Ten Best Practices for Teaching Online
Quick Guide for New Online faculty
J. V. Boettcher, Ph.D.
Designing for Learning 2006 - 2013
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in title, tags, annotations or urlNo Significant Difference - Presented by WCET - 0 views
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Quoting Mr. Russell from the introduction to his book,
"These studies tell me that there is nothing inherent in the technologies that elicits improvements in learning. Having said that, let me reassure you that difference in outcomes can be made more positive by adapting the content to the technology. That is, in going through the process of redesigning a course to adapt the content to the technology, it can be improved."
This idea is reflected in the history of the No Significant Difference literature. Over the last 50 years, the question for media comparison studies (MCS) has evolved from, "Can students learn at a distance?" to "What is the effect of distance delivery on student outcomes?" Over the years, especially since the internet revolution, the conviction that distance delivery is necessarily inferior to face to face instruction has faded a bit. As we accept that it is not the technology itself, but the application of technology, that has the potential to affect learning, it is our hope that future research will strive to identify the instructional methods that best utilize technology attributes to improve student outcomes.
Author discusses new book on interdisciplinarity | InsideHigherEd - 0 views
Ten Best Practices for Teaching Online - 1 views
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"Traditional courses have long focused on tools and techniques for the presentation of content. Traditional concerns from faculty focused on covering the material, getting through the book and meeting expectations so that faculty in other courses won't muse and wonder, "Didn't you learn these concepts from faculty X?" And "Didn't you study the work and contributions of ____ (Fill in your favorite who)" A major drawback with designing for content as a priority is that it focuses attention on what the faculty member is doing, thinking and talking about and not on the interaction and engagement of students with the core concepts and skills of a course. The new focus on learners encourages a focus on learners as a priority. The new focus on the learner is to develop a habit of asking, what is going on inside the learner's head? How much of the content is being integrated into their knowledge base? How much of the content and the tools can he/she actually use? What are students thinking and how did they arrive at their respective positions? Additionally, we are seeing a shift to looking at the student no only as an individual, but as an individual within the learning community. Other questions that we are now considering include: How is the learner supporting the community of learners and contributing to the overall growth of the group? "
Take A Look Inside The Infographic Mega-Tome, "Knowledge Is Beautiful" | The Creators Project - 0 views
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“I start with the idea, and usually a question. Something that typically stupefies me, bewilders me, or frustrates me,” McCandless tells The Creators Project in an interview. “And then the question becomes a concept, and the concept becomes a graphic.”
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A great and effective data visualization begins with an accurate and well-structured data set, a compelling story and an intention or a goal for getting the information across, explains McCandless. The visual structure comes into play only at the end of the research stage, following the pages and pages of spreadsheets a reader never gets to see. “This work is about 80% research and 20% design,” he explains.
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He felt he could relate.
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The End Of Apps As We Know Them - Inside Intercom - 1 views
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Sketch systems, not screens.
New ways to grade more effectively (essay) - 1 views
Students Aren't Coddled. They're Defeated. | Just Visiting - 0 views
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We have divorced school from learning, and this is the result. For most of my students, the purpose of school is to do well in school so you can climb the ladder to the next part of school.
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Other than its credentialing function, much of school is viewed as unrelated to their futures.
Study: Faculty members skeptical of digital course materials, unfamiliar with OER - 1 views
Babson Group reflects on final report on online education enrollments - 0 views
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In fall 2002, about 27 percent of administrators said faculty members accepted online courses as a legitimate method of delivering education. When the Babson Group ran its survey last fall, 29.1 percent of administrators said the same. The report describes that lack of progress as a “continuing failure of online education.”
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“We’ve basically reached a point where everybody for whom [online education] is important for their institution is fully on board,” Seaman said.
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Other than helping students who may not have been able to physically attend classes pursue higher education, distance education has had “very little impact,” he said.
I Have Seen the Glories of the Grading Contract... | Just Visiting | Inside Higher Ed - 1 views
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