How to design an online course.

1. ONLINE TEACHING AND
LEARNING RESOURCE
GUIDE
Spring 2013

2. Go to https://www.vcu.edu/cte/resources/OTLRG/index.html

3. Getting Started. . .
 Click on the index on the left to answer the
following questions.
 What are the attributes of online teaching?

4. Faculty Readiness to Teach
Online
 Facilitators in an online environment use a
different and unique set of tools to perform
effectively.
 To reflect your readiness to teach online
Is Online Teaching for Me? Take this quiz and tell
me your results.
http://canter.onlinelearning.net/InstructorCommunity/selfevaluation.html?s=227.q0619133g.0
827012g51

5.  Click on this link
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp
Write a paragraph describing the characteristics of successful online facilitators.
Write a paragraph explaining what online students can expect from their teacher.

6. Student Readiness to Learn
Online
 Self Evaluation Quiz for Potential Online
Students Illinois Online Network , 2000 , Find
out if you have what it takes to be a successful
online student.
 Share your results.
 Discuss the qualities that the online student
should possess.

7.  Tips for Online Success - Learn some tips
for how to get the most out of your online
learning experience. What are the tips?

8. Blended Class
 Define
 Blended or hybrid courses
 Face to face to face courses
 Online courses
 Which type do students performed best in?

9.  Write a paragraph describing the Hybrid Online Model.

10. Course Design
 Explain the ADDIE Model
 Select one of the rubrics to use in evaluating
your site and explain it here.

11. Goals and Learning Objectives
 UW suggests that well-designed, easy-to-
follow lessons with interesting assignments
are the key to a successful learning
experience for the online student.
 What should be included in lessons?

12. Concept Mapping
 How does concept mapping help you design
curriculum? Have you ever used concept
mapping software?
 Click on bubbl.us and practice mapping. Try
to map the ADDIE model.

14. Instructional Design Standards
 Rubric to evaluate online course:
 http://www.csuchico.edu/roi/the_rubric.shtml
 Explain the 6 parts

15. Customizing your Blackboard
site
 You are completing your tutorial now.

16. Online Teaching Toolbox
 Describe some tools in your toolbox

17. Asynchronous vs Synchronous
 Define each
 When would you use each
 Why would you use each
 How would you use each

18. Social Presence
 How can you maintain social presence in your
online course?

19. Preparing Students for Online
Instruction
 Students will experience problems in three
areas. What are they?
 Some students are seasoned online students
and others are new to the environment. How
could you orient them to the expectations?
 How can you alleviate motivational issues?

20. Community
 Community is the central feature of online courses. The
interaction and presence of the people in a community,
coupled with processes that are reflective, constructivist,
and social, and guided by articulated purpose, leads to
the types of outcomes one desires in education – co-
created knowledge, increased self-direction and
transformed self-learning.
 How can you build a community in your online course?

21. 7 Principles for Effective
Teaching
 Good Practice Encourages Student-Faculty
Contact
 Good Practice Encourages Cooperation
among Students
 Good Practice Encourages Active Learning
 Good Practice Gives Prompt Feedback
 Good Practice Emphasizes Time on Task
 Good Practice Communicates High
Expectations
 Good Practice Respects Diverse Talents and
Ways of Learning

22.  Explain each of the principles and the
technology tools you could use to implement
them.

23. Managing Your Online Class
 How can you set expectations?

24. Time Management
 What are some time management tips for
online teachers?

25. Developing a Routine and
Schedule for the Course
 How can you develop a routine and schedule
for the course?

26. Online Ice Breakers
 What is an ice breaker?
 Why do you use them in an online class?
 Review some ice breakers and choose one
you would use in your class.
http://twt.wikispaces.com/Ice-Breaker+Ideas
 Which one would you use?

27. Information Overload
 Technologies can help learners take control of and
manage their own learning. Johnson and Liber (2008)
noted that in using technology to shift the locus of
control over learning to the learner, the ways in which
learners exercise that control becomes an important
educational issue.
 Tools such as RSS feeds, wikis, social bookmarking,
and blogs potentially set up an environment that
allows learners to:
 set their own learning goals
 manage their learning;
 managing both content and process
 communicate with others in the process of learning
 …and thereby achieve their learning goals.

28. Creative Commons and
Copyright
 Definition of copyright (n)
 bing.com · Bing Dictionary
 cop·y·right
 [ kóppee r ]t
 creative artist's control of original work: the legal right
of creative artists or publishers to control the use and
reproduction of their original works
 protected by copyright: controlled or restricted by a
copyright
 get copyright of something: to secure the copyright on
a creative work
 Synonyms: patent, charter, right

29. Fair Use Law
 To ensure a balance of the rights of copyright owners and the
public interest, the law allows you to use copyrighted works
without permission — regardless of medium — when
evaluation of the circumstances suggests the use is fair.
Factors to consider:
 Purpose and character: If your use is for teaching at a nonprofit
educational institution, this is a factor favoring fair use. The scale
tips further in favor of fair use if access is restricted to your
students.
 Nature of copyrighted work: Is the work fact-based, published, or
out-of-print? These factors weigh in favor of fair use.
 Amount used: Using a small portion of a whole work would weigh
toward fairness. But sometimes it may be fair to use an entire
work (such as an image) if it is needed for your instructional
purpose.
 Market effect: A use is more likely to be fair if it does not harm the
potential market for or value of the copyrighted work. But if it
does, this could weigh more heavily against fair use than the
other factors.

30. Creative Commons
 What is creative commons?

31. Academic Integrity
 Academic integrity essentially means
"intellectual honesty": honesty in the use of
information, in formulating arguments, and in
other activities related to the pursuit of
knowledge and understanding. It is a core
principle that underpins how we live and learn
in a community of inquiry.
 Academic integrity can be maintained in
different ways. Write a paragraph explaining
how the different venues can support
academic integrity:

32.  Institution
 Curriculum and Instruction
 Faculty
 Student
 Assessments

33.  What is SafeAssign or Turnitin?

34. Assistive Technologies
 Go to
http://assistivetechnologyforeducation.com/exa
mples-of-assistive-technology/
 Answer these questions:
 What is assistive technology?
 What law requires we provide assistive
technology for students?
 Give some examples of assistive technologies.

35. FERPA
 What is FERPA?
 Give examples of how it is applied in an online
class.

36. Technical Support
 Students will need access to technical support.
 http://rcu.blackboard.com
 Explain RCU’s technical support policy.

37. Managing Student Behavior
 How can you manage disruptive students in an
online class?
 What is netiquette?
 List some netiquette tips?

38. MSU Library Services for Distance
Education
 http://guides.library.msstate.edu/distancelearn
ers
 Click on the website above and listen to the
short video.
 Browse to see services that area available for
online students.
 If you need help, who do you contact?