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This article breaks down some terms and nuances of online teaching that would be helpful when designing a course.

I like the way this gives a lot of information but by using bullets makes it a quick and useful read.

I found this article to be very helpful in providing a sense that it will be possible to control time use when teaching on line. It gives great tips on how to overcome the feeling that online teaching will be a 24/7 class rather than one that meets TTh 10-11:15 in White Hall 208! I like this one a lot.

I am guessing that there are resources like this one available for many or most topic areas by now. I have found several that will be helpful in gathering materials for each of my planned Modules.

Marshall, I found one for teaching Literature Online. Similar layout: blocks with some materials/ideas, and a bibliography with some interesting sources. Good deal.

This website shows the work of a group of educators of theatre who, through years of experience, have come up with more than 15 assessment models that can be used in the professional theatre education. Models are templates or transportable models. I found particularly helpful that they compare "traditional" assessment of teaching King Lear ("a multiple-choice test on the play at the end of the ten weeks") with "performance" assessment of KL (including " informal check-ins, observations, academic prompts, mini-quizzes and something called a performance task at the end of the course"). Student anxiety rises with the amount of overseeing and work, but "clear exercises with rubrics" help. Bottom line: smaller, more clearly focused assessment rounds help student prepare better for the final performance. Hmm... Website has assessment models and results, case analysis, reports for audiences, and lots of ideas. Some a bit calculated, but good food for thought. Comment from the website: "The result of using TEAM's Assessment Models is a more accurate picture of student learning. For example, a more accurate picture of student learning might include a student who does not just know Shakespeare, but knows how King Lear ends and has an opinion about an alternative ending for that play based on what he or she learned in class."

This paper describes a team based approach for on-line course development- focusing on team roles in course design using theoretical frameworks to guide development and evaluation. Team roles are identified using the Quality Matters rubric.

In designing my syllabus, I'm trying to decide whether to include testing like I do in the conventional version of the course, which has a midterm and a final. This resource from Iowa State is helping me think about whether a midterm will be useful in the same way for an online course as it is for a conventional one-and how I might format it if I decide to have one.

Great resource, I could have used this many times. I will keep handy going forward. Thanks

This study focuses on the presence of the teacher in the virtual classroom and how the instructor interacts with the students. Can an instructor's behavior encourage more student activity? Certainly, but it has to be more than the occasional "well done," the authors say. Students want more teacher presence, specifically more frequent responses, more acknowledgement of individuals' contribution, and more suggestions and guidance related to a specific response. So the bottom line is try to respond to individual students rather than a group and customize your comments as much as possible. You will have more engaged students.

Applying the Community of Inquiry Model (Teaching presence, social presence, cognitive presence) to on-line doctoral education. Socialization and mentoring needs identified as rationale for blended designs.

by Mike Acedo Over the years, many of us have personally experienced the growth of technology in today's classrooms. Instead of taking notes, students are now occupied by surfing the Internet, scrolling through Facebook, and messaging their friends on their smart phones, tablets, and laptops.

Introduction It is generally agreed that learning involves interaction and that it is a communal activity (McMillan & Chavis, 1986; Sarason, 1974). The traditional setting where communal learning activity occurs has been the in-person classroom; however, with the advent of technology that is no longer the case.

The theoretical difference between formative and summative assessment strategies is explored in this paper as well as the fact that on-line assessment is a new field of study with very little written about it.

As we move into different modalities, it is nice to remember that our students will arrive in our classroom familiar with these technologies. As the use of on-line tools increase in public education, our students will arrive with a baseline comfort level with the google tools, which still remain robust for many activities. These graphics really bring this home.

http://www.educatorstechnology.com/2014/06/handy-google-hangout-cheat-sheet-for.html This is a cheat sheet for the Google Hangout...

McLaughlin, Jacqueline E. PhD, MS; Roth, Mary T. PharmD, MHS; Glatt, Dylan M.; Gharkholonarehe, Nastaran PharmD; Davidson, Christopher A. ME; Griffin, LaToya M. PhD; Esserman, Denise A. PhD; Mumper, Russell J. PhD In recent years, colleges and universities in the United States have faced considerable scrutiny for their apparent failure to adequately educate students.

I read this article and found it to be enormously interesting and enlightening. The course coordinator was a seasoned veteran; there were numerous resources dedicated to this venture (full time graduate TAs, dedicated IT personnel) and yet the authors report that the coordinator still required 127% more time to prepare the online components of this course. I also noticed that many of the active learning strategies discussed (think-pair-share, as an example) are things that could easily be incorporated into a non-flipped classroom.

One idea came to mind as I read the article about offloading lecture material for students so that synchronous class time can be used for discussion and problem solving: the use of case studies. Public health, business, and development work often relies on group engagement in response to case studies. The background could be presented, along with vital tools for assessing and analyzing the situation, then on-line classes could be used for rich discussion of the range of solutions and opportunities. I'm thinking of a model of a traditional pilgrimage in which pilgrims keep coming together in larger numbers the closer they get to their destination.

This is a brief article aimed at University of Nebraska-Lincoln graduate students offering time management and email writing tips. I chose this article both because I find the general time management tips helpful for everyone and I feel that many of my students would benefit from similar suggestions/guidelines when communicating professionally online. I especially enjoyed the line reminding students, "that many faculty view an e-mail message as a letter that was delivered quickly rather than a quick conversation."

This paper explores the relationship between student perceptions of various aspects of the course and their actual performance and participation