Emory College Strategies for Online Teaching

Hangen reflects on a radical redesign of her syllabus, which also includes elements of more student-directed learning.

A bit dated, now, Hess is one of the few faculty who has treated the use of technology in theological education with sustained attention.

I thought you might be interested in Shulman's research, in that he has worked a good bit with students in programs like ours (nursing and theology), which are both professional and academic. He is wrestling, in this essay, with the categories of engagement and commitment in processes of learning.

It's worth noting the distinction between for-profit colleges and universities, which are the real focus of this report, and online learning. If the two overlap significantly, they are not identical. It's also worth underlining what Roxanne said on the boards: the low rates of completion raise many questions, but they should not call into question the achievements of those who do successfully earn degrees from for-profit institutions.

This essay is a landmark in cultural criticism. Among other things, it asks what happens to a work of art when it can be so perfectly reproduced that there are no qualitative differences between the "original" and the copies - as with, say, film stock. The questions of what happens in the virtual reproduction of a classroom are different. But I think there are interesting analogies to be made. I wonder in particular about the loss of what Benjamin calls "aura" - of the ritual dimensions that are present in any really great class. Can those be reproduced? If not, what is lost? And - the question that makes Benjamin more interesting than some of his contemporaries - what might be gained?

Discussion about virtual universities and revenue. Who will really pay for the education.

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.

Using the bookmark format to post the link

Cool, Kate!

from the 2005 ASCUE (Association Supporting Computer Users in Education) Conference. I thought this was particularly good with respect to issues of the time demands an online course places on instructors (especially in terms of development and roll-out), as well as on students.

Discusses the difficulty of changing the educational paradigm to a servant professor instead of a professor led classroom--both virtual and real. How steep will be the learning curve to replace lecture-test evaluation with student driven and student centered needs.

from Forbes.com - lists out at least myths of online learning

Based on Blooms Taxonomy and apps, this creates a specialty in aligning outcomes with activities

This is the resource that was shown in the live Week 3 session - demonstrating how to create a magazine style syllabus

this storify consists of active learning videos and resources - may want to view the Tools to Encourage Active Learning from the Hawaii Arts Alliance - this was a fun in-class activity

This is a report from 2002 that outlines the importance of certain tasks to be able to effectively management workload in the online environment.  May have some applications to residential teaching, as well.

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)