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Converting a Face-to-Face (F2F) Class Lesson to an Online Lesson Guide. Quality Matters Peer Review Panel. Selecting a module. Identify a lesson that is taught later in the semester that can be pulled forward without impacting the natural flow of your course.

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Converting a Face-to-Face (F2F) Class Lesson to an Online Lesson Guide

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Converting a Face-to-Face (F2F) Class Lesson to an Online Lesson Guide

Quality Matters Peer Review Panel


Selecting a module

  • Identify a lesson that is taught later in the semester that can be pulled forward without impacting the natural flow of your course.

  • It must not be contingent on any previous lessons – it needs to be a stand alone lesson.

  • It must be a lesson that doesn’t require students to use skills they have not learned.


Evaluate Your Approach for this Lesson

  • How does this lesson fit with your overall learning outcomes for the course?

  • How will you assess students on the content from this lesson?

  • What learning activities are you using in your F2F (Face to Face) class for this lesson and how can this content be taught online?


Experiential Learning (Kolb, 1984)

  • Remember the importance of experiential learning, even in online course content delivery…

  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.


Online Delivery Options

There are two methods to deliver your content. Frequently both methods are integrated into the lesson design.

  • Asynchronous learning is a “student-centered teaching” method that uses online learning resources to facilitate learning outside the constraints of a common time and place. (Mayadas, F (March 1997), "Asynchronous learning networks: a Sloan Foundation perspective", Journal of Asynchronous Learning Networks).

  • Synchronous Learning occurs when both instructor and students are in the same place at the same time. For online learning this is a shared virtual location. (Hrastinski, S. (2008). Asynchronous & synchronous learning. Educause Quarterly, 4, 51-55. Retrieved from http://net.educause.edu/ir/library/pdf/EQM0848.pdf).


Effective Assignments

  • Assignments should bridge gap between theory and practice

  • Assignments should not be cookie cutter exercises in regurgitating the text, but allow for individual scholarly exploration

  • Assignments should ideally allow for experimentation method in the Kolb (1984) model


Creating Student Interaction

When creating your module, plan for 3 types of interaction:

  • Interaction between the student and the content material

    • Examples: discuss questions posed by content, analyze examples/cases, research related content or its applicability in current situations

  • Interaction between the student and you

    • Examples: post follow-up questions, live chat, provide a synthesis/post-mortem of their discussion

  • Interaction among students in the class

    • Examples: group discussion/chat, collaborative research or analysis, pro/con debate


Transitioning from F2F to Online

Note: There are other tools that be used this is a sample. Also students must be taught how to use the planned tool.


Virtual Learning Environment

  • Identify where you will conduct the online lesson.

    • Some considerations are:

      • Students must have easy access to the virtual location.

      • Students must have knowledge and ability to access this virtual environment.

      • Options for students who do not have access to the environment must be considered (Example: If you create a synchronous event, record it so students who are unable to view it at the designated time, can view it at a later time.)

  • Virtual Learning Environments are:

    • Blackboard

    • WordPress

    • Google Docs

    • Personal websites

    • Dropbox and others


Getting Started With Learning Interactive Tools in Blackboard

Source: http://ondemand.blackboard.com/r91/documents/getting_started_with_interactive_tools.pdf


Collaboration Tools in Blackboard

  • Allow for real-time instruction and office hours through Bb.

    • Lecture Hall (Virtual Classroom)

    • Office Hours (Chat)

  • You can record collaborated sessions for future review.


Collaborations Tool, cont’d

Refer more information from https://help.blackboard.com/en-us/Learn/9.1_SP_10_and_SP_11/Instructor/050_Course_Tools/Collaboration_Tools/Chat


Other Technology Tool Options

  • Create the lesson using tools that will benefit students with multiple learning styles.

    • Examples of software tools: PowerPoint, WordPress, Screenflow, Camtasia (Available on campus)

    • Free online tools include: Screen-o-matic, Jing, Prezi, Audacity, Google Docs, http://www.screenmailer.com/

    • Tips on narrating presentations:

      https://medium.com/p/4394c4d69f0d


Assistance

For Assistance contact any of the following people:

  • School of Arts and Sciences

    • Sarah Ficke

    • Yan Beal

  • School of Business

    • Bill Combs

    • Michelle Liu

  • School of Education and Human Services

    • Ryan Foster

    • Elizabeth Langran

  • Malek School of Health Professions

    • Terri LaMonica

    • Jennifer Tripken

  • Center for Teaching and Learning

    • Sue Conrad


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