unlv's office of online education
TRANSCRIPT
Presenter:
Michael WilderInstructional Design Coordinator
Destiny has led Michael on a dual career path of both education and technology. As a result, he's a hybrid with skills and perspectives from both fields. He has worked as educator and trainer in a variety of environments, serving as instructional designer, learning technologies specialist, Blackboard administrator, and college faculty.
Preparing to teach an online course
Learning Objectives
By participating in this presentation, participants will be able to take the next step in preparing to teach online. These steps include:
• Plan and prepare to develop an online course.
• Collaborate with the Office of Online Education toward the development of a fully online or blended course.
• Employ online teaching strategies that nurture student success.
Questions:
How many have taken
an online course before?
How many have taught
an online course before?
Degree Programs Offered
Doctor of Philosophy in Nursing; Nursing Education Track
Doctor of Philosophy in Nursing; Post Doctor of Nursing Practice Track
Doctor of Philosophy in Nursing; Sustainable Health
Doctor of Nursing Practice
Master of Science in Nursing; Nurse Educator Track
Master of Science in Nursing; Family Nurse Practitioner Track
Master's of Hospitality Administration (MHA)
Master’s of Educational Psychology (Fall 2015)
B. S. in Public Administration
B. A. in Social Science Studies
How Do We Work Together?
Course
Development
Team
INSTRUCTIONALDESIGNER
SUBJECTMATTEREXPERT
INSTRUCTIONALARTIST
RESEARCHLIBRARIAN
INSTRUCTIONALAPPLICATIONSPROGRAMER
Preparing to teach an online course
Course Development Process
1
CONTENT DEVELOPMENT
3
5
2
4
6
INITIAL CONTACT
COURSE DEVELOPMENT FORM SUBMISSION
FINAL APPROVAL
COURSE DEVELOPMENT TEAM MEETINGS
COURSE DEVELOPMENT FORM SUBMISSIONThe subject matter expert (SME) initiates the development process by completing the online course development form.
The subject matter expert meets with OE representatives to identify learning objectives and conduct initial planning.
Based upon the educational content delivered by the SME, all members of the development team collaboratively organize and create the elements of the online curriculum.
The course development form is approved by the academic unit dean, department chair, and OE director.
The course development team meets regularly with the subject matter expert to collaboratively plan and approve the development of online curriculum.
Once the course has been completed, the subject matter expert, instructional designer, instructional design coordinator, and OE director review the course for completion and quality standards.
Definition of Blended
Formal education program in which a student learns:
1. at least in part through online learning, with some element of student control over time, place, path, and/or pace;
2. at least in part in a supervised brick-and-mortar location away from home;
3. and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
(Clayton Christensen Institute, 2013)
Clayton Christensen Institute, (2013). Key Concepts: Blended Learning. Retrieved from http://www.christenseninstitute.org/key-concepts/blended-learning-2/
Quality Assurance
• Evidence-based• Standards are supported by
literature and best practices in online learning• Set of 8 General standards and 43 specific review
standards• Rubric focuses on course design and alignment
(learning objectives, assessments, course activities, technology, etc.)
Preparing to teach an online course
Homework Activity: Initial course planning
Purpose:The purpose of this activity is to begin thinking about (and sharing) the initial elements of an online course.
Task:Review the “Course information worksheet” and the “Course organization overview” documents, draft some initial information, then share this information with someone in your group.
Criteria for success:Participants will have met the criteria for success by drafting basic information about a proposed online course and discussing this information with peers.
UNLV School of Nursing
Hotspots in three patient rooms and at the nursing station
provide interactivity
UNLV School of Nursing
Virtual Gero Floor: Hotspots reveal information about the clinical case scenario
UNLV School of Nursing
In this example, the student clicks to reveal the readings of Pulse
Oximetry Machine.
Other hotspots provide additional information which students check
before answering the Scenario Questions.
Enhancing a student’s focus on course content
Design matters in online courses
Instructional design of content
Consistent navigation
Preparing to teach an online course
IsolationThe isolation that many students may feel in an online course is the hardest symptom for educators to combat (Palloff & Pratt, 1999).
Preparing to teach an online course
Swift Trust
"The most effective online teachers get a good start in the very first week, which is the essence of swift trust, with online communication. Once established, swift trust will carry over into the remainder of the semester if high levels of action are maintained."
Coppola, N. W., Hiltz, S. R., & Rotter, N. G. 2004
Preparing to teach an online course
Welcome Letter
• Self-introduction• Course description • Prerequisites• Textbook / materials• Major assignments• Test dates• Contact information• Warm and sincere• Sets up “swift trust”
Student roster and e-mail addresses obtained through MyUNLV
Preparing to teach an online course
Introductory video
Shows that you are: • Human• Present• Prepared• Available
Explains how the course works.
Doesn’t need to have high production values.
Preparing to teach an online course
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.
Preparing to teach an online course
Introductory discussion post
• Be the first one to post (model)
• Read and respond to every student post
• Make the introductory discussion gradable and mandatory
Preparing to teach an online course
Instructor Web site
• Area of research
• Credentials / Vitae
• Teaching philosophy
• Contact information
• Office hours
• Map to office
Preparing to teach an online course
Personal contact
After one week, personally contact students that haven’t entered the course.
Later in the course, personally contact students that are falling behind.
Question:
What tips do you have for nurturing the success of students at the beginning
of the semester?
WebCampus Tool Tips
• Course Copy
– http://wchelp.unlv.edu/instructors/copying-course-content
• Date Management Tool
– http://wchelp.unlv.edu/instructors/date-management
• Known Issues
– http://wchelp.unlv.edu/instructors/known-issues
Contact WebCampus Support
IT Help Desk
E-mail: [email protected]: 702-895-0777Hours: 7am – 11pm 7 days a week including holidaysWeb form: http://oit.unlv.edu/help/webcampusWebCampus Tipsheets: http://wchelp.unlv.edu