Workshop Details
Workshop 1
Workshop 2
Introduction to Online Learning
Effective Online Content Presentation
Page 3
Page 7
Workshop 3
Workshop 4
Workshop 5
Facilitating Effective Online Interaction
Authentic Online Assessment
Teaching & Managing Your Online Course
Page 13
Page 16
Map of Campuses
Page 2
Page
10
Introduction to Online Learning
Workshop
Welcome and Introductions
Agenda/Overview:
Presenter introduce self and role •
•
ANGEL Interface
•
Key Pedagogical Components
Provide overview of the six SLN workshops WS#1: WS#2: WS#3: WS#4: WS#5: WS#6:
Introduction to Online Learning Effective Online Content Presentation Facilitating effective online interaction Creating authentic online assessments Teaching and Managing your Online Course Editing and Updating the Course
Orientation to the Online Environment
Introduce SLN and provide brief history and overview of services Explain role of campus ID
1
•
The Student Experience
•
SLN Course Models
•
Additional ANGEL Features
•
Enhancing Teaching and Learning
Lead participants to introduce themselves and role on their campus
Orientation to the online environment Basic Navigation • Homepage • Course homepage • Tabs
Talking Points
Page Properties
Has anyone taught an online course? How was it? What activities did you do?
Content Properties Explain what a nugget is Faculty Resources: Show Evergreen and SLN 101 Student Resources: SLN Helpdesk
Discuss: Has anyone taken an online course? Share impressions.
What are some of your apprehensions? Review similarities and differences of online and face-to-face
Lorem Introduction Ipsum to online learning
Workshop
Overview of the Talking Points Tour participants using SLN 101 Discuss browser compatibility and Mobile
1
ANGEL interface
Navigation • Homepage vs. course homepage • Tabs • Breadcrumb trail • Guide Page Properties • Previous/Next/Print Content Properties • •
Types of Content Settings and Access
Three Key Pedagogical components Talking Points
Presentation of Content – develop and structure (organize) your
Discussion: Online learning is
course content
convenient, not easier – more writing/reading intensive
•
Various module organizational structures
Engagement /Interaction with Content – determine how students will interact with course content, with you, and with each other •
Uses of discussion forums
•
Dropboxes
•
Groups
Assessment of Learning – provide reliable and valuable measures of student achievement •
Types of assessments
•
Survey tool
Workshop 31
Introduction to online learning
The student experience Review Content: Read the Article titled “Ten Ways Online Education
Talking Points
Matches, or Surpasses, Face-to-Face Learning”
Participants work in SLN 101 for
Engage/Interact: Participate in the Online Discussion (Virtual Seminar)
this portion of the agenda to practice being a student Discuss: What are your
Assess: Complete the Self-Assessment (Learning Environments) and
impressions with the learning
Exam (Apply What You Learned: Engaging Learners)
objects in the online environment?
Elicit Feedback on Exercises
implications for their use?
