Orientation to Teaching Online
Audrey L. CutlerCenter for Instructional Advancement and Technology
Welcome!• All about you!• Name, Department• Experience with online
and hybrid courses (as faculty or student)
• Goals? Concerns?
Objectives
By the end of this workshops, participants will be able to: • Define online and hybrid courses at Towson• Identify the steps involved in preparation for and
design of your online or hybrid course using the Quality Matters rubric
• Evaluate the Digital Media Classroom as a resource for your online and hybrid course
• Locate instruction design, library, and technical resources for assistance through the design process
Defining Online & Hybrid Courses @ TU
Defining Online & Hybrid Courses @ TU
• Online Courses – Require no face-to-face meetings (no trips to campus) and all instruction is delivered electronically.
• Hybrid Courses – Taught partially online. The face-to-face classroom meetings are reduced by at least 50% and replaced with online activities.
• Web-supported Courses – Face-to-face classes that use online resources such as Blackboard to support instruction (unofficial designation).
Online Teaching and LearningChallenges and Rewards
Challenges:Communication• No real-time F2F
communication & synergy• Slower communication• Majority of courses are still
text-basedTime Management • More independence - Both for
you and students• 24/7 access
Rewards:• Flexibility (own pace, space,
time)• Individual attention; guide
each student• Addresses different learning
styles• Self-reflection in redesign
leads to better teaching
Changing Perspectives
Face-to-Face Classes• Instructor-centered
(lecture-centered)• Take place on campus• Designated days to meet• Instructional content and
interaction occurs during class session
Online Course• Student-centered • Housed in Blackboard• Weekly modules – you
create when your week starts/ends
• 24/7 Access• Content provided via
Blackboard• Writing/reading to
communicate
Your New Role as the Facilitator/Coach
• Support students to construct their own knowledge
• Does not diminish the role of the instructor/faculty member
Similarities
• You’re the expert!• Online, we often face these same concerns in
face-to-face courses:– Student attrition– Students do not comprehend course content &– Students do not participate actively in class discussions
• The key to resolving many of these concerns:– Well designed and organized online/hybrid course– Clear and timely communication on the parts of both
instructors and students
Interaction and Feedback in a Traditional Course
Interaction and Feedback in a Traditional Course
• Instructor Presentation• Discussion • Simulation• Question and Answer• Classroom assessments
• Office hours• Extra help• Review• Group-Oriented Work• Assessment • E-mail
Where does it go?
Understanding Content
• Lecturette and graphics• DMC & Video • Audio • PPT with audio• Web resources• Guest lectures• Simulations• Case studies• Question and answers
for clarification
Face-to-Face Communication
• Face-to-Face signals used to gauge student comprehension or have reached content overload– Body language– Blank stares – Lack/lots of questions
• Information given verbally in class
• Learning community
Where does it go?
Online Communication
• These same types of cues can be identified in online course – response to assignments, discussions, or the number of times
a student accesses the course
• Clear, timely and accurate communication– Be Consistent!– Set and keep weekly or bi-weekly deadlines (not daily for
online course)– Post assignments on time (can use blackboard release
features)
• Learning community– Created through ice-breakers, ongoing discussions, groups,
peer-review assignments, feedback
Online Communication
• Syllabus: Contract and Map – Use to set expectations, deadlines and policies.
• Create a clear, explicit course schedule.• Email your students before class starts!• Hand-hold students through their first time in the
course site and the first three weeks.• Keep consistent, student-centered design in Blackboard.• Encourage not only faculty to student communication,
but also student to student communication. • Build time into your schedule to communicate
Ice-breakersQ & AFeedback
Applications and interpretation questions
Problem questions/Case studies
Connective and causal effect questions
Comparative questionsEvaluative questionsCritical questions
Interaction – Using Discussion Board & Groups
Group Areas
Peer Review Group Projects Journals
Feedback on assignments
Grade book entriesEmailsChat areaAnonymous surveys
Interaction – Feedback
• Quiz tool• Proctored exams• Project-based
assessment• Participation online
Mind reading skills?
Assessment
Sample Courses
Course Design
Chunking
• Chunking allows the instructor to break the content up into more manageable units or modules
• Chunking is good for recall, comprehension, focus and course planning
• Chunking content helps students prioritize, organize, and identify core elements
• Chunking presents the content in smaller manageable pieces to students
• Before starting to chunk your course gather your syllabus, reading and supplemental materials and resources.
Chunking - Example
• Define online and hybrid learning and its unique attributes • Which parts go better online? • Match current teaching styles to methods of online teaching • Identify elements of quality online/hybrid courses using the Quality Matters
Rubric • Write measurable module objectives using an alignment chart. • Organize and upload course content using the Blackboard Content
Management System • Use e-Reserves and organizing content with collection • Determine appropriate learning activities using available resources and given
available technology• Create a complete course module including module-level objectives, learning
activities, and assessments based on the module worksheet • Use basic functions of the Bb Grading Center and Assignments • Evaluate the Digital Media Classroom and tools - as a resource for
online/hybrid classes
Preparing Your Traditional Course for Online or Hybrid Delivery
Chunking - Example
Session One - Designing your course• Define online and hybrid learning and its
unique attributes • Which parts go better online? • Match current teaching styles to methods
of online teaching • Identify elements of quality online/hybrid
courses using the Quality Matters Rubric • Write measurable module objectives using
an alignment chart.
Session Two - Organizing Course Materials• Organize and upload course content using
the Blackboard Content Management System
• Use e-Reserves and organizing content with collection
• Determine appropriate learning activities using available resources and given available technology
Session Three - Supplementary Tools to Deliver and Assess Instructional Materials• Create a complete course module
including module-level objectives, learning activities, and assessments based on the module worksheet
• Use basic functions of the Bb Grading Center and Assignments
• Evaluate the Digital Media Classroom and tools - as a resource for online/hybrid classes
Chunking - Example
Session One - Designing your course• Define online and hybrid learning and its unique
attributes – Defining TU Online and Hybrid Courses– Facilitator/Moderator– Communication– Support– Move the Course Forward (time management)– Chunking
How do you Chunk?
• Gather your documents and identify the needed modules
• Write out everything on paper!• Reflect on the activities/assessment/assignments
will they work in an online environment• For hybrid courses identify what content can be
covered via online sessions
??
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