Technology Enhanced Instruction - Online Teaching and Learning

Course Management - WebCT, Blackboard, Etudes


• Web CT Presentation
  http://208.185.32.137/main/nph-chat.pl?xmit=join+CMS_WebCt_2002_0222_1231_08
  
  
• Demonstration of ETUDES - 01/16/03 - 01/16/2003 15:11
  http://208.185.32.137/main/nph-chat.pl?xmit=join+michaell001_2003_0116_1511_30
  
  Synchronous / Ascynchronous Communication
  
  
• Chats, MOOs and MUDs
  
  Interaction, Collaboration and Communication - Manila Discussions, Listserv
  
  
• Manila Discussions
  
  Content Development - HTML, Dreamweaver, FrontPage, Manila
  
  
• Dreamweaver - Intermediate CAOS 113Q
• Audio and Video Software for the Web CAOS 117 (3 units)
• Flash CAOS114A (3 units)
• Dreamweaver Ultradev CAOS 115I (2 units)
• Intro to HTML CAOS105 (1 units)
• Web Page Development with HTML CIS89A (3 units)
• Server-side Programming (Perl) CIS89B (4 units)
• Client-side Programming in JavaScript CIS89C (3 units)

• Synchronous / Real-time Collaboration
  Outcome: Facilitate online collaborative learning project activities within class
  
  
• Learning Styles in Online Teaching
  Outcome: Understand student learning styles and how they impact online course design and delivery.
  
  
• Designing Technology Enhanced Instruction - preparing a design document with clear goals and objectives and a plan for course content, assignments, and how technology will be integrated into a class.
  
  
• Howard Gardner: New Forms of Assessment
  Howard Gardner, professor of education at the Harvard Graduate School of Education and originator of the theory of multiple intelligences, discusses student-directed learning, multiple intelligences, and a different approach to assessment. (From a 1997 interview). 5/2/2002
  http://www.glef.org/FMPro?-db=articles1.fp5&-lay=layout%20%231&learnlivekeywords%3a%3ajargonfree=Assessment&-max=200&-token.1=Art%5f975&-token.2=Assessment&-token.3=Innovative%20Classrooms&-token.5=1&-find=&-format=/video/interviewframe.html
  
  
• Mihaly Csikszentmihalyi on Motivating People to Learn
  Mihaly Csikszentmihalyi, Ph.D., psychologist and author of the book, Flow: The Psychology of Optimal Experience, describes what schools and parents can do to promote optimal learning experiences. 4/11/2002
  http://www.glef.org/FMPro?-db=articles1.fp5&-lay=layout%20%231&learnlivekeywords%3a%3ajargonfree=Assessment&-max=200&-token.1=Art%5f975&-token.2=Assessment&-token.3=Innovative%20Classrooms&-token.5=1&-find=&-format=/video/interviewframe.html
  
  
• Grant Wiggins on Assessment
  Grant Wiggins, a nationally recognized assessment expert, shares his thoughts on performance assessments, standardized tests, and more. 1/21/2002 Video | Audio only
  
  
• Multiple Intelligences: Helping All Students Achieve Success in Learning
  Presentation by Joyce Bishop, Professor of Psychology and Online Coordinator, Golden West College http://208.185.32.137/launcher.cgi?channel=cvc001_2003_0129_1600_42&noOnLoad=1
  "Attend" this online workshop. This presentation is about 60 minutes long. Check your computer environment using the wizard. Accompanying handouts are available. http://www.cvc3.org/bishop/handouts.htm
  
  
• Designing and Developing Online Courses - 06/07/2002 13:10
  http://208.185.32.137/main/nph-chat.pl?xmit=join+cvc3_paddoc_2002_0607_1310_12
  
  
• MERLOT_Presentation_by_Patricia_Hanz
  http://208.185.32.137/main/nph-chat.pl?xmit=join+CVC4_Merlot_2002_1112_1612_43
  
  
• The Power of the Internet for Learning and Student Success - 04/19/2001
  http://208.185.32.137/main/nph-chat.pl?xmit=join+cacampus0001_2001_0419_1516_55

• "The andragogic model asserts that five issues be considered and addressed in formal learning. They include
  1. letting learners know why something is important to learn,
  2. showing learners how to direct themselves through information, and
  3. relating the topic to the learners' experiences
  4. people will not learn until they are ready and motivated to learn.
  5. often requires helping them overcome inhibitions, behaviors, and beliefs about learning."
     (Learnitivity, 2002)
  
  
  
