Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Online Teaching and Learning

No description

CITL eLearning

on 4 October 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Online Teaching and Learning

Jim Wentworth
eLearning Specialist
University of Illinois

Online Teaching and Learning
My Background
Faculty motivation to move online?
Interested in a new technology
Exploring pedagogical approaches
Freedom from geographic and time constraints
Demand from students
Departmental mandate
Jumping on the bandwagon
Interested in MOOC development
. . .
Course Outcomes
What are the learning objectives of the course?
What should students be able to do after successfully completing the course?
What will they need to know to succeed in advanced courses in the discipline?
University of Illinois
CSU Global Campus
University of Colorado Boulder

BFA in Photography
MA in Interactive Media
Teaching Experience
Visual Arts Instructor
University of Colorado Denver

Multimedia Graphic Design Instructor
Red Rocks Community College
Recent Work Experience
I'm here today to discuss my consultation process to assist faculty in the design and development of a new online courses
Goal of today's presentation
Not here to debate or champion the effectiveness of online teaching and learning.
What's the course level?
Current Teaching Strategies
How do you currently deliver course content?
classroom discussions
assigned readings
How do you currently assess your student's abilities?
critiques . . .
familiarity and comfort level with online technologies?
Online pedagogy
learning styles - universal design
behaviorist, cognitive & situative learning theories
formative assessment
Additional Considerations
Offline access to course materials
Accessibility concerns
Intellectual property
not a 1-to-1 transfer
The Consultation Process
Backward Design
Identify desired result
Determine acceptable evidence
Plan Learning Experiences and Instruction
authentic assessment
Case Study
ENG 5846
Comic Books & Graphic Novels
Jim Wentworth
Thank You
In the behaviorist view, knowledge is the organized accumulation of stimulus-response associations that serve as the building blocks of skills. Learning is the process by which one acquires those associations and skills. People learn by acquiring simple components of a skill, then acquiring more complicated units that combine or differentiate the simpler ones.
In cognitive theory, knowing means more than the accumulation of factual information and routine procedures; it means being able to integrate knowledge, skills, and procedures in ways that are useful for interpreting situations and solving problems. Thus, instruction should not emphasize basic information and skills as ends in themselves, but as resources for more meaningful activities.
Behaviorist Perspective
Cognitivist Perspective
The situative perspective grew out of concerns with the cognitive perspective’s nearly exclusive focus on individual thinking and learning. Instead of viewing thought as individual response to task structures and goals, the situative perspective describes behavior at a different level of analysis, one oriented toward practical activity and context. The fundamental unit of analysis in these accounts is mediated activity, a person’s or group’s activity mediated by cultural artifacts, such as tools and language.

Knowing What Students Know: The Science And Design Of Educational Assessment
- Pellegrino, Chudowsky & Glaser (2001)
Situative Perspective
"The way we come to know affects what we know. Thus we agree with Socrates that reading from a book is different from memorizing a speech, or learning by doing, even though the subject matter may be the same. For instance, our understanding of heat learned from a book is not the same as our understanding of heat learned by touching something hot. Indeed, a great deal of learning is about reconciling and relating different ways of knowing about the same thing, until we have a comprehensive and sometimes deep understanding of a concept such as heat. Thus we 'construct' our knowledge by coming to know about the same phenomenon in different ways.

Thus learning through a computer is not the same as learning from a book or learning from a lecture. They are all different forms of learning, and each results in a slightly different way of knowing about something. Deep understanding (or 'meaning') occurs when all forms of 'knowing' developed by a learner are internally reconciled and integrated by the learner."

Effective Teaching with Technology in Higher Education - Bates & Poole (2003)
Roles & Responsibilities
Instructional Design
Faculty Development & Consultation
Digital Media Production
Learning Space Design
Learning Sciences Research
24 hour access to content
mobile access
Full transcript