Emory College Strategies for Online Teaching

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.

McLaughlin, Jacqueline E. PhD, MS; Roth, Mary T. PharmD, MHS; Glatt, Dylan M.; Gharkholonarehe, Nastaran PharmD; Davidson, Christopher A. ME; Griffin, LaToya M. PhD; Esserman, Denise A. PhD; Mumper, Russell J. PhD In recent years, colleges and universities in the United States have faced considerable scrutiny for their apparent failure to adequately educate students.

I read this article and found it to be enormously interesting and enlightening. The course coordinator was a seasoned veteran; there were numerous resources dedicated to this venture (full time graduate TAs, dedicated IT personnel) and yet the authors report that the coordinator still required 127% more time to prepare the online components of this course. I also noticed that many of the active learning strategies discussed (think-pair-share, as an example) are things that could easily be incorporated into a non-flipped classroom.

One idea came to mind as I read the article about offloading lecture material for students so that synchronous class time can be used for discussion and problem solving: the use of case studies. Public health, business, and development work often relies on group engagement in response to case studies. The background could be presented, along with vital tools for assessing and analyzing the situation, then on-line classes could be used for rich discussion of the range of solutions and opportunities. I'm thinking of a model of a traditional pilgrimage in which pilgrims keep coming together in larger numbers the closer they get to their destination.

Faculty learning communities provide their members with both information and support as they move toward utilizing digital technology tools, learn new skills, and share meaningful instructional practices... This is off-topic for M3 , but it occur to me that we have established a learning community among ourselves with the above goals.

This is an easy to read infographic that provides data about the growth of online learning

This book has a chapter on creating a "student-centered syllabus" for an information literacy course, which could come in handy next week!

This speech by the late, great David Foster Wallace speaks to the matter of "awareness" discussed in the course reading, "What Everybody Ought to Know About Instructional Design."

The title does very well in explaining this resource.

Brief article by online instructor sharing tips on managing online courses. Two tips I think would be especially useful include: 1) using a "What's New" section for adding content so students can find it easily and 2) for large classes to keep personalized grading assignments and high tech features to a minimum.

Kristy, thanks for this good resource, I think that author has several good points. There are ways to think about the "What's New" area. There is a module page within the site that can be used, I've added one in our class, just so you can see. Learners can also use the Global Navigation at the top right of the Bb site to see all (or to filter specific courses) of all new and up-to-date happenings. There are definitely strategies of workload management including team and peer-review assignments. You can also have student-led discussions. Large online classes are there own beast - and I think SON is facing it. I believe that we can come up with some solid solutions that still meet the instructional goals without burning out the faculty.

by John Sullivan Why Change? Author provides a practical step-by-step manual for using MS Publisher to design an attractive syllabus.

Ed, I love this option, however in the SON, we are constrained to use the "approved syllabi" by the Curriculum Committee. The belief and supported information tends to validate that consistency among the courses is easier for the students who are enrolled in multiple courses to "find" the information. The creative in me longs for this Publisher option, but the pragmatist must follow the rules!

Hi Ed! Just to follow up on Phyllis' comment - unfortunately, the standardized syllabus is really useful at accreditation time. Accrediting bodies like to be able to see that particular outcomes are being addressed (for example) and having uniform syllabi makes it simpler for departments and schools to demonstrate that. I'm sure that those in our cohort who are administrators can speak more authoritatively about this (and I hope I'm not stating the obvious :)

Several professors at UNC Eshelman School of Pharmacy have embraced the flipped classroom model. View this video to see The Flipped Classroom: Innovations in Teaching and Learning in action by all of the divisions in the school.

This goes to the UNC Eshelman SOP site and there are a lot of interesting, practical links here. I thought it was very useful and I hope even those of you who are teaching less science-based content will find it helpful.

Time management is a HUGE issue for me. This is a good summer read and self analysis of how I really do use my time. Keeping a calendar for one week is so insightful.

This article provides an overview of the benefits of a "backchannel" (such as Twitter and todaysmeet.com). It also explains ways to go about implementing Twitter into the classroom. Finally, the article touches on digital literacy (also web literacy skills). This article will be particularly useful for M4 and beyond.

June , 2014 StoryDesk is a good presentation app for iPad. Its beautiful interface makes it fast and easy to create presentations that help you break down complex concepts into bite-sized, easily understood bits. In many ways, StoryDesk is a next generation alternative to PowerPoint and Prezi.

This short article comes from the Chronicle of Higher Education. It is part of the ongoing research around MOOCs. This article deals with the management of a MOOC. I hope to create an online class for Candler that will also serve as a MOOC. This will contribute to the learning of how each is different. In December 2013 a group of academics gathered during a Texas snowstorm and began the second phase of a discussion about massive open online courses. They were not terribly impressed by the hype the courses had received in the popular media, and they had set out to create a better body of literature about MOOCs-albeit a less sensational one.

As we move into different modalities, it is nice to remember that our students will arrive in our classroom familiar with these technologies. As the use of on-line tools increase in public education, our students will arrive with a baseline comfort level with the google tools, which still remain robust for many activities. These graphics really bring this home.

http://www.educatorstechnology.com/2014/06/handy-google-hangout-cheat-sheet-for.html This is a cheat sheet for the Google Hangout...

This is a short article focused on the 2014 Horizon Report and the context of connections. Published in Nursing Education Perspectives journal in their Emerging Technologies section.

Kristy, this is awesome find. The term Connected Age may be one of the next buzz words of our lives. I've added a couple of additional tags so that searching becomes meaningful. Using "nursing" as a tag is perfect because there are about 8 SON faculty who have access to this group. (This cohort and last)

This book was cited in "Strategies for Creating a Community of Inquiry through Online Asynchronous Discussions," which also included an example of a protocol from the book that sounded like a great one to use in class.

This article has some really great ideas and it is a brief read. Great find!