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A pedagogical model for e-learning: "The five-stage model of online learning" by Gilly Salmon

I won't say that this makes shifting conceptions of assessment in one's own courses less daunting, but I appreciate that it acknowledges the significant demand that changing assessment criteria can put on teachers. I have to admit that lot of the time, when I read about new assessment techniques, they sound interesting but exhausting to implement. We've seen a lot of stage-based models for education/assessment/collaboration/etc., but this one is especially clear and I like the thoroughness of the horror story example.

Dan I greatly appreciate your view point on this and can share another horror story with you that actually turned out to be a fairy-tale situation in the end! I'll make a note to discuss in tomorrow's live session. Cheers!

The more that I read about student centered learning and assessment, the more I realize that this is the direction I have been (slowly, glacially) moving in for years. Thanks for this!

In this interview it is pointed out that technology should always follow pedagogy (not other way around) BUT, at the end of this 5 min interview, the speaker says the semantic web (where intelligence added to social and informational) is the wave of the future for education. Something to think about. I always differentiated between training and education...are they merging?

The following list contains brief use cases of faculty and instructors throughout Penn State using VoiceThread in unique ways for teaching and learning. These use cases describe the basic designs utilized by the instructor, reported outcomes as well as possible future uses for VoiceThread.

Among the many case studies included here I found the article by Matt Meyer "Using VoiceThread for Weekly Peer Topic Discussions" the most helpful. The article details how small 'discussion groups' of 6-7 students per group were provided with an initial prompt and some framing statements. Individuals were required to respond to the prompt according to specific requirements, such as "include one personal story," "include 2 questions to the other group members to respond to," and "must comment in that particular VoiceThread discussion 3 different times during the assignment for the week. This is very similar to what I envision doing in my course.

Providing faculty resources and support to teach successfully online

I consider my classroom, in general, flipped. My general rule of thumb is that the more I talk the less they learn, so I really push the application process.

This is a great example of using these techniques. I see lots of application of this info in my future teaching. Thanks for sharing.

The survey sought to dig deeper on the quality question, asking respondents which aspects of credit-bearing online courses they think can be better than, or at least equal to, those of in-person courses. Faculty members say they think online courses are the same quality as or better than face-to-face classes in terms of grading and communicating about grading, and in communicating with the college about logistical and other issues. And professors were split 50/50 (the same or better vs. lower quality) on online courses' "ability to deliver the necessary content to meet learning objectives."

"Much of the faculty consternation in the last year about how institutions (and, increasingly, state legislators) want to use online education has revolved around the perceived quality of online offerings (although there are undoubtedly undercurrents of concern about whether colleges and universities will use technology to diminish the role of, and ultimately the need for, instructors)." Read more: http://www.insidehighered.com/news/survey/survey-faculty-attitudes-technology#ixzz38WwyClaW Inside Higher Ed I think it's interesting that indicators of 'quality' that were considered important (by faculty) included whether or not the online course was offered for credit. But, there are plenty of for-credit courses offered at accredited colleges in a traditional format that are pretty....bad. And I think that the EFOT course has given us the clear indication that online courses almost need instructors MORE than traditional f2f courses.

This paper combines two of our course's concerns: the importance of social presence in the online classroom (deNoyelles et al. 2014) and instructional design. It refers to the ADDIE model of instructional design in order to optimize effective social presence in the online classroom, and lists several course design strategies in the final section (pp. 676-678) to increase the student perception of valuable instructor social presence.

This is a article from a colleague of mine on his experience "flipping" his classroom.

That's a pretty good overview of things to keep in mind; hopefully, going through this class will help to understand how to put some of these things into practice! I've followed a number of Coursera courses on topics related to my PhD, and I've been trying to keep an eye on what I liked and disliked about the way each course was run, so I hope to incorporate some of that into any future online teaching I do.