Teaching Traditional Faculty to Develop Online Courses & Teach Online

1. Teaching Traditional Faculty to Develop Online Courses & Teach Online Marist College November 18, 2005

2. The Challenge Train 20 traditional faculty in 5 months with 2 resources (both of whom are very busy and had full-time jobs that did not include this project).

3. Workshop Overview • Workshop Goals • Provide understanding of the different pedagogical approaches for different types of learning environments • Offer professional development for faculty • Allow faculty to experience online learning as students.

4. Workshop Unit Overview • Unit 1 - "First Week of Class“ • Unit 2 - Clarity and Detail in Communication • Unit 3 - Synchronous Communication Tools • Unit 4 - Asynchronous Communication Tools • Unit 5 - Knowing Your Audience • Unit 6 - Digital Media Review

5. Unit 1 - "First Week of Class“ • Awareness of what we communicate non-verbally • Building community • How do you build trust in an online course? • How do you “listen” in an online course? • How do you set the “right” tone? • The Syllabus • Netiquette • Expectations

6. Unit 1 Example

7. Unit 2 - Clarity and Detail in Communication • Explain everything with clarity • Instructors as students • Consistency in course design • Feedback • Active Learning Modules (ALMs)

9. Unit 3 - Synchronous Communication Tools • Concept of “learning interactions” • Interactions need to be facilitated in online courses • Select appropriate communication tool for a specific learning outcome • Benefits and disadvantages of synchronous communication tools • How to deploy effectively

10. Unit 3 - Synchronous Communication Tools eSpeaker Events Faculty are encouraged to use elearning to enhance their courses in innovative ways. This “eSpeaker” event shows a live chat between students in a Media Relations course with journalist who specialist in war zone reporting.

11. Unit 4 - Asynchronous Communication Tools • Advantages and disadvantages of asynchronous communication • Importance of teaching presence • Time management strategies for instructors • Promoting substantive discussions • Assessment

12. Unit 4 - Asynchronous Communication Tools Example: Discussing Case Studies

13. Unit 5 - Knowing Your Audience • What is a nontraditional student? • Impact on demography • Cultural sensitivity • Cross-cultural applicability • Suspend assumptions (e.g., God) • Inclusive written language • Logistical issues • Assumptions about technical skills

14. Unit 5 Example How would you handle…?

15. Unit 6 - Digital Media Review • Digital content provides for new types of “learning interactions” • Allows students to select their own path through the content • Hypertext, simulations, rich media • Start with learning objectives and then select appropriate digital media

16. Unit 6 - Digital Media Review Example: MediaPlatform Video

17. Q&A • Culture Change • Institutional • Faculty • Next Steps for Marist • Assessment & Evaluation • Best of… • Mandate or Optional? • Incentives • Scalability

18. For more information Tina Royal Director of Technology-Assisted Learning tina.royal@marist.edu (845) 575-3841 Josh Baron Director of Academic Technology & eLearning josh.baron@marist.edu (845) 575-3623