Emory College Strategies for Online Teaching

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.,

Eight different views of the design process are described with the purpose of broadening the practitioner's concept of instructional design. Views both internal and external to instructional design are considered, so that instructional designers can see the traditions of their field in the context of design activity in other professional fields.

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.

Dynamic criteria mapping (DCM) is a way to develop local standards. Teachers work with colleagues and students to build evaluation criteria. This is a link to a succinct definition developed by the Writing Program at UMass-Amherst, where they practice DCM.

Author Information Conklin, Heather C., Tuten, J. Terrell, and VanderMeulen, Matt Institution(s) or Organization(s) Where EP Occurred: Ashford University Effective Practice Abstract/Summary Abstract/Summary of Effective Practice: Ashford University's use of cutting-edge, web-based, dynamic rubrics in eight online writing-intensive courses has improved the efficiency and effectiveness of grading, feedback provision, and assessment.

Because the early planning stages of online instruction are crucial, Diane Chapman and Todd Nicolet propose a 'project approach' to course Development: a formal, team-based operation that makes use of consistent standards, trackable processes, standardized tools, and structured communication to facilitate technology initiatives of all sizes. This appears to facilitate scaling and the design and development of online instruction while maintaining the quality and integrity of the courses. Course design and development become more manageable when they are translated into repeatable processes and easy-to-apply tools.

This is very similar to Strategy 6: Apply Project Planning and Management Methods to Course Development in last weeks reading, "Effective Workload Management Strategies for the Online Environment".

faculty development specialists must pay close attention to the aspects of course development that are critical to the success of student learners. The likelihood of success is greatly increased when instructional design is integrated with the course's delivery tool. At ISU such integration is facilitated through the use ofWebCT, the course management system (CMS) supported by the university. Does Emory have such a tool?

The following list contains brief use cases of faculty and instructors throughout Penn State using VoiceThread in unique ways for teaching and learning. These use cases describe the basic designs utilized by the instructor, reported outcomes as well as possible future uses for VoiceThread.

Among the many case studies included here I found the article by Matt Meyer "Using VoiceThread for Weekly Peer Topic Discussions" the most helpful. The article details how small 'discussion groups' of 6-7 students per group were provided with an initial prompt and some framing statements. Individuals were required to respond to the prompt according to specific requirements, such as "include one personal story," "include 2 questions to the other group members to respond to," and "must comment in that particular VoiceThread discussion 3 different times during the assignment for the week. This is very similar to what I envision doing in my course.

Article by Karen Thickstun in American Music Teacher from Aug/Sept 2014, Vol.6, Issue 1. The article explores the various alternatives in teaching music with the emergence of modern technology in the U.S. It states that online teaching needs a little change from the procedures in a traditional studio. It highlights the significance of the modern technology in teaching as it improved the methods of teaching while reaching new and diverse students.

an account of using diigo vs. evernote

Thanks Leah, I have been playing with diigo this week and am sure that eventually it will become a "go to" site, as Evernote currently is for me. Unfortunately, I am not tech savvy, such as the people who write these commentaries, rather I am like the "old dog" who has mastered "one bone". Having become familiar with my "bone" no matter how chewed-up it is, and how old it is... it is comfortable. In this lies perhaps my biggest challenge with technology - I am not comfortable jumping from one platform to the next and transforming my "work" into new platforms at what appears to be constant speed! Is this type of classroom rendering perhaps more appropriate for younger generations??

I think it might be just like buying a car: Most will get you where you want to go, but you have to take it for a test drive to feel if it is right for you. I've not used Evernote, but now I will certainly kick the tires on it to see how it compares. When designing sound for theatrical productions, I often use Audacity, a free program, over more sophisticated programs such as Amadeus and Logic, because it is quicker to move through the interface. It cannot do as much as the other programs, but the comfort level is higher with the "get you where you need to go" mantra. And then I use the more sophisticated programs as necessary.

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?

Very clear message that if we, and I mean we collectively don't adapt we will be left behind. Another aspect is that in the workplace, orientation to a new job, continuing education, as well as continuing professional education are often in the online format. So we defiantly need to set the stage for alternative methods of learning.

Perhaps here is a good place to add this connection as well: http://www.westga.edu/~distance/ojdla/

In this interview it is pointed out that technology should always follow pedagogy (not other way around) BUT, at the end of this 5 min interview, the speaker says the semantic web (where intelligence added to social and informational) is the wave of the future for education. Something to think about. I always differentiated between training and education...are they merging?

Results of the 8th Annual Survey of Learning Tools is a survey of over 1000 educators in 61 countries. Spoiler alert Twitter is #1. This to me negs the question how deep can learning get in 140 characters?

reasons to use diigo - personal learning system - collect, highlight and remember

Written in 2006, the author shares his tips and tricks for reducing instructor workload after teaching both online and hybrid courses. Two useful tips the author shared are: 1) to create a reference list and share links to references as applicable in each learning module, and 2) to setup appropriate assessments when developing course assignments (such as mixing instructor, peer, and self-assessments) to help instructor manage workload assessment per student.

What happens when well-known universities offer online courses, assessments, and certificates of completion for free? This is a report on the second year of the experiences of Harvard and MIT.

This study of 80 faculty breaks out how they spend their time while teaching online.