Emory College Strategies for Online Teaching

This article delves deeper into the third part of the COI (cognitive presence, social presence, and teaching presence) and discusses how this area can be assessed for online learning.

More detail about the concept of Community of Practice that I spoke about in my M5 reflection. I hope it's helpful in thinking about Community of Inquiry.

The number of distance education courses offered by nurse anesthesia programs has increased substantially. Emerging distance learning trends must be researched to ensure high-quality education for student registered nurse anesthetists. However, research to examine distance learning has been hampered by a lack of theoretical models. This article introduces the Community of Inquiry model for use in nurse anesthesia education. This model has been used for more than a decade to guide and research distance learning in higher education. A major strength of this model lies in its direct applicability for guiding online distance learning. However, it lacks applicability to the development of higher order thinking for student registered nurse anesthetists. Thus, a new derived Community of Inquiry model was designed to improve these students' higher order thinking in distance learning. The derived model integrates Bloom's revised taxonomy into the original Community of Inquiry model and provides a means to design, evaluate, and research higher order thinking in nurse anesthesia distance education courses.

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!)

Although the target readership is grade 6-12 instructors, I find the methodology in this article applicable to what we are trying to do. Give it a read and see what you think.

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

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.

I've been concerned with translating of a sense of teacher's personal presence into online course design; while this article is brief (and maybe over-dependent on a graphic), it nevertheless invites specific choices of format, teaching strategies, instructor roles, and type of technology, all to the end of suggesting an active and engaging professorial presence.

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 article discusses using the ADDIE model in developing nursing simulation exercises.

Article discusses the principles of flipping the classroom within nursing.

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.

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 short blog by an anthropology professor resonated very much with my own state of mind out this. The importance of doing assessment right, alongside the numbing effects of assessment as a hugely time consuming new set of bureaucratic requirements. In the end, the author provides some really helpful reminders about how this works in practice. It helped me to realize that assessment itself is a topic we need to continually assess, for our own educational goals.

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.

I think it is an interesting article about assessment. Some points are the same as what Leah mentioned.

If you are considering teaching online or are looking for ideas to freshen-up your current online course, you have come to the right resource. Designing for the online environment presents unique challenges, but it also opens a world of exciting possibilities for engaging students in their learning.

Advanced Search provides a flexible environment to find, organize, create, share, and discuss resources with others in your network."

"...information about online repositories, curriculum-sharing websites, sources for lesson plans and activities, and open alternatives to textbooks."