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Routine and transparent Accessible and readily available for the task at hand Supporting the curricular goals, and helping the students to effectively reach their goals

Seamless integration is when students are not only using technology daily, but have access to a variety of tools that match the task at hand and provide them the opportunity to build a deeper understanding of content.

Willingness to embrace change is also a major requirement for successful technology integration.

Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.

there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.

It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.

some thought to how you will

authentic, and collaborative

active, constructive, goal directed

t least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.

At least four types of thinking are identified in the literature as being promoted by discussion: critical thinking, higher-order thinking, distributed thinking, and constructive thinking.

he goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning

strengths and weaknesses and target areas that need work

digital badges have become an important way to demonstrate a shared understanding of accomplished outcomes.

3.–Create a badge. It is important to remember that digital badges are a way to visually represent quality and valuable learning. You can begin your badge creation with the following series of questions: * Have you explored existing badges? Is there someone who has already done the work you are trying to do so that you could simply adapt and become part of a community rather than reinventing the wheel? * What are you assessing? Will your digital badges align with particular standards and competencies? If so, this should be specifically addressed so learners know their learning objectives. This could also help make the badge more meaningful to the learner. * How will you earn the badge? What are the criteria, artifacts, or work samples that will be produced in order to earn the badge? * What are the specific steps learners would take as they create their work? How long do you anticipate that it will take for someone to complete the badge? * How will you assess the work? Will you design and implement rubrics? * Will this be a series of badges? If so, how do the badges build upon one another? Is there a particular order in which the badges should be earned?

teachers should begin considering how they could become producers of badges. One goal of this work is for teachers to consider how they could translate content and skills to badges as alternative forms of assessment for students.

Classroom community and student engagement are closely related to one another

sense of connectedness and psychological closeness rather than isolation are better prepared to become more actively involved with online learning and the resulting higher order thinking and knowledge building

text-based experiences are likely insufficient for participants to break down the barriers created by distance and the lack of face-to-face interaction.

Students are empowered to learn on their own and even to teach one another.

Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.

The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).

Instructor teaching presence is hypothesized to be an indicator of online instructional quality.  Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)

First, there is a need to revisit two of the original three teaching presence elements.