What are some applications and
Overview of SLN Course Models Talking Points • • • • • • •
Student Interaction Course Shell Present Course Content Model Paperless Classroom Model Online Interaction Model Chronological Model Task-Based Model Fully Online Model
Show diagram from SLN 101 and review distinctions between each model Explain importing of course cartridge and master course templates – discuss publisher content Have participants import template
Additional Features in angel Synchronous Tools
Talking Points
Learning Object Repositories
Explain how LORs function as
Groups (Teams) E-Portfolio
document repository, difference between copy/link Explain personal files Discuss uses for teams
Introduction to online learning
Workshop
1
Options for Enhancing teaching and learning Course development tips
Talking Points
Third party resources and OER
MERLOT
Adding video
Video welcome message
Communication (Messages, Email, Course Announcements)
Discuss importance of consistent communication Discuss course messages vs. email
Wrap-up and Questions • Questions? • Preview of Workshop 2 • Evaluation
Effective Online Content Presentation
Workshop
ANGEL 101
Agenda/Overview:
Best Practices in presenting content – using the medium effectively Online Discussion on content presentation (in SLN 101) – share thoughts
2
•
ANGEL 101
•
Course Preferences and Import
Discussion on how content gets imported into course
•
HTML Editor
•
Adding Content
•
Organizing Content
Accessing your online course: http://{Your DOMAIN}.sln.suny.edu
•
Content Settings
Import master course shell
•
Course Announcements
Overview of course preferences
and Resources
Overview of course structure/organization
•
Online Help
Editing the Template & Using the HTML Editor Review Template • Course Information Folder, Syllabus, Course Schedule • Module Overview (overview, presentation of content, student engagement, assessment/evaluation) • Ask the Professor Forum Edit Existing Content • Settings – modify text/dates • Copy/paste from Word • Insert image/table/media • Add links (MERLOT object, web link, course link) • Additional HTML editor icons (undo, spell check, etc) Upload a file (pdf, rtf, ppt)
Talking Points Research shows students don’t read lengthy documents – discuss breaking up course information pages Discuss module organization structures (chronological, topic, tool, etc) - # of modules in a course and time to complete Practice Ice Breaker – discuss uses and potential activities G Tool integration (picture and video) Discuss file types
Lorem Effective Ipsum online content presentation
Organize and Add New Content Talking Points
Create a folder
Show/discuss icons
Create a page
Tips for creating and organizing
Create a Web Link (open in new window)
content
Create a dropbox
Why hide modules and content? Discuss release dates and uses
• • •
Consistency of module structure
•
and course organization
Make dropboxes easy to find Associate title of dropbox with name of the assignment Advise students of acceptable file types (attachment or message box) Show hidden settings/access and user preview (sunglasses)
Rearrange content items Move content item Copy content item Hide a module Delete a module
Course Announcements & Resources Talking Points Frequency of posting
Course Announcements
announcement (weekly, when
•
Create a new announcement - settings
grades submitted, reminders, etc.)
•
View all announcements
Course Resources •
Create web links
•
Add as module on homepage
3 Workshop 2
Effective online content presentation
Online Help Talking Points
ANGEL Help http://www.angellearning.com/services/documentation.html SLN Resources (nugget on homepage)
Discuss available resources for faculty as well as on-campus contacts and resources
Next Steps Talking Points
Homework: Create course information documents Create an icebreaker module Begin creating first module and building content
Wrap-up and Questions • Questions? • Preview of Workshop 3 • Evaluation
Review SLN 101 for reference and master template
Facilitating Effective Online Interaction
Workshop
3
Overview of Online Interaction Importance of interaction in the online environment • Task-oriented • Learning as s social process • The Community of Inquiry framework
Agenda/Overview:
Levels • • • •
of interaction in online courses With LMS With content With instructor With other students
•
Overview
•
Class Interaction
•
Community of Inquiry
•
Discussions and Grading
•
Team Interaction
•
Instructor Interaction
Class Interaction Talking Points Student to student activities Student to content activities Virtual Seminar: “The Role of Questions in Thinking, Teaching and Learning” Peer review and feedback opportunities
Building class community ideas Discuss icebreakers and activities that promote class engagement
Lorem Facilitating Ipsum effective online interaction
Workshop 3
Designing Discussion Forums Talking Points
The importance of questions in the learning process
Virtual Seminar: Facilitating an Online Discussion
Designing a good discussion question
Types of forums: ask a question, bulletin board, feedback, student journals Student as summarizer Instructor private posts
The role of critical thinking Discussion Forum • • • •
Features Design Rubrics for discussions Additional/other uses
Facilitating discourse Instructor role and when to engage
TEAM Interaction Talking Points Talk about uses for Teams Talk about activities and behaviors that build a sense of community (student, instructor, and content creation)
Fifteen Common Mistakes in Using Cooperative Learning 7 Tips for Successful Cooperative Learning Online and at a Distance Using the Medium Effectively – Teams Building a sense of community
Workshop 3 3
Facilitating effective online interaction
ROLE of the instructor Instructor presence Teaching presence Communication
Talking Points Tips for promoting instructor presence Student perceptions
Grading
Wrap-up and Questions • Questions? • Preview of Workshop 4 • Evaluation
Authentic online assessment
Workshop
4
Basic elements of authentic assessment Agenda/Overview:
Forms of Assessment • Formative • Summative • Diagnostic • Self & Peer What authentic assessment accomplishes … how we know if learning occurs New opportunities in student evaluation • Discussions • Self-grading exams • Multiple submissions • Discussion questions vs essay questions • Randomization and other test options • Formative assessment techniques • Rubrics • Journals • Surveys
•
Overview
•
Basic Elements
•
Effective Practices
•
Tools for Assessment
•
Feedback
•
Peer Assessments
•
Group Work
•
Dropboxes and Quizzes
•
Off-line Activities
Connecting assessment to teaching and Learning Talking Points Using assessments as learning activities Weighting of assessments – where to place value Critical thinking through essays and discussions Discussions as the exams Making the case for multiple submissions
Students value activities that contribute to their final grade and create relevance. How can we build in activities that reflect what professionals in the discipline expect?
