An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views
-
the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology.
-
distinct pathways through the material, providing a clear route to those students
-
material that works well in a traditional environment does not necessarily work in the online environment
- ...35 more annotations...
-
retooled, converted or redesigned
-
PowerPoint™ slides, course notes and handouts usually need to be adapted
-
entire onsite version videotaped
-
Even if they have been successful in class, lengthy lectures don’t tend to work online.
-
much shorter clips were created, using brief excerpts of important points along with the addition of visual material
-
faculty members who tend to think that their preparation for an online course will primarily consist of uploading lectures and creating quizzes are in for a few surprises
-
unique strengths and dynamics of the web in mind
-
content alone is not sufficient to result in or to guarantee excellence
-
Online instruction involves much more than posting a series of readings or a standard curriculum to a website
-
online instruction needs to purposefully and strategically engage learners in activities and interaction
-
content was not simply deposited for review. Rather, students were actively involved in it and thereby mastered it.
-
providing content with creating a learning environment or delivering a course?”
-
Quality learning experiences occur in online education when strategies are designed specifically to engage the learner
-
less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in
-
increase in technology does not necessarily mean an increase in learning, and can in fact, lead to an increase in problem
-
chosen according to how they help meet the learning objectives
-
quick turnaround time
-
frequent and engaged
-
goals and objectives that are clearly stated
-
all aspects of a course (including assignments, activities and approaches to assessment) should align with and stem from course objectives
-
The learning outcomes are developed first, and then the course is designed and delivered by determining what pedagogical tools will best facilitate student attainment of each goal
-
-
-
a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them”
-
Creating a sense of community is one of the main objectives in any class
-
It is through sustained communication that participants construct meaning
-
a deeper rather than a surface approach to learning is encouraged
-
Without this connection to the instructor and the other students, the course is little more than a series of exercises to be completed.
-
hey need connection, contact and a sense of realness and immediacy
-
Teachers need to work to develop community
-
collaborative learning activities
-
enhanced communication
-
small group activities
-
Because students often feel somewhat disoriented at the beginning of classes, they tend to search for and depend on a central document, or syllabus, to explain the entire geography of the course; how to proceed and where everything is
-
brief guides and tutorials
-
Brief personal email messages
