Contents contributed and discussions participated by marshallduke - Emory College Strategies for Online Teaching

10 Strategies To Help Online Learners Complete An Online Program - eLearning Industry - 0 views

elearningindustry.com/arners-complete-online-program

shared by marshallduke on 13 Jul 16 - No Cached

marshallduke on 13 Jul 16

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!)

<div class="cArrow"> </div><div class="cContentInner">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!)</div>

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Psychological characteristics in cognitive presence of communities of inquiry: A lingui... - 2 views

www.researchgate.net/...analysis_of_online_discussions

shared by marshallduke on 05 Jul 16 - No Cached

dseeman liked it

marshallduke on 05 Jul 16

The centrality of teaching actively comes up a lot. All is not lost! Teaching presence is the key to social and cognitive presences.

<div class="cArrow"> </div><div class="cContentInner">The centrality of teaching actively comes up a lot. All is not lost! Teaching presence is the key to social and cognitive presences.</div>

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marshallduke on 05 Jul 16

This study affirms the need to attend to individual differences among learners. Whatever technologies we use or approaches we take, we need to keep in mind that there will be significant variation in how students use all these components of the course. Aim too low and we lose the top to boredom. Aim too low and we lose the bottom to confusion. I think this means we need to be reactive and be ready to alter plans and methods as needed. Leah demonstrated this when she made the group project optional.

<div class="cArrow"> </div><div class="cContentInner">This study affirms the need to attend to individual differences among learners. Whatever technologies we use or approaches we take, we need to keep in mind that there will be significant variation in how students use all these components of the course. Aim too low and we lose the top to boredom. Aim too low and we lose the bottom to confusion. I think this means we need to be reactive and be ready to alter plans and methods as needed. Leah demonstrated this when she made the group project optional.</div>

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RubiStar Home - 0 views

rubistar.4teachers.org/index.php

shared by marshallduke on 29 Jun 16 - Cached

marshallduke on 29 Jun 16

nice place to get help in creating rubrics. can be tailored for individual courses ad content.

<div class="cArrow"> </div><div class="cContentInner">nice place to get help in creating rubrics. can be tailored for individual courses ad content.</div>

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Inter TOP | On-line abnormal and clinical psychology course materials, video and audio ... - 1 views

interteachpsy.org/...calPsychologyTeachingResources

shared by marshallduke on 27 Jun 16 - No Cached

marshallduke on 27 Jun 16

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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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Pennebaker, Gosling: New generation of online classes benefits students - Houston Chron... - 1 views

www.chron.com/...neration-of-online-4756600.php

shared by marshallduke on 22 Jun 16 - No Cached

marshallduke on 22 Jun 16

This article has a follow up major piece in the June 24 issue of the Chronicle of Higher Education. I cannot send that one to you because it is "locked." However, this piece describes what two very famous psychologists, Gosling and Pennebaker, are doing at UT Austin with online psychology classes. They describe here a synchronous massive online course in which (as now described in the Chronicle, they have 1500! students registered. Twenty four students are invited to attend F2F classes twice per week and the rest are online live. This SMOC, as they term it, allows faculty to interact live with an audience while teaching but affords huge enrollments. This seems to me to be a way of maintaining the "feel" of F2F while benefiting from the usefulness of technology. This is a very interesting development and, with these two psychologists being so well known, teachers of large lecture classes will take notice. I would love to explore the idea further!

<div class="cArrow"> </div><div class="cContentInner">This article has a follow up major piece in the June 24 issue of the Chronicle of Higher Education. I cannot send that one to you because it is "locked." However, this piece describes what two very famous psychologists, Gosling and Pennebaker, are doing at UT Austin with online psychology classes. They describe here a synchronous massive online course in which (as now described in the Chronicle, they have 1500! students registered. Twenty four students are invited to attend F2F classes twice per week and the rest are online live. This SMOC, as they term it, allows faculty to interact live with an audience while teaching but affords huge enrollments. This seems to me to be a way of maintaining the "feel" of F2F while benefiting from the usefulness of technology. This is a very interesting development and, with these two psychologists being so well known, teachers of large lecture classes will take notice. I would love to explore the idea further!</div>

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Got Time? A Time Management Strategy for Online Instructors | Online Learning Insights - 3 views

onlinelearninginsights.wordpress.com/...trategy-for-online-instructors

shared by marshallduke on 15 Jun 16 - No Cached

- marshallduke on 15 Jun 16
  
  This seems to be common. It's like that old line, "Besides that, Mrs. Lincoln, how was the play?" Not counting one year's prep time seems to be cheating in many ways.
  
  <div class="cArrow"> </div><div class="cContentInner">This seems to be common. It's like that old line, "Besides that, Mrs. Lincoln, how was the play?" Not counting one year's prep time seems to be cheating in many ways.</div>
  
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- marshallduke on 15 Jun 16
  
  There is a lot of disagreement in the literature about whether online teaching takes more or less time. Some studies, such as this one, say it takes less. Some say it takes a lot more. Some claim no difference. The study that we read for M2 (Van de Vord & Pogue) reviewed the range of these. (Their study was a disaster in my humble opinion, by the way.) My impression is that the methodologies are very poor and that the controversy will continue until methodological issues are ironed out.
  
  <div class="cArrow"> </div><div class="cContentInner">There is a lot of disagreement in the literature about whether online teaching takes more or less time. Some studies, such as this one, say it takes less. Some say it takes a lot more. Some claim no difference. The study that we read for M2 (Van de Vord & Pogue) reviewed the range of these. (Their study was a disaster in my humble opinion, by the way.) My impression is that the methodologies are very poor and that the controversy will continue until methodological issues are ironed out.</div>
  
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- marshallduke on 15 Jun 16
  
  Watch the video!
  
  <div class="cArrow"> </div><div class="cContentInner">Watch the video!</div>
  
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...3 more annotations...
yet the consensus among the research suggests that teaching online involves less of a time commitment from the course instructor than does a face-to-face class
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did not include curriculum development time, set-up or development of course home page,
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A time management strategy that considers the factors and nuances of teaching online should include, a time blocking strategy, communicating frequently with students collectively in anticipation of potential questions, involving students in peer reviews and discussions, and creating an efficient grading strategy.
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marshallduke on 15 Jun 16

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.

<div class="cArrow"> </div><div class="cContentInner">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.</div>

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