The Addition of Technology to the Teacher, Learner, and Content of the Classroom
The Context of This Book
Chapter 1 Before You Begin
1. Know Yourself 2. Determine Your Philosophy of Teaching and Learning Teacher-centered Learner-centered Learning community-centered Technology-driven 3. Be a Team Player Instructor Coordinator Learner liaison Instructional designer Graphic designer Technology personnel Resource personnel Administrative personnel 4. Learn New Skills for Teaching Online 5. Understand Your Audience 6. Understand the Online Environment 7. Learn about the Technology 8. Learn about Your Resources 9. Recognize the Absence of Physical Presence 10. Create Multiple Spaces for Work, Interaction, and Socializing 11. Include Multiple Types of Interactions 12. Consider Which Interactions to Include 13. Consider Learner-to-Teacher Interaction 14. Consider Learner-to-Learner Interaction 15. Learner-to-Expert Interaction 16. Learner-to-Content Interaction 17. Learner-to-Technology Interaction 18. Establish the Preferred Class Size 19. Consider Team-Based Learning 20. Form Personal Relationships Online 21. Develop Learning Communities 22. Learn through Dialogue 23. Be Prepared and Flexible 24. Define Your Role in the Online Classroom 25. Clarify Your Expectations of Learners' Roles 26. Expect Learners to Be Present Online and to Avoid Passively Observing 27. Expect Learners to Create, Share, and Hold Knowledge and Experiences 28. Expect Learners to Be Self-Motivated and Self-Directed 29. Expect Learners to Manage Their Time Effectively 30. Expect Learners to Be Ready to Learn 31. Expect Learners to Troubleshoot Problems 32. Expect Learners to Contribute to the Class Discussions 33. Expect Learners to Teach Others and Facilitate the Experience 34. Expect Learners to Act as Collegial Members of the Class 35. Expect Learners to Review Readings and Materials Thoughtfully and Reflectively 36. Expect Learners to Provide Timely, Meaningful Feedback to You and Their Fellow Learners 37. Expect Learners to Be Leaders 38. Expect Learners to Listen to Others 39. Expect Learners to Communicate by Addressing Each Other, Not Just You 40. Expect Learners to Be Proactive 41. Expect Learners to Observe the Process 42. Establish a Contingency Plan
Chapter 2 Myths and Constraints of Online Teaching and Learning Myths of Online Teaching and Learning
43. Myth: Learners Are Unable to Adapt to the Online Environment 44. Myth: The Instructor Has to Know How to Do Everything 45. Myth: Time Requirements for Teachers Are Lower in an Online Environment 46. Myth: Online Classrooms Aren't Conducive to Group Interaction and Activities 47. Myth: Online Classrooms Aren't as Social as Face-to-Face Classrooms 48. Myth: The Number of Learners in Online Classrooms Can Be Unlimited 49. Myth: Technology Will Always Work 50. Myth: The Course Will Market Itself; Post It on the Web and They Will Come 51. Myth: Learners Will Always Understand Your Intended Expectations for Them from Your Clearly Written Syllabus Constraints for Interactive Online Teaching and Learning 52. Constraint: Fear of Technology 53. Constraint: Different Levels of Technology Skills 54. Constraint: Literacy Levels 55. Constraint: Ability to Type and Use the Keyboard 56. Constraint: Access to a Computer and an Internet Connection 57. Constraint: The Comfort of Physical Work Space 58. Constraint: Having a Disability 59. Constraint: Not Being Able to Correspond in the Language of the Course 60. Constraint: Reaching across Multiple Time Zones
Chapter 3 Organizing the Online Course
61. Identify the Course Design 62. Consider Course Goals and Objectives 63. Consider Content 64. Consider Readings 65. Consider Resources 66. Copyright Issues 67. Determine Methods of Delivery 68. Consider Interactive Applications 69. Consider Non-Interactive Applications 70. Give Learners Appropriate Advance Information 71. Tell Learners about the Computer Hardware and Software They'll Need 72. Tell Learners about the Level of Computing Proficiency 73. Tell Learners about the Level of Course Content and the Course's Time Expectations 74. Decide and Communicate What's Private and What's Public 75. Develop Course Details 76. Establish Discussion Guidelines 77. Develop a Flexible Syllabus 78. Organize Content into Modules or Units 79. Create a Timeline 80. Develop Assignments 81. Decide about Evaluation Techniques to Use 82. Evaluate Your Learners 83. Determine Course Effectiveness Strategies for Evaluating Learning 84. Use Quizzes 85. Use Essays 86. Use Portfolios 87. Use Performance Evaluation 88. Use Interviews 89. Use Journals 90. Use Reflective Papers 91. Use Web Site Development 92. Use Learner Participation Figures 93. Use Peer Assessment 94. Use Learner Self-Assessment 95. Consider How You'll Grade Assignments 96. Develop a Way to Evaluate Group Projects 97. Develop a Way to Grade Portfolios 98. Develop a Way to Grade Reflective Papers 99. Consider Strategies for Course Improvement 100. Use the One-Minute Assessment 101. Use a Pretest/Post-test Approach 102. Use a Learner Tryout 103. Use Direct Observation 104. Ask Learners for Their Reflections 105. Conduct Peer Reviews 106. Do a Teacher Preview 107. Reflect on Your Experiences
Chapter 4 Beginning Instruction in the Online Course: Implementing the Course Design
108. Create a Space for Learning 109. Design Strategies for Assessing Learners' Characteristics and Building Learners' Self-Knowledge 110. Design Strategies to Introduce Learners to Each Other 111. Use Effective Teaching Strategies 112. Gain Agreement with the Learners about Rules, Norms, and Procedures for Discussion-and Do So from the Start 113. Use a Freeflowing and Interactive Content and Structure 114. Develop Team-Building Activities 115. Share Biographical Information or Stories 116. Share Course Assignments 117. Create a Social Space 118. Involve Learners in Team Projects 119. Develop Asynchronous Group Discussions 120. Develop Challenging Problems 121. Promote Critical Thinking 122. Encourage Students to Evaluate Information 123. Encourage Students to Analyze Information 124. Encourage Students to Connect Information 125. Promote Self-Regulating Learning 126. Build Collaborative Skills 127. Create a Loose Framework for Exploring Topics 128. Create Opportunities for Learners to Teach and to Facilitate Discussions 129. Add Games and Fun Activities into the Learning Mix 130. Use Existing Software Applications Creatively 131. Use Case Studies 132. Use Simulations as Opportunities for Learning by Doing 133. Use External Communities, People, and Resources to Build Content Knowledge 134. Create Opportunities for Reflection on the Course, Technology, Content, and Process 135. Help Your Learners Manage Information 136. Encourage Substantive Feedback from Learners...Including Yourself 137. Motivate Your Learners to Participate 138. Give Learners Roles during Discussions 139. Make Students Facilitators 140. Make Students Process Observers 141. Make Students Information Networkers/Summarizers 142. Consider Online Office Hours 143. Take Advantage of Opportunities for Continuous Learning 144. Read All You Can about Online Learning 145. Understand That You're Not the Only One Who Feels Overwhelmed Once in a While 146. Know That Sometime, Someday You'll Struggle with the Technology 147. Enjoy Yourself!
Postscript Some Final Words Appendix A, Online Classroom Software Appendix B, References and Bibliography Appendix C, Online Resources
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