Transformation of the Ol Instructor
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Transcript of Transformation of the Ol Instructor
Transformation of the Online Instructor
Michael Wilkinson
Saint Louis University
25th Annual Conference on Distance Teaching & Learning
Online Faculty Development Online• Online Teaching Certification (OTC) created
for full- and part-time teachers • Pathway to higher education teaching is
experiential
• Graduate teaching assistant
• Working with a mentor
Online Faculty Development Online• Pathway to online teaching is technical
training
• CMS or LMS
• ICT training
Online Faculty Development Online• Profile of the effective teacher:
Well organized Efficient
Task oriented Knowledgeable
Verbally fluent Aware of student developmental levels
Clear Enthusiastic
Self-confident Confident of student abilities
Friendly and warm Encouraging and Supportive
Attentive Accepting
Hold high expectations
“Can do" attitude
(Cruickshank, D.R)
Online Faculty Development Online• Profile of the effective teacher:
Knowledge of content Knowledge of pedagogy
Knowledge of assessment (formative & diagnostic)
Instruction engages students
Collaborates with colleagues
Modifies instructions for different learning styles
(Higher Education Opportunity Act (HEOA))
Online Faculty Development Online• Profile of the effective teacher:
(Chickering & Gamson)
Encourages staff-student contact
Encourages cooperation among students
Encourages active learning
Provides prompt feedback
Encourages time on task
Communicates high expectations
Respects diverse talents and ways of learning
Effective Implementation Online
1. ENCOURAGES STAFF-STUDENT CONTACT• Introductions• E-mail• Announcements• Virtual office hours• Chat• Discussion forums• Personalized feedback
Effective Implementation Online
2. ENCOURAGES COOPERATION AMONG STUDENTS• Discussion forums• Team Projects• Peer reviews• Learning community (shared resources)• Study Groups• Others
Effective Implementation Online
3. ENCOURAGES ACTIVE LEARNING• Internet exploration e.g. Web quests• Inquiry/discovery• Case studies• Problem solving• Writing• Journals
Effective Implementation Online
4. PROVIDES PROMPT FEEDBACK• Automatic grading of tests, quizzes,
discussion forums• 24/7 responses• Peer review• Q & A after each course module• Virtual Grade book• Rubrics • Online interactive self-scored tests
Effective Implementation Online
5. ENCOURAGES TIME ON TASK• Deadlines• Timelines• Focused discussions• Expanded learning• Re-tests/re-writes• Others
Effective Implementation Online
6. COMMUNICATES HIGH EXPECTATIONS• Syllabus• Challenges• Encourages improvement• Praises & recognizes excellence• Model desired behavior• Best effort gets the best grade• Others
Effective Implementation Online
7. RESPECTS DIVERSE TALENTS AND WAYS OF LEARNING
• Vary formats, PPT, images, video, audio• Assess for different learning styles• Encourage self-directed paths• Recognize and accept diverse backgrounds
and experiences• Provide an even playing field (open
discussion)• Respond to students as individuals• Use the students own words in responses
8.Other Best Practices:
• Practice good pedagogy• Don’t overuse technology • Over communicate• Make applications to real world • Use Webquest, Blogs, Web resources• Use library e-Reserve• Maintain personal & social presence• Reinforce reading and good writing skills• Praise student’s work• Keep high standards
Online Faculty Development Online• Profile of the effective Online teacher:
Three Themes Emerged…
In relation to the “best Practices”:
1. Course design
Encompasses: Practices 2,5 and 8
2. Instructor Effectiveness
Encompasses: Practices 1,6 and 7
3. Course Management
Encompasses: Practices 3 and 4
Competencies
• Understand online format• Understand online pedagogy• Develop Course Content• Understand Instructional Design• Demonstrate Course Management• Practice use of Technology• Develop Quality Assurances
Competency-Based Model
• Identify “best practices” for online teaching• Present competencies needed to teach
online• Demonstrate how competencies cut cross
“best practices”• Provide examples for implementation• Master competencies with practice• Evaluate practice through peer review.
Format for Model
• Online Delivery• Independent Mastery Approach• Open enrollment• Peer Review• Director of Faculty Development Oversight
Competency #1:
Understand Online Format • Determine time and effort required• Understand the medium (CMS)– Use– Support
• Believe in the outcome• Discover teaching and social presence
Competency #2:
Know Online Pedagogy • Connectivity– Student to student…dialogue– Student to content…active and applicable– Student to instructor… feedback and
communication
• Interactivity– Learning community– Groups– Feedback– Peer Review– Journals
Competency #2:
Know Online Pedagogy Connectivity (engagement)
• Student to student:– Facilitate discussions (do not overly
engage)–Motivate participation– Encourage participation (groups)– Respect– Encourage peer feedback
Competency #2:
Know Online Pedagogy Connectivity (engagement)
– Student to Content:– Additional resources– Creative teaching techniques– Application strategies– Independent online activities
Competency #2:
Know Online Pedagogy Connectivity (engagement) - Student to Instructor:– Facilitate discussions – Encourage dialogue– E-mail– Parameters for feedback– Repeat everything, often– Announcements– Respect– Reflect student ideas
Competency #2:
Know Online Pedagogy – Interactivity:• Learning Community• Groups• Feedback• Peer Review• Journaling
Competency #3:
• Develop Course Content – Build a Course Outline• Course outcomes• Course learning objectives• Course activities• Timelines and Schedules• Assessments
–Write a Syllabus• Detailed instructions• Rubrics• Grading, Attendance and Plagiarism policies• Deadlines
Competency #4:
• Know Instructional Design – Developing Content• Presentation of content–Chunking and modules–Learning style sensitivity–Use of HTML, Images and PowerPoint–Audio and visual–Web quests–Case studies
Competency #4:
• Know Instructional Design – Use of Resources• Copyright issues• Glossary of terms• Reading lists…relevant journals• Pod casts• Web links…to library, writing center,
other sources
Competency #5:
• Understand Course Management– Support and CMS navigation– Student Profiles and records–Welcome and ice breakers– Start and stop dates– Pace and workload – Communicate time commitment– Communication: e-mail and chat– Directions, Assignment submission,
grades
Competency #6:
• Practice Use of Technology– Functionality and Usability• Use of appropriate technology• Navigation on the WWW as well as in
CMS• Graphic elements• Fonts and formats• Color, layout and design• Student support (who, where and when)
Competency #6:
• Practice Use of Technology–Media Elements• Video• Audio• Simulations• Games• graphics
Competency #7:
• Develop Quality Assurances– Standards of conduct (netiquette)– Rubrics– Evaluations (informal and formal)– Open course for preview– Open course for review– Check course web links for access
Cross-cutting Competencies
Understanding Online Format - Competency #1 Practices:
1. Communication5.Time on Task6. Expectations
Cross-cutting Competencies
Understanding Online Pedagogy – Competency #2 Practices:
1.Communication2. Cooperation3. Active Learning4. Feedback5. Time on Task6. Expectations7. Diversity
Cross-cutting Competencies
Develop Course Content– Competency #3 Practices:
1. Communication5. Time on Task6. Expectations
Know Instructional Design-Competency #4 Practices:
2. Cooperation3. Active Learning7. Respect for diversity
Cross-cutting Competencies
Understand Course Management - Competency #5 Practices:
1. Communication
4. Feedback
5. Time on Task
6. Expectations
Use of Technology - Competency #6 Practices:
1. Communication
7. Respect for Diversity
Cross-cutting Competencies
Develop Quality Assurances- Competency #7 Practices:
1. Communication
2. Cooperation
4. Feedback
6. Expectations
7. Respect for Diversity