Lorem Authentic Ipsumonline assessment
Workshop 4
Creating assessments and evaluations Talking Points How do I know my assessment measures what I teach? Online Assessment Techniques – share what you already do Varying measures for authentic assessment and student opportunity to showcase skills and knowledge
Create Dropbox • • •
Importance of specific instructions Peer review Multiple submissions
Create Quiz • • • •
Question options Multiple select Pools Rich media and HTML editor opportunities in question and student responses
Item Analysis Grading off-line activities
Additional Considerations Talking Points Providing feedback through timely grading and comments Assessment as an evaluative process – one time snapshot vs. ongoing cycle of feedback
Peer reviews and peer assessments Evaluating group work - teams Use of surveys Journals and private notebooks
Authentic online assessment
Wrap-up and Questions • Questions? • Preview of Workshop 5 • Evaluation
3 Workshop 4
Teaching & managing Workshop
your online course
Welcome and Overview
Agenda/Overview:
Teaching Presence key in online course management • Student presence: discussion responses, assignments posted to class or group. Question area, other • Teacher presence: announcements, discussions, Talk with Professor, question area, evaluations/feedback, others • Participation and engagement in ice breaker activity, discussion forums, welcome message, direct and timely feedback, etc.
Basic Gradebook configuration
5
•
Overview
•
Gradebook Setup and Practice
•
Course Management Tools
•
Helpful Tools
•
Reports
Talking Points Basic steps for gradeable in-line
Gradebook layout/format Grading schema Categories and Assignments Create a manually graded assignment column and enter grades Grade an assignment from the learning modules – Submissions Take a quiz and see how results are presented
and off-line items Create categories and assign weight/point value Discussion on points vs. percentage Discussions – by post vs. holistic
Grading discussion forums
grading
Creating a culminating activity
Practice grading process for content items
Lorem Teaching Ipsum & managing your online course
Workshop 5
Course management Talking Points How course announcements contribute to teaching presence Create welcome announcement and/or course mail message Removing posts from discussion forums Public vs. private communication Acceptable student-instructor and instructor-student communication
Communication tools: • •
Private – course mail, discussion forum private reply, assignment feedback Public – course announcements, discussion forums, ask a question
Best Practices: • • • • •
Netiquette
Prompt feedback, especially at beginning of course Monitor rosters – will fluctuate at beginning of course Use Guide Check course mail consistently and respond in a timely manner Be explicit about your communication and expectations in course syllabus
The Guide – useful for What’s New and Tasks Menu, helps establish workflow and instructor routine
Additional Tools Talking Points Reports for student logins, completion of content items, drill down menu option, saving reports, associated actions (i.e. email students from report)
The Manage Tab •
Gradebook
•
Attendance – not robust, does not integrate with SIS
•
Rubric Manager
The Reportss Tab •
Sample reports
•
Student activity
•
Research tool
Private Notebook – tool for instructor to maintain notes about the course and student activity – private/hidden document
Teaching & managing your online course
Wrap-up and Questions • Questions? • Preview of additional SLN workshops (Review & Revise Your Online Course and Blended Learning) • Evaluation
Workshop 3 5