School of Nursing Hotspots in three patient rooms and at the nursing station provide interactivity
- 28. UNLV School of Nursing Virtual Gero Floor: Hotspots reveal information about the clinical case scenario
- 29. UNLV School of Nursing In this example, the student clicks to reveal the readings of Pulse Oximetry Machine. Other hotspots provide additional information which students check before answering the Scenario Questions.
- 31. 3-D Artwork
- 32. Enhancing a student’s focus on course content Design matters in online courses Instructional design of content Consistent navigation
- 34. Consistent look and feel of content and art
- 35. Consistent look and feel of content and art
- 36. Preparing to teach an online course Isolation The isolation that many students may feel in an online course is the hardest symptom for educators to combat (Palloff & Pratt, 1999).
- 37. Preparing to teach an online course Swift Trust "The most effective online teachers get a good start in the very first week, which is the essence of swift trust, with online communication. Once established, swift trust will carry over into the remainder of the semester if high levels of action are maintained." Coppola, N. W., Hiltz, S. R., & Rotter, N. G. 2004
- 38. Preparing to teach an online course Welcome Letter • Self-introduction • Course description • Prerequisites • Textbook / materials • Major assignments • Test dates • Contact information • Warm and sincere • Sets up “swift trust” Student roster and e-mail addresses obtained through MyUNLV
- 39. Preparing to teach an online course Introductory video Shows that you are: • Human • Present • Prepared • Available Explains how the course works. Doesn’t need to have high production values.
- 40. Preparing to teach an online course Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.
- 41. Preparing to teach an online course Introductory discussion post • Be the first one to post (model) • Read and respond to every student post • Make the introductory discussion gradable and mandatory
- 42. Preparing to teach an online course Instructor Web site • Area of research • Credentials / Vitae • Teaching philosophy • Contact information • Office hours • Map to office
- 43. Module videos
- 44. Preparing to teach an online course Personal contact After one week, personally contact students that haven’t entered the course. Later in the course, personally contact students that are falling behind.
- 45. Question: What tips do you have for nurturing the success of students at the beginning of the semester?
- 46. Preparing to teach an online coursehttp://wchelp.unlv.edu/instructors
- 47. WebCampus Tool Tips • Course Copy – http://wchelp.unlv.edu/instructors/copying- course-content • Date Management Tool – http://wchelp.unlv.edu/instructors/date- management • Known Issues – http://wchelp.unlv.edu/instructors/known-issues
- 48. Contact WebCampus Support IT Help Desk E-mail: ithelp@unlv.edu Telephone: 702-895-0777 Hours: 7am – 11pm 7 days a week including holidays Web form: http://oit.unlv.edu/help/webcampus WebCampus Tipsheets: http://wchelp.unlv.edu
- 49. Questions? Please use the chat window to type in your questions.
Notas do Editor
- How many have developed a course before? What are some of the challenges?
- Explain student fees Rough 300 – 400 sections online every semester Approximately 30 new courses developed (or redeveloped) every semester.
- Assist with migration of courses from old WebCampus (Vista) to new WebCampus (Learn) Provide faculty professional development Investigate and solve user issues in WebCampus Provide research support Professional development: Webinars Departmental training Individual training Tutorials Handouts Research support Learning analytics Review of literature Usability
- How many have developed a course before? What are some of the challenges?
- LOCATION: files1.online.unlv.edu/internal/archive/presentations/141204Business_Workshop.pptx
- LOCATION: files1.online.unlv.edu/internal/archive/presentations/141204Business_Workshop.pptx
- Main focus of instructional applications programmers – developing interactive activities for courses Focus on developing simulated activities that replicate an in class experience Categorize activities based on their learning objective and Bloom’s taxonomy level of learning Activities from the base level of Blooms Taxonomy are classified in the Remember and Understand domain. These activities present the student with the base information about a topic, or allow a student to recall information. Activities from the Apply and Analyze level are used to assess the students ability to apply the knowledge they have gained in the course or analyze materials that one might use in the real world and investigate things further. Higher level interactive activities usually require more student-student or instructor-student interaction but are some of the most valuable. They use the knowledge gained from the course to develop a students own ideas to assess and construct their own picture. The students will then share their picture with the rest of the class for discussion or with their instructor for feedback. Examples: Concept mapping activity where a student constructs a concept map around an topic. Jury selection activity where a student reads about each juror’s background then recommends their ideal jury based on a case. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Examples: Given a paragraph of text find the words that are not necessary. Gather information about the relationship the sun has to the earth as it rotates and answer questions based off observations. Utilize knowledge of Pavlov’s experiments to see if you can “train” Pavlov’s dog. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test. Examples: Compare supreme court members sorted by their areas of education, age, opinions, and other factors, Label parts of the eye and their purpose, Mapping activity identifying different regions. Examples: Recite a policy. Quote prices from memory to a customer. Know the safety rules. Define a term. Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.
- Students assume a trustworthy experience, but quickly adjust based upon the situation. If you prove yourself untrustworthy during the first few weeks, it is much harder to gain trust later.
- Two weeks before the start of the semester. E-mailed directly to students. E-mail the syllabus directly. Shows organization and preparation. Gives students confidence. Consider releasing module 1 early. Data showing behaviors of successful students
- Kevin Gulliver, self produced
- Two weeks before the start of the semester. E-mailed directly to students. Shows organization and preparation. Gives students confidence.
- Two weeks before the start of the semester. E-mailed directly to students. Shows organization and preparation. Gives students confidence.
- Phone numbers obtained from registrar or student survey.
- Please set up a poll question here.
- Go over these 4 different types of columns. How to create at least 2 of them Demo using categories and how that will allow you to exclude or drop either the highest or lowest score Demo weighted column and explain how that works