Michael Wilder will present on preparing to teach an online course and will discuss collaborating with instructional designers to develop online courses, employing strategies to nurture student success, and the process of developing an online course from initial planning through final approval. The presentation will help participants take the next step in preparing to teach online by understanding how to work with a course development team and plan their online course.
2. Presenter:
Michael Wilder
Instructional Design Coordinator
Destiny has led Michael on a dual career path of
both education and technology. As a result, he's
a hybrid with skills and perspectives from both
fields. He has worked as educator and trainer in
a variety of environments, serving as
instructional designer, learning technologies
specialist, Blackboard administrator, and college
faculty.
Preparing to teach an online course
3. Learning Objectives
By participating in this presentation, participants will be able
to take the next step in preparing to teach online.
These steps include:
• Plan and prepare to develop an online course.
• Collaborate with the Office of Online Education toward the
development of a fully online or blended course.
• Employ online teaching strategies that nurture student
success.
4. Questions:
How many have taken
an online course before?
How many have taught
an online course before?
6. Degree Programs Offered
Doctor of Philosophy in Nursing; Nursing Education Track
Doctor of Philosophy in Nursing; Post Doctor of Nursing Practice Track
Doctor of Philosophy in Nursing; Sustainable Health
Doctor of Nursing Practice
Master of Science in Nursing; Nurse Educator Track
Master of Science in Nursing; Family Nurse Practitioner Track
Master's of Hospitality Administration (MHA)
Master’s of Educational Psychology (Fall 2015)
B. S. in Public Administration
B. A. in Social Science Studies
7. How Do We Work Together?
Course
Development
Team
INSTRUCTIONAL
DESIGNER
SUBJECT
MATTER
EXPERT
INSTRUCTIONAL
ARTIST
RESEARCH
LIBRARIAN
INSTRUCTIONAL
APPLICATIONS
PROGRAMER
8. Preparing to teach an online course
Course Development Process
1
CONTENT DEVELOPMENT
3
5
2
4
6
INITIAL CONTACT
COURSE DEVELOPMENT FORM SUBMISSION
FINAL APPROVAL
COURSE DEVELOPMENT TEAM MEETINGS
COURSE DEVELOPMENT FORM SUBMISSIONThe subject matter expert (SME) initiates the
development process by completing the online
course development form.
The subject matter expert meets with OE
representatives to identify learning objectives
and conduct initial planning.
Based upon the educational content delivered by
the SME, all members of the development team
collaboratively organize and create the elements
of the online curriculum.
The course development form is approved by
the academic unit dean, department chair, and
OE director.
The course development team meets regularly
with the subject matter expert to collaboratively
plan and approve the development of online
curriculum.
Once the course has been completed, the subject
matter expert, instructional designer, instructional
design coordinator, and OE director review the
course for completion and quality standards.
11. Definition of Blended
Formal education program in which a student
learns:
1. at least in part through online learning, with
some element of student control over time,
place, path, and/or pace;
2. at least in part in a supervised brick-and-
mortar location away from home;
3. and the modalities along each student’s
learning path within a course or subject are
connected to provide an integrated learning
experience.”
(Clayton Christensen Institute, 2013)
Clayton Christensen Institute, (2013). Key Concepts: Blended Learning. Retrieved from http://www.christenseninstitute.org/key-concepts/blended-learning-2/
12.
13. Quality Assurance
• Evidence-based
• Standards are supported by
literature and best practices in online learning
• Set of 8 General standards and 43 specific review
standards
• Rubric focuses on course design and alignment
(learning objectives, assessments, course activities,
technology, etc.)
14. Preparing to teach an online course
Homework Activity: Initial course planning
Purpose:
The purpose of this activity is to begin thinking about (and sharing) the initial
elements of an online course.
Task:
Review the “Course information worksheet” and the “Course organization
overview” documents, draft some initial information, then share this information
with someone in your group.
Criteria for success:
Participants will have met the criteria for success by drafting basic
information about a proposed online course and discussing this
information with peers.
26. UNLV School of Nursing
The establishing scene presents a 3d animation of the
virtual building.
27. UNLV School of Nursing
Hotspots in three patient rooms and at the nursing station
provide interactivity
28. UNLV School of Nursing
Virtual Gero Floor: Hotspots reveal information
about the clinical case scenario
29. UNLV School of Nursing
In this example, the student clicks to reveal the readings of Pulse
Oximetry Machine.
Other hotspots provide additional information which students check
before answering the Scenario Questions.
36. Preparing to teach an online course
Isolation
The isolation that
many students may
feel in an online
course is the
hardest symptom
for educators to
combat (Palloff &
Pratt, 1999).
