1. Recommended Practices for Creating Online Courses and Instruction E-Learning Workshop 2006 University of Sonora Hermosillo, Mexico
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3. For instructors, it can be a way to extend the classroom and make learning more authentic and meaningful.
4. For preservice teachers, it is important to have experience using technology for education, because they will be expected to use technology effectively throughout their careers.
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6. It's one of the best learning management systems (LMS) available.
7. It's a natural gateway into doing more stuff online. Students are already engaged and the web is only a click away.
28. Cognitive constructivism might be viewed as falling more into the realm of educational psychology and is focused on how the learner constructs knowledge internally
37. Learning should be interactive to promote higher -level learning and social presence, and to help develop personal meaning.
38. Meaningful Learning According to Jonassen, meaningful learning occurs when learners are active, constructive, intentional, cooperative, and working on authentic tasks. J onassen, D. H., & Strobel, J. (2006). Modeling for meaningul learning. In D. Hung & M.S. Khine (Eds.), Engaged learning with emerging technologies (pp. 1-27). Dordrecht, The Netherlands: Springer. Human learning is a naturally active mental and social process.
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40. During that activity, learners are continuously constructing their interpretations of their actions and the results of those actions.
43. Meaningful learning is often collaborative. Humans naturally work in learning and knowledge-building communities, exploiting each others skills and appropriating each others’ knowledge.
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45. Jonassen believes that technologies can and should and should become the toolkit for meaning making. This is the theory behind his concept of mindtools .
46. These concepts of meaningful learning, socially constructed knowledge, and social presence all tie into the new crop of social software applications that have suddenly swept the world
55. Objectives are explicit - Make sure that the objectives of the course (and the web pages) are clear for the students
56. Assignments relate directly to objectives - The students need to see that the work they do achieves the objectives of the course. Students should not think that assignments are merely busywork.
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58. Link to Internet resources - Provide links to resources that are known to be available on the Internet and that complement the material presented on your web pages.
59. Refer to extensive text available in hard copy - Refer students to books, articles that may be in a course pack of readings, on reserve in the library, may be checked out of a library, or purchased.
60. Dimension lends complexity - Depth provided by links, color, and graphics. Complexity of the subject is reflected by the links among the pages while each page itself is simple and direct
61. Attractive impression - Reader (student) enjoys working on the web pages. The use of color complements and enhances the presentation. Pages are organized to be aesthetically pleasing.
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63. Outline form - Emphasize the importance of the informational points and the relationship among them.
64. Graphics - Graphics should exemplify and complement the information on the web page.
72. Frequent assignments – They don't have to be worth a lot of points. Even just requiring people to log in weekly to contribute to forum discussions helps keep them involved and creates social presence.
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74. Assignments are short - Assignments are focused on specific information and concepts, so students learn to identify the main point.
75. Use a rubric - Short assignments readily lend themselves to grading with a rubric.
76. Few test questions - Tests are worth relatively little, so cheating is not probable.
77. Test questions involve decisions - Use the test to encourage the students to re-read and re-examine the material to discriminate among alternatives.
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79. Reach the instructor - Response of instructor in less than 24 hours, but in less than 3 hours between 8 AM - 5 PM
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81. In a nutshell, social presence describes how well-connected the students feel to the instructor and each other. - Has a community of learners developed in the course?
82. A high level of social presence will create a warm, cooperative, and approachable learning environment. (Encyclopedia of Educational Tech.)
94. Ask students to introduce themselves, or maybe tell something unique about themselves at the beginning of the course.
95. Include an online syllabus at the beginning of the course that tells students exactly what is expected in the course and when major assignments will be due.
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97. Use collaborative work in large courses to ease your burden for grading and to increase social presence for the students.
99. In large classes, use TA's and structure assignments so that they can grade assignments for you.
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101. Grade them on the quality or thoughtfulness of their responses.
102. Once groups have formed for projects, assign roles that change every few weeks: group leader, spokesperson, secretary, etc.
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104. Be very visible in your course. Don't go away and leave it for a few days. Check in and respond daily. Respond to people's comments in forums and engage in dialog with students. Answer emails on a daily basis.
105. Grade and return assignments promptly. Keep gradebook updated and current.
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