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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.

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)

Yes, yes, I know, the title suggests that this webtext is only relevant for a few people, perhaps only Jane and myself. However, if you browse this webtext - it is indeed not an article, but like all work published in Kairos, a multimedia artifact or well, a webtext - you will find a lot of important insights on student-professor-staff interactions in an online environment. The webtext highlights, for example, the importance of the lack of physical cues in an online class, a facet of online instruction that may necessitate a higher awareness of the effect our formulations, terms, and even typed characters can have in any written communication such as blog posts, emails, chats, and messages. We thus learn quite a bit about communicative techniques and etiquette in an online class (and in a virtual environment more generally). Another webtext in the same Kairos issue reflects upon teaching graduate students how to teach online: http://kairos.technorhetoric.net/20.1/praxis/bourelle-et-al/pedagogycourse.html. Leah, this webtext might be interesting for you - but it should be interesting for others as well because it also addresses questions about assignments and exercises in online classes. By the way, Kairos is an important open-access online journal that has existed since 1996. It publishes scholarship that "examines digital and multimodal composing practices, promoting work that enacts its scholarly argument through rhetorical and innovative uses of new media." ("The Kairos Style Guide", n.d.)

This UCF website, prepared by Carissa Baker, explores the way in which many literature professors are "trying innovative technology strategies within the literature classroom to increase knowledge and engagement." With theoretical as well as practical sources, the site offers many ideas on student engagement and literature immersion; it also has a few videos with ideas for staging virtual worlds; and a starter bibliography with 10 articles on a range of topics, including virtual literature circles; native avatars, online hubs, and urban indian literature; victorian novels and technoRomanticism; using Tweeter in the Literature Classroom (hmm...); online teaching Old English; and hypertext use to enhance students reading experiences, among others.

Authors: Lehman, Rosemary M. and Conceicão, Simone C. This volume highlights the need for creating a presence in the online environment. The authors explore the emotional, psychological, and social aspects from both the instructor and student perspective. It provides an instructional design framework and shows how a strong presence contributes to effective teaching and learning. Contains methods, case scenarios, and suggested activities.

This 2002 essay by Wilson and Peterson may be a bit dated, but it is one of the few broadly reflective essays I found on the anthropology of online communities. It is not a "how to" for online teaching, but I think an occasionally more critical, reflective piece can be very useful both for understanding our place in broader social processes related to online learning and in piercing through some of the enthusiastic corporate-talk through which these technologies are presented by our universities. I have included the abstract below. The URL is to the JSTOR site, which you probably need to access through your Emory account. I was not sure how to add a link here that would get you in directly, and that is something I need to follow up on with Leah. Abstract: Information and communication technologies based on the Internet have enabled the emergence of new sorts of communities and communicative practices-phenomena worthy of the attention of anthropological researchers. De- spite early assessments of the revolutionary nature of the Internet and the enormous transformations it would bring about, the changes have been less dramatic and more embedded in existing practices and power relations of everyday life. This review ex- plores researchers' questions, approaches, and insights within anthropology and some relevant related fields, and it seeks to identify promising new directions for study. The general conclusion is that the technologies comprising the Internet, and all the text and media that exist within it, are in themselves cultural products. Anthropology is thus well suited to the further investigation of these new, and not so new, phenomena.

Graphics-based exampled of questions to answer in the syllabus. Ignoring the ugly UT brown color, this is a bulleted document that offers good points in simple fashion.

This lays a lot of information out nicely and is especially helpful in thinking about what the students need to get oriented to the class. Hideous brown, though, it's true.

I agree with all the above, including the poor color choice, however ... am I the only once feeling daunted and this point? I am beginning to wonder if it takes a certain "type" of faculty member to create an appropriate online course - someone who can think and manage in multiple platforms, constantly, both synchronously and asynchronously!! What about all the rest of our work engagements? how do they fit in?

The Sloan-C 2013 International Conference on Online Learning Proceedings provides interesting research and ideas for online learning, teaching and evaluation.

This guide to syllabus construction from Vanderbilt reiterates many points from our readings and is not specifically concerned with online teaching. However, one thing I had not yet seen in other readings that concerns us here is the importance of choosing the right tone for introducing the class to students. I am not sure that the warm and friendly approach recommended here is always the right one but it makes sense for us given the difficulty we will have in any case making personal connections with students in the online environment.

I think this is an important point. I had to revise some of my syllabi for exactly this reason. I guess when I first started teaching, I wanted to sound official and proper, but then a few years later discovered that I did not even recognize the person behind the formal, detached voice of the syllabi, and perhaps along the way, that a good instructor did not need to sound official or proper! Good reminder for me this time around, so thanks for posting this!

Thanks, Yu, I am just seeing this now. I think my draft syllabus was too formal and scary, but on the other hand I want to be super clear up front about expectations. I will need to tweak this,

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.

Online Images/Media: 2,207; Records: 2,296; Art Images for College Teaching

This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey's progressive understanding of education. The CoI framework is a process model of online learning which views the

This article talks specifically about the applications of the ADDIE model and the Dick & Carey Model for teaching about culture and intercultural communication. While the authors talk about an English as a Second Language course in Vietnam, their instructional design can be used for any course looks at cultural norms, including languages, linguistics, anthropology, sociology, and human health. Also, while their plans are not specific to an online course, their ideas transfer to an online or hybrid course quite easily. I was really pleased to find this article, especially as it supports my own ideas about using a hybrid of these two models to teach about intercultural communication. It makes concrete the theoretical assignments and organizational tips that I had in mind. I know I will come back to it often.

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.