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Digital Perspectives: An Introduction to Online Teaching
Transcript of Digital Perspectives: An Introduction to Online Teaching
An Introduction to Online Teaching Warming Up Did You Know? (2009) Everything is Amazing,
No One is Happy. Where's the Mouse? Online Myths Online Learning:
State of the Union Clay Shirky's
"Where Do People Find the Time?" Food for Thought
Shirky is talking about media.
Does the argument work if we substitute "education" for "media"?
If so, what does this imply for designing materials for online education? So, how do we put the
"mouse" in online courses? "Kids can't learn online as well
as they can in a classroom?" "Online learning will save us money, because we won't need as many teachers." 150 enrollments per teacher Research is finding that online teaching is as labor intensive or more so than traditional teaching. What is online learning? Digital Delivery Teacher Skill Set Excellent writing skills
Positive attitude Engaging, interactive content drives much of the instruction.
Teacher spends a lot of time facilitating instruction at the edges.
High levels of teacher communication, involvement, and support.
Sense of community.
Written communication is friendly and well composed.
Engaging, interactive content.
Highly organized, intuitive course flow.
"Bite-sized" units lead to a sense of progress. Excellent Online Content Types
Online Schools Time Frame
Synchronous Key Component
Instruction is delivered via the internet Contrast with:
Computer-based training Familiarity with an array of development tools (video, audio, Web 2.0 Tools, etc.)
Excellent pedagocical skills
Excellent writing skills
Solid design skills Developer Skill Set Here's the Mouse Does Content Teach? Yes...and no. Effective online teaching is proving to be at least as labor intensive as traditional instruction. Excellent content is a critical component of an effective online experience. The role and tasks of the instructor in an online course are often different than those of a teacher in a traditional course Non-completion rates are extremely high in programs without adequate support and instructor involvement. In an online course, the content can drive the instruction. The teacher facilitates the instruction. She helps struggling students, responds to student needs, provides feedback, and guides students through the content. By replicating instruction, online content can free the teacher to concentrate on helping students, rather than preparing and repeating instructional content Bottom Line: There must be a person in the machine. "It's easy to cheat online." High levels of instructor involvement, well designed assessments, and other techniques can minimize cheating and ensure academic integrity. What's it look like? Overview What's Next?
A Plan of Action Familiarity with Moodle Grassroots Approach Support and Training Resources Moodle Overview Moodle Nuts & Bolts Where possible, find it don't make it. EdTech ARRA Grants Moodle Shells & Sandboxes
Your own Moodle Environment
Play! Digital Delivery Web 2.0 Tools Programs MNOHS MNVHS MNVA NSO SOCRATES MSC INFINITY TRIO MPSOL MCOOL Blue Sky Insight iQ SWSC MTSMCA Policy development
Bulk vendor licensing
Open resources MNOLA
MN Learning Commons
OL Advisory Council
Regional Telecom Networks Statewide Efforts Vendor: 8
Local design: 2
Combined: 13 Curriculum Vision: share resources and licenses to reduce costs Attendance Models How have you experienced this?
- Pervasive technology
- Attention span & patience
- Intelligent use of technology Familiarity with Digital Delivery Not an all or nothing...start small Build & Use a Unit Goal Goal Goal Innovation Forum Read
Experiment Content Libraries Web Resources