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Teaching the igen

Teaching the igen. m oving education online creatively and effectively. 1993. 1993. <p>Hello World!</p>. 1997. 1997. FSU Computer Skills Competency. basic familiarity with computer hardware, operating systems, and file concepts;

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Teaching the igen

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  1. Teaching the igen moving education online creatively and effectively

  2. 1993

  3. 1993 <p>Hello World!</p>

  4. 1997

  5. 1997 FSU Computer Skills Competency • basic familiarity with computer hardware, operating systems, and file concepts; • working knowledge of a word processor or text editor and at least one other software application (e.g., spreadsheet, database, etc.); • working knowledge of the World Wide Web (WWW) and electronic mail. CGS2060 Computer Literacy sees enrollment grow into the thousands CGS2060 becomes one of FSU’s first online courses

  6. 2007

  7. 2007

  8. 2007

  9. 2007

  10. 2007

  11. 2007 eTextbooks?

  12. 2007 ≠ eTextbooks?

  13. 2008

  14. 2008

  15. CT3G mock-up • Chunked content • Wiki-style links • Hierarchy • Multi navigation • Linear • TOC • Hyperlinks • Search • Embedded media • Embedded RSS feed • Links to outside resources • Video tutorials for skills • Community features • Reduced price

  16. 2009 promotional video current site

  17. 2008 http://pic.fsu.edu

  18. Welcome to the Social! Implementing Online Learning Communities

  19. ≠

  20. Learning Community System Learning Management System LMS LCS

  21. Learning Community System • Member profiles & photos • News feed, chat, forums • Multiple forms of communication • Email notifications • Support for embedded media • Likes, ranking, critiquing • Gamification opportunities • RSS feeds, Twitter feeds • Support for the development of rich content with HTML • Support for instructor-created“learning paths” • Customization • Private and secure LCS

  22. LMS Options

  23. An open-source WordPress plugin, that transforms a WordPress site into a Facebook-like social network. http://www.buddypress.org

  24. Installed on institution servers, one installation per class, for individual class learning communities. http://www.buddypress.org

  25. Highly customizable with a large user and developer base providing many optional extensions (plugins and themes). http://www.buddypress.org

  26. Learning Community Blackboard LMS • Course Content • Public Splash Page • Lessons in all formats • Exercises/Assignments • Course Administration • Assignment Submission • Gradebook • Grade Submission • Community/Communication • Member Profiles • Course Announcements • News feed • Discussion forums • Synchronous chat • Email & messaging • Virtual office hours • Evaluation • Assignments • Quizzes • Exams Syllabus Agenda Calendar https://pic.fsu.edu/courses/2012/summer/cgs2821

  27. 2012

  28. 2012 Research group studying impact of LCS on student outcomes: Vanessa Dennen Ken Baldauf Wenting(Kayla) Jiang Fran Marshall Chapter on LCS in a special issue of Research on Course Management Systems in Higher Educationhttp://itprograms.ua.edu/calls/CMS_CFP.htm

  29. 2012 MOOC Massively Open Online Course

  30. “Welcome to the brave new world of Massive Open Online Courses — known as MOOCs — a tool for democratizing higher education.” Online Massive Lecture videos, assignments, tests, and community tools. Fall, 2011: over 160,000 people signed up for a course in artificial intelligence, offered by Sebastian Thrun and Peter Norvig Courses Non-credit-earning courses offered by universities (and sometimes individuals). Sometimes providing a certificate of compeletion. Open Anyone may enroll. Offered on a time-table to promote synchronous interactions.

  31. MOOC Platforms • Udacity (independent) • Coursera (33 universities) • EdX (4 universities)MIT, Harvard, Berkeley, UT • Google Course Builder • Stanford’s Class2Go Not Khan Academy or Lynda.com

  32. School’s Reactions?

  33. Takeaways

  34. Takeaways • It’s the Wild Wild West of online education– dozens of approaches, frameworks, and online tools are at our disposal. • No one solution meets the needs of every online class - class content, class size, student demographic, teaching style, and institution type are all variables that combine to define the technology requirements of an online class. • Content delivery, student activities, social interaction, and assessment are all becoming integrated into teacher-designed learning paths. • The social and community aspects of online learning are the most challenging, but can also be more developed online than in a classroom – with the right system. • Teachers and curriculum designers with advanced technology and computer skills have a distinct advantage in the online environment. Educating the educators is the most important aspect of launching online courses and programs.

  35. Thank you! Ken Baldauf kbaldauf@pic.fsu.edu www.pic.fsu.edu www.kenbaldauf.com @kenbaldauf on twitter, linkedin, and skype @kbaldauf on google+ and facebook

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