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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.

A series of 15 slides that concisely delineate assessment strategies for online courses.

This article compares the work patterns of a more successful and a less successful online group collaboration and draws conclusions about strategies that instructors can promote/encourage/require to help students successfully collaborate.

Playing Devils' Advocate here.... http://chronicle.com/article/Cheating-Goes-High-Tech/132093/ Would cheating in an online course be considered a "successful collaboration," or promoting positive peer-peer interactions?

If a group worked together to cheat, that certainly would be successful collaboration. I'm sure there are articles out there (that I haven't come across yet) that discuss strategies to minimize or circumvent cheating. Scaffolding assignments and requiring students to make visible all the steps in the process would help I think. Thanks!

Since we were delayed in getting to the e-Gallery, I looked around for info on strategies and found this. It provides thumbnail sketches of ten very useful strategic considerations.several of which ring very true for me. I especially like the blended teaching approach and the early participatory orientation (which Leah did with us and it worked really well!)

This is a special report that features 12 articles from "Online Classroom" that offers some insight into how to assess online learning at the course, program, and institutional levels.

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.

Using Fuller's concerns-based model for teacher development, this study identifies concerns and strategies experienced by 103 online instructors in a six-week online professional development course offered multiple times over a three-year period. The study reveals that online instructors identified concerns related to self, task, and impact. (VIP: Includes PRACTICAL ideas that can be implemented)

Comprehensive. Several individual topics covering course management to syllabus design. I couldn't find a date of publication, however. The website facultyfocus.com has other good blog posts.

Peggy, this was a great find. I thoroughly enjoyed reading these tidbits and tips. Thanks so much. The get acquainted idea and cultural diversity ideas were wonderful.

This is a great resource... I really liked the different ideas about how to organize the course.

Online teaching redefines the faculty member's schedule. The feeling of being a 24/7 professor can lead to frustration. Managing one's time as an online teacher can be a challenge. As the popularity of online education continues to grow, teaching faculty need to develop effective time management behaviors to be efficient and not just busy.

Thank you for sharing this! I find the tips all very useful. As one example, I am going to give the students a syllabus quiz, for sure. When I took the Zaption quiz Leah prepared during M1, I was a bit surprised by how much information my brain did not retain reading through the course guidelines. The quiz was obviously helpful.

Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. For this to occur, assessments, learning objectives, and instructional strategies need to be closely aligned so that they reinforce one another.

Because the early planning stages of online instruction are crucial, Diane Chapman and Todd Nicolet propose a 'project approach' to course Development: a formal, team-based operation that makes use of consistent standards, trackable processes, standardized tools, and structured communication to facilitate technology initiatives of all sizes. This appears to facilitate scaling and the design and development of online instruction while maintaining the quality and integrity of the courses. Course design and development become more manageable when they are translated into repeatable processes and easy-to-apply tools.

This is very similar to Strategy 6: Apply Project Planning and Management Methods to Course Development in last weeks reading, "Effective Workload Management Strategies for the Online Environment".

Online classes can be mechanical in nature and feel distant for students, which typically results in low student engagement and retention in the class, or it can be an environment that stimulates an interest in learning and promotes meaningful interactions.

I've been working with hundreds of virtual team members in over 9 different countries in the past 8 years. There have been times when I wanted to tear my hair out! Sometimes: - I had no idea what my team was doing. - Team members would "flake out".

This is a pretty short, not-too-challenging read with some good ideas and strategies for having teachers (K-12, but certainly could be extended to include higher ed instructors) incorporate more resources into their classrooms and learning environments. The article is from 2002, but the strategies still seem sound.

This book was cited in "Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions," which also included an example of a protocol from the book that sounded like a great one to use in class.