‘Skeptically Optimistic’ in an Open Online Course
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‘Skeptically Optimistic’ in an Open Online Course. David S. Stein, Ph.D. Constance E. Wanstreet, Ph.D. “I [had] a lot of skepticism towards being able to teach online . . . [and] develop the same sort of meaningful relationships with my students online.”. Boot Camp participant.

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‘Skeptically Optimistic’ in an Open Online Course

David S. Stein, Ph.D.

Constance E. Wanstreet, Ph.D.


Boot Camp participant


  • Boot Camp for Beginning Online Instructors online . . . [and] develop the same sort of meaningful relationships with my students online.”

  • Create favorable attitude

  • Self-paced

  • Asynchronous 20-hours/five days

  • Quick-start guide


  • Boot Camp features online . . . [and] develop the same sort of meaningful relationships with my students online.”

  • Videos from experienced GTAs

  • E-book for guidance

  • Challenges to simulate online classroom

  • Desire2Learn and iTunesU versions

    • http://go.osu.edu/OnlineInstructor


Desktop version online . . . [and] develop the same sort of meaningful relationships with my students online.”

Daily challenges

Readings

Videos


  • Designed around five challenges online . . . [and] develop the same sort of meaningful relationships with my students online.”

  • Making the transition to online teaching

  • Building online spaces for learning

  • Preparing your students for online learning

  • Managing and facilitating the online classroom

  • Assessing learner outcomes


  • How do skeptical but hopeful online . . . [and] develop the same sort of meaningful relationships with my students online.” GTAs learn to teach online?


  • Portable Pedagogy online . . . [and] develop the same sort of meaningful relationships with my students online.”

  • No more fixed locations

  • iPads, iPhones, everyday technology

    • Use visual, aural, and textual features to create/express learning

  • Internet access to:

    • Materials

    • Resources

    • Other learners

    • Instructor


Activity system elements online . . . [and] develop the same sort of meaningful relationships with my students online.”

Tools

  • Use LMS tools

    Participants

    Articulate roles

    Social Practices

    Identify types of interaction

    Learning Community

    Identify ways to engage

    Outcome

    Facilitate parts of a course

Stein, D. S., & Wanstreet, C. E. (2011). Teaching in the future: A blueprint for faculty development. In S. D’Agustino (Ed.), Adaptation, resistance and access to instructional technologies: Assessing future trends in education (pp. 445-459). Hershey, PA: IGI Global.


Tools online . . . [and] develop the same sort of meaningful relationships with my students online.”

Facilitate a course using the LMS

Describe when to use discussions

Describe when to provide feedback

Distinguish between when to use a dropboxor a discussion board

Demonstrate how to use news items

Demonstrate how to use admin tools (i.e., gradebook, email)


Using email as an admin tool online . . . [and] develop the same sort of meaningful relationships with my students online.”


P online . . . [and] develop the same sort of meaningful relationships with my students online.” articipants

Articulate roles of faculty and students

Assess readiness to teach

Describe how to manage time and establish relationships

Prepare students for the experience

Direct students to technical help

Compose welcome and expectations messages


Welcome message online . . . [and] develop the same sort of meaningful relationships with my students online.”


Social Practices online . . . [and] develop the same sort of meaningful relationships with my students online.”

Identify different types of interaction

  • Learner-learner

  • Learner-instructor

  • Learner-content

  • Learner-interface

    Recognize what type of interaction is appropriate when

    Describe how to facilitate various types of interaction


Interaction and social presence online . . . [and] develop the same sort of meaningful relationships with my students online.”


Learning Community online . . . [and] develop the same sort of meaningful relationships with my students online.”

Identify different ways to engage

Articulate differences:

Collaboration

Cooperation

Individual knowledge acquisition


Fostering community over coffee online . . . [and] develop the same sort of meaningful relationships with my students online.”


Outcome online . . . [and] develop the same sort of meaningful relationships with my students online.”

Facilitate various parts of an online or hybrid course


Assess outcomes online . . . [and] develop the same sort of meaningful relationships with my students online.”


  • Did it work? online . . . [and] develop the same sort of meaningful relationships with my students online.”

  • I have confidence to teach online: 100%

  • I can use online tools: 100%

  • I can get to know my students as well online as in person: 75%

  • I can connect well with my students: 67%

  • (N=52)


  • “Through the online . . . [and] develop the same sort of meaningful relationships with my students online.” readings, activities, andthe videos from experienced online instructors, I have a better sense of the opportunities of online teaching, whereas before I saw mostly limitations. I have gained comfort with the prospect of teaching online.”

Boot Camp participant


  • Reflections online . . . [and] develop the same sort of meaningful relationships with my students online.”

  • “opened up new tools and concepts”

  • “probably the best way to prepare”

  • “enhanced my desire to make sure my students feel connected”

  • “refined my understanding of online teaching”


  • Engagement online . . . [and] develop the same sort of meaningful relationships with my students online.”

  • Multiple opportunities to give back

  • Relate

    • Apply what they learn to their own courses

  • Create

    • Complete learning activities

  • Donate

    • Share their learning with others

    • (Kearsley, G., & Schneiderman, B. (1997). Engagement theory:

    • A framework for technology-based teaching and learning.

    • Educational Technology, 38(5), 20-23.


  • Contact us online . . . [and] develop the same sort of meaningful relationships with my students online.”

  • David Stein, [email protected]

  • Connie Wanstreet, [email protected]

  • iTunes U: http://go.osu.edu/OnlineInstructor


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