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A Blog about Open and Online Education (by Debbie Morrison) I really liked her entry, Start Here, because it discussed the PROS and CONS of some of the various instructional models presented in other resources. She made the connection between design and higher education - much of what I've been seeing relates to training in a corporate or business setting. I can more easily see how to use these models as tools to build my course now.

The title does very well in explaining this resource.

This article looks at how Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education (1987) can be applied to the online classroom.

My department spent a lot of time this year thinking about assessment in a process driven by accreditation. We came up with some fairly broad learning outcomes and not much in the way of detailed assessment. So I am very impressed by this webpage from the Dept. of Sociology and Anthropology in Ohio. Their departmental webpage includes very detailed assessment information that may be useful for everyone to keep in mind, but probably does not do much to attract students. In our own discussions we sometimes ran into confusion between providing information for current students about what we would be assessing and departmental advertizing-- two very different things.

Includes a map of modules and 9 key changes made when using a heutagogical approach to prepare new teachers for the self-determined lifelong learning essential for the real 21st century world.

A couple of comments here: I apologize if the link doesn't open right away. I got the article through PubMed at WHSLibrary. The article presents an interesting approach to the use of Bloom's taxonomy for grading discussion boards integrating collaborative learning process and higher-order thinking. It also does a good job discussing how to evaluate a rubric.,

High school students talk about what teachers do and don't do to engage them in learning.

In this article the author describes the design and development of an online learning resource: 'Video Guide to Audacity.'

This is great. I use Audacity in my Sound Design courses as one of the many design platform options.

"The NMC Horizon Report > 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI).....designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education."

somewhat of a commercial for online learning, but does a good job of outlining global concerns of non-traditional learners. Curiously, like many articles that are older, it seems to attempt to define the non-traditional learner as an older learner, not younger technology savvy learners and those who learn differently.

Opinion Piece in the New York Times Online education is a one-size-fits-all endeavor. It tends to be a monologue and not a real dialogue. The Internet teacher, even one who responds to students via e-mail, can never have the immediacy of contact that the teacher on the scene can, with his sensitivity to unspoken moods and enthusiasms. This is particularly true of online courses for which the lectures are already filmed and in the can. It doesn't matter who is sitting out there on the Internet watching; the course is what it is.

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!

This is pretty amazing! I wondered to what extent this was also a flipped class - did students do their readings and watch lectures before coming to class, and in the synchronous sessions, mostly focus on solving problems through group discussion? It seems to require a lot of technological and instructional support: TV studio, laptops, apps, and tutors serving as group advisors, but the better learning outcome may make it all worth it! Of course, at 500 students a class, it could save cost in a big way, too. So, are we all prepared to face the camera? :)

January 2014 Tracking Online Education in the U.S. report

This article gives 6 practical tips to manage your time when teaching online

Thanks for sharing this, Simona. Skimming the article you highlighted and a few of the others in the journal, I noticed that some of the themes and suggestions were similar to the ones in the texts assigned by Leah (manage the students and their interactions actively and constantly/consistently, be empathic and explicit); I also appreciate the user-friendliness of these articles, as they include plenty of bullet-points for the busy reader ... Finally, I like that this journal is indeed international, including views on online teaching from around the world. Would be great if we could learn more about how online education functions elsewhere.

Good communication from the facilitator to the group and between group members is essential in online learning in order for the group to bond and survive. Pauleen & Yoong (2001) studied how facilitators of virtual teams were able to build and maintain these relationships. They found that prompt communication was key stating "The facilitators in this study have clear expectations that e-mail, as well as other communication messages such as voice-mail, will be replied to in a prompt manner. They believe that a lack of timeliness can lead to poor communication, the creation of ill will, and an undermining of relationships" (p. 16).

Although I am not completely enamored of the final proposed model, which I think oversimplifies the very issues their analysis distinguishes, I do find this article useful in giving names to a number of factors we have found ourselves discussing: e.g., learner-interface interaction, transaction v. interaction, interaction v. interactivity, provocateur v. academician. Useful for our ongoing conversation.

This paper describes two innovative online introductory statistics courses that utilize technology to create unique interactive learning environments. In these courses, technology is used to enable students to collaborate and learn from each other. I got some ideas about how to encourage students to engage in the course.