Emory College Strategies for Online Teaching

In designing my syllabus, I'm trying to decide whether to include testing like I do in the conventional version of the course, which has a midterm and a final. This resource from Iowa State is helping me think about whether a midterm will be useful in the same way for an online course as it is for a conventional one-and how I might format it if I decide to have one.

Great resource, I could have used this many times. I will keep handy going forward. Thanks

Even though this reference seems simple, it is a nice concise outline for developing a grading rubric.

After last week's class and looking at this, I'm sold on at least giving rubrics a shot. I've been kind of reluctant about them up until now.

Nice article with an excellent Bibliography to take you further into the rabbit hole of this discussion.

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 article discusses the online virtual library, Pop Culture Universe: Icons, Idols, Ideas that provides unique historical perspective of culture and events over the last century in the U.S. As stated, high school students, teachers, and school librarians can access content which is taken from over 400 print reference titles published by the Greenwood Publishing Group. Reportedly, the content presents a comprehensive look at American entertainment through movies, TV shows, music, and awards.

Features a selection of multimedia tools to help students integrate music and visual arts in order to put up a show at an online gallery.

I liked the article in this week's reading on creating an interactive syllabus and found this article about how writing students contributed to an interactive course syllabus. This resonated with me since I teaching writing courses.

This reference outlines the outcomes of an online course in genetics for NP students. I found this reference particularly helpful as it focuses on a science based online course. It can be done!

This paper describes a team based approach for on-line course development- focusing on team roles in course design using theoretical frameworks to guide development and evaluation. Team roles are identified using the Quality Matters rubric.

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?