• Instructional Design, Educational Strategies, and Hybrid Instruction
  http://ets.fhda.edu/hybrid/orientation/orientation_notes.html
• Facilitating Online Learning
  http://www.webct.com/OTL/ViewContent?contentID=1220371
• Evaluation and Assessment
  Outcome: Develop online quizzes and self tests
  • Discussion / Collaboration Assessment / Grading
    Enhancing Your Courses With Online Discussion, Chpt 4 Grading and Assessment (Heidi)
  • Rubric Development
    (Robert - A)
  • Online Student Evaluation Survey
    QAAL (Valerie)
    http://faculty.deanza.edu/taylorvalerie/stories/storyReader$221
  • Online Course Evaluation (Robert - B)
    Apply the course evaluation rubric (from A)
    Classroom Assessment Techniques (CATS)

• Course Design
• Interaction and Collaboration
• Technology
• Assessment
• Learner Support

• Tues. March 4, 10-12am
• Mon. March 10, 1-3pm
• Thurs. March 20, 10-12am

• Must be faculty
• Must have working knowledge of theory, design and pedagogy of web enhanced instruction
• Must have completed ETS hybrid course,
• Must have instructional design training with emphasis on technology enhanced course development, or online teaching and learning experience teaching online and/or web enhanced classes
• Must have web content development skills
• Must have knowledge of technology for course management - grading, assignments, and communication (synchronous, ascynchronous) funtions
• Must be available to deliver one-unit course

• Bloom's Taxonomy
  http://ets.fhda.edu/hybrid/goals/goals_bloomtax.html
• Writing Educational Goals and Objectives
  http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/index.htm
• Content layout, sequence and navigation
• Affiliated tools - quiz, self test, video, discussion, links
• Guidelines for Good Practice: Effective Instructor-Student Contact in Distance Learning. The Academic Senate for the California Community Colleges
  http://www.academicsenate.cc.ca.us/Publications/Papers/good_practice_distance.html
• WebCT tutorials
  http://www.webct.com/faculty/viewpage?name=faculty_faculty_development
• Multiple learning styles, multiple intellegences
• Accessibility Tutorial
  http://www.deanza.edu/specialed/AccessibleWebIntro.html
  508 Checklist
  http://www.webaim.org/standards/508/checklist
• CVC Training
  http://www.cvc1.org/Events/training.html
  Preparing for your First Course Using WebCT, Advanced WebCT (Quizzes & Assessment Tools, Communications & Collaboration Tools), Designing Accessible Content, ADA Accessibility Issues & Online Learning, Introduction to Prometheus

• Content is core curriculum within the discipline. Core curriculum topics are typically covered to some degree in the introductory classes within the discipline and/or "Everyone teaches it" and/or it is identified as a core area by the discipline's professional organizations
• Content is difficult to teach and learn.
• Content is a pre-requisite for understanding more advanced material in the discipline

• Student-student interaction and/or collaboration
  http://www.webct.com/service/ViewContent?contentID=2734590
• Student-instructor interaction
• Student-content interaction
• Synchronous / Aschynchronous communication
  http://www.webct.com/OTL/ViewContent?contentID=2339346

• Reflection and analysis
• Communication

• Critical thinking strategies
• Practice and application of concepts and skills
• Authentic learning opportunities
• Expectations

• Tutorials
• Access to online resources
• Help

• ETS Hybrid Instruction Workshop
  http://ets.fhda.edu/hybrid/index.html
• http://online.santarosa.edu/catedocs/guide.html
• checklist for assessing/evaluating components of candidate project
• Good Models of Teaching with technology
  http://knowledgeloom.org/practices3.jsp?location=1&bpinterid=1163&spotlightid=1163
• WebCT workshops
  http://www.webct.com/workshops/viewpage?name=workshops_workshop_titles

• Standards - must be aligned with local, state, and national standards, e.g. De Anza Distance Learning Guidelines. De Anza Curriculum Committee, articulation agreements with UC and CSU
  
  
• Assessment - must clearly identify indicators of success to the student
  
  
• Accessibility - must meet the needs of all learners including those with special needs

• Active Learning - Curricular activities rely on virtual and/or real manipulative materials
  • learners interacting with an environment
  • manipulating the objects in that environment
  • observing the effects of their interventions
  • constructing their own interpretations
  • exploration
  
  
• Constructive Learning - Students construct their own understanding building on what they already know and learners construct models to explain observations
  • multiple solutions to problems accepted
  • errors used to clarify and refine knowledge in activity
  • builds on prior knowledge
  
  
• Authentic Learning - Real world tasks and primary sources connect learners to the world around them
  • Meaningful, real-world tasks
  • Case-based or problem-based environment
  • Connections to community, state, world outside of school
  • Personal connection
  
  
• Cooperative Learning - Students work in groups with specific tasks or roles assigned
  • Learners work to complete a common task
  • Learners complete tasks that require communication
  • Learners complete tasks that require individuals to assume separate roles
  
  
• Intentional/Reflective Learning - Students are encouraged to generate their own questions and explain their problem solving strategies
  • Learners articulate the learning goals
  • Learners explain what they are doing and/or strategies they use
  • Learners explain how they find answers
  • Learners manage and/or monitor their own learning