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Imaginative Approaches to Fusing Technology and Teaching in an Online Course

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  1. Imaginative Approaches to Fusing Technology and Teaching in an Online Course Dr. Judy Ettinger and Dr. Debra Osborn 2005 NCDA Skill Building Session Orlando, Florida

  2. Goals and Objectives • Define online teaching and the learning environment. • Review strengths & challenges of online teaching. • Demonstrate online career course delivery. • Identify challenges and rewards. • Translate traditional activities into virtual realities.

  3. Introductions – Who We Are • Name • Where we work • Experiences with • Online Teaching • Online Learning

  4. Definitions • Online Teaching • Online Learning

  5. Let’s see what you know QUIZ

  6. Question 1 • You can’t teach core counseling skills in an online course. • False. • Somewhere, someone is teaching a CACREP core skill online.

  7. From Journal of Technology in Counseling, May 2002 From Journal of Technology in Counseling, May 2002 http://jtc.colstate.edu

  8. From Journal of Technology in Counseling, May 2002 http://jtc.colstate.edu

  9. How do we teach skills in a traditional environment? • Demonstrate the skill. • Instructor observe/evaluate the skill via roleplay. • Writing better responses. • Self-evaluation. • Peer evaluation. But, can these skills be taught virtually?

  10. Demonstrate the skill. Instructor observe/evaluate the skill via roleplay. Writing better responses. Critiquing video segments. Self-evaluation. Peer evaluation. QuickTime/video segment of a skill. Record/send in skill demonstration. Written better responses. Critiques of video segments. Selected transcripts and self-evaluative comments. Selected transcripts and peer evaluative comments. Transformation

  11. QUIZ-Question 2 • Teaching an online course requires less time than teaching a traditional course.

  12. TIME

  13. Question 3 • You need to be a techie to effectively design and deliver an online course.

  14. Demonstration Blackboard Demonstration

  15. ADDING CONTENT -Word Documents -PowerPoints

  16. Click on Course Documents

  17. DISCUSSSION BOARD

  18. QUIZZES

  19. QUIZ

  20. Question 4 • It is very difficult to really know your students when you are teaching online. • Question: How do you build community in a traditional class?

  21. Getting to Know Students Virtually • You get to know them in a different way • Time required • Assignments • Introductory • uniqueness

  22. Possible Ways to Build Community • Create work groups • Link student responses • Pictures • Surveys • Chats • Email • Self-disclosure • Require pairing/collaboration on some assignments • Weekly announcements • Introductions Discussion Forum

  23. WORK GROUPS

  24. CHATS

  25. BREAK

  26. Question 4 • Teaching online requires a different skill set than teaching face-to-face

  27. What makes a “good” teacher? • Passion/enthusiasm • Respect for students • Knowledge of subject matter, resources • Able to incorporate students’ existing knowledge • Gets all students involved • Problem solver • Flexibility • Not content to sit on his/her laurels

  28. What makes a “good” online teacher? • Passion/enthusiasm • Respect for students • Knowledge of subject matter, resources • Able to incorporate students’ existing knowledge • Gets all students involved • Problem solver • Flexibility • Not content to sit on his/her laurels • Patience But, there are some other factors to consider…

  29. One Different Challenge: Getting your students on the same page technology-wise.

  30. Other Skills Time to check the email, bulletin boards Ability to problem-solve technology wise Calm in crisis (power outages during a test)

  31. Your Great Activities - Traditional

  32. TRANSFORMATIONS

  33. Some of our transformations. • Instrument Critique • Interactions About Assignments • Roleplay Skill Demonstrations • Study “guides”

  34. TRADITIONAL We put all our ideas up on the board: strengths and challenges of the instrument, who it would work best with, interpretation issues, etc. ONLINE We use the Discussion Board in two separate sections: Everyone enters their critique. Each student summarizes the reactions of the class and come to some conclusions about the instrument. INSTRUMENT CRITIQUE Our Other Transformations

  35. TRADITIONAL I’ll meet with a student for a few minutes before or after class to voice my concerns. We then come up with a plan for correcting the weaknesses in the assignment. ONLINE Online the student puts the assignment in a Drop Box and I make my comments via an e-mail to the student. Choose words very carefully. Nonverbal cues? More fragile? Possibilities for misunderstanding. Interactions About Assignments Our Other Transformations

  36. Video Demonstration of Skill Interpreting Card Sorts Our Other Transformations

  37. Study “Guides” – Instead of a list… • Practice self-help tests, worth zero points, take as often as desirable • Using PowerPoint to teach theory • Matching Games http://careerresource.coedu.usf.edu/linkcareerlab/interactivelab.htm

  38. Using PowerPoint to Teach Theory

  39. Matching Games

  40. Matching QUIZ

  41. Question 6 • Course evaluations are lower for online courses • TRUE.