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Jim Aird

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views

  • Simply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended (Ellis & Hafner, 2003)
  • The retooling and redesigning of course materials often takes significant time
  • The online world is a medium unto itself and if instruction is to be effective, material for online courses needs to be developed with the unique strengths and dynamics of the web in mind
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  • one of those changes is that the instructor role is moving from provider of content to designer of student learning experiences
  • As with teaching in a face-to-face environment, we need to constantly gauge our audience and discern what tools and strategies are going to be effective at the time.
  • Specific aspects of online teaching that are reported to contribute to enhanced learning and student satisfaction also include: quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).
  • Regardless of how stellar the content or how wondrous the technology, if they are to be excellent, online courses must also involve excellent online teaching.
  • Social presence and a sense of community are influenced by many things, including collaborative learning activities (Aragon, 2003), enhanced communication (Steinweg, et al., 2006), use of humour (Aragon, 2003), small group activities (Rovai, 2002) and it is an essential part of online learning.
  • The expertise involved in developing excellent online courses is not optional; it is essential. And we either gain those areas of expertise ourselves or we look for help and support. Otherwise, significant aspects of the courses we develop will be weak, and possibly even mediocre.
  • in post-secondary education instructors tend to be subject matter experts and not necessarily experts in learning theory and educational processes (Ellis & Hafner, 2003; Oblinger & Hawkins, 2006). As such, a team approach is often encouraged.
  • Excellence in online education requires multiple areas of expertise. A content expert is necessary but not even close to sufficient.
  • It is not enough to simply inform students of these areas, the instructor must request that students respond once they have found the required information or activity in question.
  • There are a few things that some online instructors/developers provide that can go a long way with students. One is to provide exemplars of the course assignments.
  • Perhaps the most common of these provide direction on being effective self-guided learners. Unless the students in an online course can manage their time and provide some degree of self-motivation, they tend not to do well in a virtual course environment.
  • Brief personal email messages are also appreciated by students
  • Another little extra is the inclusion of brief audio clips
  • The integration of related video material also provides another little extra, especially for those students who tend to be auditory or visual in nature.
  • Knowledge and understanding of such principles can help us find success in the exciting world of online education, and can help us move from the mere uploading of content to creating absolutely riveting online courses.
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    Great article about online course design.
Marjorie Shepard

A Learner-Centered Syllabus Helps Set the Tone for Learning - 0 views

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    "When it comes to a learner-centered syllabus vs. a traditional syllabus, it's not really a difference so much in content as it is in tone," said Paff. "There's a shift in emphasis from 'What are we going to cover?' to 'How can the course promote learning and intellectual development in students?' So it's going to contain roughly the same information, but the language used to convey the policies, procedures, and content is different in order to foster a more engaging and shared learning environment."
Laura Sederberg

OneClick Digital and the Medrano Project: OER as Content, OER as Pedagogy (EDUCAUSE Rev... - 0 views

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    Open Education Resources from Educause Review.
Ann Steckel

WeCanTakeYouThere-Virtual Tours Portal - 0 views

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    WeCanTakeYouThere is a customizable portal from where you can create stunning, professional Virtual Tours combining panoramas, pictures, video, audio, floorplans and objects in 3D. Your tours will be uploaded and placed on a map instantly. Once the tour has been created, you can easily embed it into any website in seconds. It works just like YouTube. Create and share instantly. You can also have your own version of the WeCanTakeYouThere portal and customize it to your liking. Forget about coding and hassles with servers and databases. WeCanTakeYouThere takes care of it all for you. Feel free to use for either personal or commercial use. Your portal and the content uploaded on it can be viewed from any computer and several mobile devices, making it a very powerful marketing tool.
csharrio

Why online ed accessibility is not a "when we get to it" issue - eCampus News - 0 views

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    In the era of online learning, colleges and universities are quickly learning that it's not enough to provide online content-the content must be accessible for all. But how can institutions provide online accessibility; and is it a legal requirement?
Marjorie Shepard

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.474.318&rep=rep1&type=pdf - 0 views

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    The purpose of this experiment was to compare the effects of anonymous and identifiable electronic peer (e-peer) review on college student writing performance and the extent of critical peer feedback. Participants were 92 undergraduate freshmen in four English composition classes enrolled in the fall semesters of 2003 and 2004. The same instructor taught all four classes, and in each semester, one class was assigned to the anonymous e-peer review group and the other to the identifiable e-peer review group. All other elements-course content, assignments, demands, and classroom instruction- were held constant. The results from both semesters showed that students participating in anonymous e-peer review performed better on the writing performance task and provided more critical feedback to their peers than did students participating in the identifiable e-peer review. 
Marjorie Shepard

Problem-Based Learning: Six Steps to Design, Implement, and Assess - 0 views

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    h an embedded problem that will emerge through student brainstorming. Think of a real, complex issue related to your course content. It's seldom difficult to identify lots of problems in our fields; the key is writing a scenario for our students that will elicit the types of thinking, discussion, research, and learning that need to take place to meet the learning outcomes. Scenario
Peter DiFalco

RSC Policy Brief on Copyright (suppressed and retracted) - full PDF - 0 views

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    This is a policy brief prepared for the Republican Study Commission which takes a refreshing common sense approach to copyright reform. Unfortunately, the influence of copyright holders is strong and the brief was retracted and disavowed within hours of its release.
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