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.

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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

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

Quality Matters Peer Review Panel


Selecting a module

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

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

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

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

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

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

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

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

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

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

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

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

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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