Online Courses: How are they unique?

1. Orientation to Teaching Online Audrey L. Cutler Center for Instructional Advancement and Technology

2. Welcome! All about you! Name, Department Experience with online and hybrid courses (as faculty or student) Goals? Concerns?

3.   Objectives By the end of this workshops, participants will be able to: Define online and hybrid courses at Towson Identify the steps involved in preparation for and design of your online or hybrid course using the Quality Matters rubric Evaluate the Digital Media Classroom as a resource for your online and hybrid course Locate instruction design, library, and technical resources for assistance through the design process

4.   Defining Online & Hybrid Courses @ TU

5.   Defining Online & Hybrid Courses @ TU Online Courses – Require no face-to-face meetings (no trips to campus) and all instruction is delivered electronically. Hybrid Courses – Taught partially online. The face-to-face classroom meetings are reduced by at least 50% and replaced with online activities. Web-supported Courses – Face-to-face classes that use online resources such as Blackboard to support instruction (unofficial designation).

6.   Online Teaching and Learning Challenges and Rewards Challenges: Communication No real-time F2F communication & synergy Slower communication Majority of courses are still text-based Time Management More independence - Both for you and students 24/7 access Rewards: Flexibility (own pace, space, time) Individual attention; guide each student Addresses different learning styles Self-reflection in redesign leads to better teaching

7.   Changing Perspectives Face-to-Face Classes Instructor-centered (lecture-centered) Take place on campus Designated days to meet Instructional content and interaction occurs during class session Online Course Student-centered Housed in Blackboard Weekly modules – you create when your week starts/ends 24/7 Access Content provided via Blackboard Writing/reading to communicate

8.   Your New Role as the Facilitator/Coach Support students to construct their own knowledge Does not diminish the role of the instructor/faculty member

9.   Similarities You’re the expert! Online, we often face these same concerns in face-to-face courses: Student attrition Students do not comprehend course content & Students do not participate actively in class discussions The key to resolving many of these concerns: Well designed and organized online/hybrid course Clear and timely communication on the parts of both instructors and students

10. Interaction and Feedback in a Traditional Course

11. Interaction and Feedback in a Traditional Course Instructor Presentation Discussion Simulation Question and Answer Classroom assessments Office hours Extra help Review Group-Oriented Work Assessment E-mail Where does it go?

12. Understanding Content Lecturette and graphics DMC & Video Audio PPT with audio Web resources Guest lectures Simulations Case studies Question and answers for clarification

13.   Face-to-Face Communication Face-to-Face signals used to gauge student comprehension or have reached content overload Body language Blank stares Lack/lots of questions Information given verbally in class Learning community Where does it go?

14.   Online Communication These same types of cues can be identified in online course response to assignments, discussions, or the number of times a student accesses the course Clear, timely and accurate communication Be Consistent! Set and keep weekly or bi-weekly deadlines (not daily for online course) Post assignments on time (can use blackboard release features) Learning community Created through ice-breakers, ongoing discussions, groups, peer-review assignments, feedback

15.   Online Communication Syllabus: Contract and Map – Use to set expectations, deadlines and policies. Create a clear, explicit course schedule. Email your students before class starts! Hand-hold students through their first time in the course site and the first three weeks. Keep consistent, student-centered design in Blackboard. Encourage not only faculty to student communication, but also student to student communication. Build time into your schedule to communicate

16. Ice-breakers Q & A Feedback Applications and interpretation questions Problem questions/Case studies Connective and causal effect questions Comparative questions Evaluative questions Critical questions Interaction – Using Discussion Board & Groups

17. Group Areas Peer Review Group Projects Journals

18. Feedback on assignments Grade book entries Emails Chat area Anonymous surveys Interaction – Feedback

19. Quiz tool Proctored exams Project-based assessment Participation online Mind reading skills ? Assessment

20. Sample Courses

21.   Course Design

22.   Chunking Chunking allows the instructor to break the content up into more manageable units or modules Chunking is good for recall, comprehension, focus and course planning Chunking content helps students prioritize, organize, and identify core elements Chunking presents the content in smaller manageable pieces to students Before starting to chunk your course gather your syllabus, reading and supplemental materials and resources.

23.   Chunking - Example Define online and hybrid learning and its unique attributes Which parts go better online? Match current teaching styles to methods of online teaching Identify elements of quality online/hybrid courses using the Quality Matters Rubric Write measurable module objectives using an alignment chart. Organize and upload course content using the Blackboard Content Management System Use e-Reserves and organizing content with collection Determine appropriate learning activities using available resources and given available technology Create a complete course module including module-level objectives, learning activities, and assessments based on the module worksheet Use basic functions of the Bb Grading Center and Assignments Evaluate the Digital Media Classroom and tools - as a resource for online/hybrid classes Preparing Your Traditional Course for Online or Hybrid Delivery

24.   Chunking - Example Session One - Designing your course Define online and hybrid learning and its unique attributes Which parts go better online? Match current teaching styles to methods of online teaching Identify elements of quality online/hybrid courses using the Quality Matters Rubric Write measurable module objectives using an alignment chart. Session Two - Organizing Course Materials Organize and upload course content using the Blackboard Content Management System Use e-Reserves and organizing content with collection Determine appropriate learning activities using available resources and given available technology Session Three - Supplementary Tools to Deliver and Assess Instructional Materials Create a complete course module including module-level objectives, learning activities, and assessments based on the module worksheet Use basic functions of the Bb Grading Center and Assignments Evaluate the Digital Media Classroom and tools - as a resource for online/hybrid classes

25.   Chunking - Example Session One - Designing your course Define online and hybrid learning and its unique attributes Defining TU Online and Hybrid Courses Facilitator/Moderator Communication Support Move the Course Forward (time management) Chunking

26.   How do you Chunk? Gather your documents and identify the needed modules Write out everything on paper! Reflect on the activities/assessment/assignments will they work in an online environment For hybrid courses identify what content can be covered via online sessions

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