the online teaching survival guide powerpoint

The Online Teaching Survival Guide

Judith Boettcher and Rita-Marie Conrad

Steve Thompson

EDUC 632 Use of Telecurricular InstructionFall 2011

Teaching Online – the Big Picture

“A course is a set of learning experiences within a specified time frame, often between six and fifteen weeks, in which learners, mentored by an instructor, are expected to develop a specific set of knowledge, skills, and attitudes”.


5 major differences between online and campus courses:

1. The faculty role shifts to mentoring and coaching.

2. Meetings are asynchronous.3. Learners are more active.4. Learning resources and spaces are more

flexible.5. Assessment is continuous.


Types of Online Courses:

1. Web facilitated – up to 30% delivered online

2. Blended/Hybrid – between 30 and 80 % delivered online

3. Online – 80% or more delivered online


The four stages of a course:Phase One – Course BeginningsLearner – familiarity with course requirementsMentor – establish trust, promote social

presence, state expectationsContent Knowledge – access to required

resourcesEnvironment – learners know how to use the

learning tools of the course


Phase Two: Early MiddleLearner – weekly rhythm: readings, postings,

collaboratingMentor – guiding the learning of core

concepts, supporting community, balance coverage of content with understanding

Content Knowledge – exploring, engaging, and identifying resources

Environment – Community settled into a routine


Phase Three: Late MiddleLearner – applying core concepts, supporting

and challenging othersMentor – personalized instruction, support

learners as leaders, mentoring, providing feedback

Content Knowledge – creating and sharing: blogs, wikis, projects, etc.

Environment – active use of course tools, sharing with the community


Phase Four: Closing WeeksLearner – demonstrated knowledge of core

concepts through complex projects and assignments

Mentor – continues teaching presence, supporting learner projects, clarifying course wrap-up activities

Content Knowledge – application of core content beyond the basics

Environment – Learners effectively evaluate tools based on need


Learning Theories and Theorists:Theory of Social Development – VygotskyExperimental Learning – DeweyGenetic Epistemology – PiagetConstructivism – BrunerCognitive Apprenticeship – BrownSchema Theory - Schank

Theoretical Foundations

Ten Core Learning Principles Every structured learning experience has four

elements with the learner at the center. Learners bring their own personalized and

customized knowledge, skills, and attitudes to the experience.

Faculty members are the directors of the learning experience.

All learners do not need to learn all course content: all learners do need to learn the core concepts


Ten Core Learning Principles continued

Every learning experience includes the environment or context in which the learner interacts

Every learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledge

Concepts are not words but organized and interconnected knowledge clusters


Ten Core Learning Principles continued

Different instruction is required for different learning outcomes

Everything else being equal, more time on task equals more learning

We shape our tools and out tools shape us

Ten Best Practices for Teaching Online

Be present at the course siteCreate a supportive online course communityDevelop a set of explicit expectations for your

learners and yourself as to how you will communicate and how much time students should be working on the course each week.

Use a variety of large group, small group, and individual work experiences

Use synchronous and asynchronous activities

Ten Best Practices for Teaching Online

Ask for informal feedback early in the termPrepare discussion posts that invite

responses, questions, discussions, and reflections

Search out and use content resources that are available in digital format if possible

Combine core concept learning with customized and personalized learning

Plan a good closing and wrap activity for each course

Tips forCourse Beginnings

The essential course elements of an online courseHow not to lose the first weekHow an online syllabus is differentLaunching the social presence in your courseGetting to know students minds individuallyGetting into the swing of the courseThe why and how of discussion boardsCharacteristics of good discussion questionsManaging and evaluating discussion postingsThe faculty role in the first weeks

Tips for the Early Middle

Tools for communicatingLearning and course management systemsWeekly rhythmEarly feedback loop from learners to youEarly feedback toolsThe why and how of group projects within online

coursesSharing the teaching and learningPromoting peer interaction and community with

learner to learner dialogue and teaming

Tips for the Early Middle

ContinuedOnline classrooms and tools for synchronous

collaborationUsing audio and visual resources to create a

more engaging and effective courseA good discussion post has three partsDiscussion wrapsGetting an early start on cognitive presenceLaunching projects that matter to the learner

Tips for the Late Middle

Questions and answersThree techniques for making your students

knowledge visibleMoving beyond knowledge integration to defining

problems and finding solutionsSimple rules about feedback in online learningFeedback on assignmentsReshaping learning habits of online studentsCustomizing and personalizing learning

Tips for the Late Middle

ContinuedManaging and facilitating group projectsAssessing group projectsA rubric for analyzing critical thinkingFour effective practices during project timesSouped-up conversations that help build up

communityUsing social networking techniques to build a

learning communityA touch of spice

Tips for the Closing Weeks

Authentic problem solvingUsing what-if scenariosStimulating and comfortable comaraderieLearners as leadersA strategy for capturing course content

meaningfullyPausing, reflecting, and pruning strategiesWrapping up a course with styleStories and suggestions for closing experiencesDebriefing techniques with students

Advice from Those who have been There

1. Just do your best2. It’s kind of fun to do the

impossible3. Begin with the end in mind

the online teaching survival guide powerpoint

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