37. Preparing to teach an online course
Swift Trust
"The most effective online teachers
get a good start in the very first
week, which is the essence of swift
trust, with online communication.
Once established, swift trust will
carry over into the remainder of the
semester if high levels of action are
maintained."
Coppola, N. W., Hiltz, S. R., & Rotter, N. G. 2004
38. Preparing to teach an online course
Welcome Letter
• Self-introduction
• Course description
• Prerequisites
• Textbook / materials
• Major assignments
• Test dates
• Contact information
• Warm and sincere
• Sets up “swift trust”
Student roster and e-mail addresses obtained through MyUNLV
39. Preparing to teach an online course
Introductory video
Shows that you are:
• Human
• Present
• Prepared
• Available
Explains how the course
works.
Doesn’t need to have high
production values.
40. Preparing to teach an online course
Chickering, A. W., & Gamson, Z. F. (1987).
Seven principles for good practice in
undergraduate education. AAHE bulletin, 3,
7.
41. Preparing to teach an online course
Introductory discussion
post
• Be the first one to post
(model)
• Read and respond to
every student post
• Make the introductory
discussion gradable and
mandatory
42. Preparing to teach an online course
Instructor Web site
• Area of research
• Credentials / Vitae
• Teaching philosophy
• Contact information
• Office hours
• Map to office
44. Preparing to teach an online course
Personal contact
After one week, personally
contact students that
haven’t entered the
course.
Later in the course,
personally contact
students that are
falling behind.
45. Question:
What tips do you have for nurturing the success of
students at the beginning
of the semester?
48. Contact WebCampus Support
IT Help Desk
E-mail: ithelp@unlv.edu
Telephone: 702-895-0777
Hours: 7am – 11pm 7 days a week including
holidays
Web form: http://oit.unlv.edu/help/webcampus
WebCampus Tipsheets: http://wchelp.unlv.edu
How many have developed a course before?
What are some of the challenges?
Explain student fees
Rough 300 – 400 sections online every semester
Approximately 30 new courses developed (or redeveloped) every semester.
Assist with migration of courses from old WebCampus (Vista) to new WebCampus (Learn)
Provide faculty professional development
Investigate and solve user issues in WebCampus
Provide research support
Professional development:
Webinars
Departmental training
Individual training
Tutorials
Handouts
Research support
Learning analytics
Review of literature
Usability
How many have developed a course before?
What are some of the challenges?
Main focus of instructional applications programmers – developing interactive activities for courses
Focus on developing simulated activities that replicate an in class experience
Categorize activities based on their learning objective and Bloom’s taxonomy level of learning
Activities from the base level of Blooms Taxonomy are classified in the Remember and Understand domain. These activities present the student with the base information about a topic, or allow a student to recall information.
Activities from the Apply and Analyze level are used to assess the students ability to apply the knowledge they have gained in the course or analyze materials that one might use in the real world and investigate things further.
Higher level interactive activities usually require more student-student or instructor-student interaction but are some of the most valuable. They use the knowledge gained from the course to develop a students own ideas to assess and construct their own picture. The students will then share their picture with the rest of the class for discussion or with their instructor for feedback.
Examples: Concept mapping activity where a student constructs a concept map around an topic. Jury selection activity where a student reads about each juror’s background then recommends their ideal jury based on a case. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Examples: Given a paragraph of text find the words that are not necessary. Gather information about the relationship the sun has to the earth as it rotates and answer questions based off observations. Utilize knowledge of Pavlov’s experiments to see if you can “train” Pavlov’s dog.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Examples: Compare supreme court members sorted by their areas of education, age, opinions, and other factors, Label parts of the eye and their purpose, Mapping activity identifying different regions.
Examples: Recite a policy. Quote prices from memory to a customer. Know the safety rules. Define a term.
Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.
Students assume a trustworthy experience, but quickly adjust based upon the situation.
If you prove yourself untrustworthy during the first few weeks, it is much harder to gain trust later.
Two weeks before the start of the semester.
E-mailed directly to students.
E-mail the syllabus directly.
Shows organization and preparation.
Gives students confidence.
Consider releasing module 1 early.
Data showing behaviors of successful students
Kevin Gulliver, self produced
Two weeks before the start of the semester.
E-mailed directly to students.
Shows organization and preparation.
Gives students confidence.
Two weeks before the start of the semester.
E-mailed directly to students.
Shows organization and preparation.
Gives students confidence.
Phone numbers obtained from registrar or student survey.
Please set up a poll question here.
Go over these 4 different types of columns.
How to create at least 2 of them
Demo using categories and how that will allow you to exclude or drop either the highest or lowest score
Demo weighted column and explain how that works