Mary HerringLois LindellLeigh Zeitz

While you are waiting:Pick up a notebookCoffee & rolls available

Please do not take them to the computerGo to a computer and fill out the survey

Use the link off the workshop wiki pageComplete Felder Learning Styles Inventory

Use the link off the workshop wiki page Input Felder results

Use the link off the workshop wiki pageWiki Address: tinyurl.com/uniteachonline

Introductions Workshop Theme: Learning not

Teaching Day 1 Overview:

Online learning and teachingTransitioning onlineBuilding learning communities

Phases of Engagement modelSocial media toolsHomework

Day 2 Overview:Tools to support online learningRigor, assessment, and evaluationWhere do you go from here?

ResourcesBooksWikiNotebook

Felder’s Index of Learning Styles

Active or Reflective Learners

Sensing or Intuitive Learners

Visual or Verbal Learners

Sequential or Global Learners

Restrooms are located on either side of the lab!

SWOT AnalysisGeneral observations? Implications for learning? Implications for teaching?

You are not in Kansas anymore!

Powerful tools to alter environment

Opportunities to work in new ways

View materials repeatedly

Learn at own pace and time

Choose where to learn

Static content – meaningful student feedback

Magnify content

Greater responsibility for students Come to class (logging in)

Take more responsibility

Must participate / communicate

Need to clearly understand pathway for progress

Difference in environment Chunk-ability

Repeat-ability

Pause-ability

Understand-ability

Faculty role Developer vs Designer

Up-front development

Learning Facilitator Lead students rather than dispense knowledge

Take Merrill’s First Principles of Instruction and discuss what you do in your classroom for each principle.

Encourage faculty-to-student interaction

Encourage student-to-student interaction

Promote active learning

Communicate high expectations

Facilitate time on task

Provide rich, rapid feedback

Respect diverse learningChickering & Gamson, AAHE Bulletin, 1987

Form 3: Course Revision Thoughts

Principles of Effective Online Teaching

Good practice encourages student-faculty contact – Provide clear guidelines for interaction with students

Good practice encourages cooperation with students -: Well-designed discussion assignments facilitate meaningful cooperation among students

Good practice encourages active learning - Students should present course projects

Good practice gives prompt feedback - : Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.

Good practice emphasizes time on task -- Lesson for online instruction: Online courses need deadlines

Good practice communicates high expectations - Challenging tasks, sample cases, and praise for quality work communicate high expectations.

Good practice respects diverse talents and ways of learning - Allowing students to choose project topics allows diverse views to emerge. (Graham, Kursat, Byungo, Craner, & Duffy, The Technology Source, 2001)

PhaseLearner Role

Instructor Role Weeks

1 Newcomer Social Negotiator 1 - 2

2 Cooperator Structural Engineer 3 - 4

3 Collaborator Facilitator 5 - 6

4 Initiator/Partner Community Member/ Challenger

7 - 8

Phases of Engagement wiki site

Website with an edit button

Easily created websites

Share website ownership

Group authoring

Share ideas and resources

Data collection

Presentations

TURN: http://www.amazon.com/s/ref=nb_ss?url=search-alias%3Daps&field-keywords=the+world+is+flat&x=0&y=0

INTO: http://tinyurl.com/yjoda8t

100,000,000 downloads/day

65,000 uploads/day

20,000,000 customers/month

Builds a video community

Multimedia resources

Readings

Watchings

Listenings

Doings

Find:Famous person in your fieldPhoto related to your fieldBlogWikiOnline courseSomething of interest on YouTube

Post your answers on your wiki page

How’s My Driving: Conrad and Donaldson pg. 11

Modified Pair & Share What is working well with the

workshop?

What could be improved?

What is needed to meet your expectations and learning goals?

Post comments to the wiki page

Homework