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Ten Best Practices for Teaching Online

Ten Best Practices for Teaching Online
J. V. Boettcher, Ph.D. Designing for Learning 2006 - 2013 Minor revisions May 2011 Our knowledge about what works well in online teaching and learning is growing rapidly and that is very good news. Here are ten best practices for anyone just getting started in the online environment. Best Practice 1: Be Present at the Course Site Liberal use of a faculty's use of communication tools such as announcements, discussion board postings, and forums communicate to the students that the faculty member cares about who they are, cares about their questions and concerns, and is generally "present" to do the mentoring and challenging that teaching is all about. When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. We have learned to quantify what it means to "be present." Note: Students who feel abandoned or who feel alone may even post questions, such as "Is anybody there?" References

7 Strategies to Make Your Online Teaching Better This GradHacker post is by Andrea Zellner, PhD candidate in Ed Tech/Ed Pysch at Michigan State University, @andreazellner There is no doubt that online education has arrived in Higher Education. Each year, the numbers of colleges and universities offering online courses increases. 1. 2. 3. 4. 5. 6.Provide support for self-regulation. 7. In the end, there is a lot to consider when teaching online. P.S. What are your tips for teaching online?

Online Course Design: 13 Strategies for Teaching in a Web-based Distance Learning Environment Get Course Design Tips for Enhancing Online Teaching and Learning Good online course design begins with a clear understanding of specific learning outcomes and ways to engage students, while creating activities that allow students to take some control of their learning. It also requires a little extra effort upfront to minimize two of the most common frustrations of online learning: 1. confusing course organization (how course elements are structured within the course); and 2. unclear navigation (what links or buttons are used to access these elements). When learners can’t find what they need or are confused about where to go and what to do, it is harder for them to learn. If you’re looking for best practices in developing online courses, you’ll want to download this FREE special report Online Course Design: 13 Strategies for Teaching in a Web-based Distance Learning Environment. Online Course Design: 13 Strategies for Teaching in a Web-based Distance Learning Environment

EnhancED | Enhancing Education The (Ongoing) Case for Google Drive Microsoft’s Office is the most-used office productivity suite in the world. Redmond claims that one-in-seven humans currently uses the suite. The software is complex; Word itself boasts nearly 1,200 menu items according to an intrepid Google Forum user, Pat... Flipping the Biochemistry Classroom: Making Room for Real-World Problem Solving Columbia University Professor Brent Stockwell came to the Columbia Center for New Media Teaching and Learning (CCNMTL) in the summer of 2013, wanting to talk about his biochemistry course, and what could be done to improve it. EdX: The First Year Working Papers Released Researchers from Harvard and MIT have sifted through data from 17 edX courses to produce a series of working papers on the first year of open online courses. Mozilla's Web Literacy Standard and Its Implications for Educational Technology Wikispaces Adds Quizlet and GeoGebra Widgets for Improved Student Engagement

Tout sur la norme e-learning SCORM 2004 keengwe_0610 Effective Online Teaching As I venture through my online teaching and course development I have been drawn to the question, what does an effective online teacher look like? If I am to develop a good online course then I will need to know what aspect I need to include in the course that would facilitate good online teaching practices. 1. Provide helpful resources on the course site: their summary indicated that “guiding questions helped students focus and develop their projects” (pg. 21) 2. Let students have control over the pace that they work through the course: they did indicate that their findings were mixed and that the more successful students finished the work sooner than the less successful students. 3. 4. 5. 6. 7. 1. 2. 3. 4. Cole and Kritzer (2006) expressed the need to create each unit as a module where all of their objectives, readings, presentations, questions, and activity were presented in one complete block.

Tips for Designing Online Courses by Karin Kirk, Science Education Resource Center, Carleton College Jump down to communicating course content | using projects and case studies | references Online course design is rooted in the same solid principles of face-to-face teaching, but requires additional considerations. Start with the same pedagogic principles of overall course design, such as the Cutting Edge course design philosophy. Set out goals for the course: At the end of the course, I want my students to be able to... Traditional lecturing is replaced by a variety of multimedia communication tools. The default mode of communicating course content, the lecture, is generally absent or minimal in an online course. Options for communicating course content Strive for a variety of methods to appeal to a broad range of learning styles Projects and case studies can actively engage students. Online assignments and assessments present special challenges. Examples: Is the New Madrid Seismic Zone at risk for a large earthquake?

Tools for metacognition Metacognition is an important part of intentional learning, since it involves actively thinking about what you know, what you don’t know, and how you can get better at knowing and applying what you know. A mantra for metacognition State the learning problem with some specificity: identify what you want to know and what you want to do with that knowledgeChoose strategies to solve the learning problem—draw upon your own prior knowledge and the knowledge of othersObserve how you used the strategies—keep a learning journal or blogEvaluate the results: What worked? What didn’t work?Rinse and repeat: Apply successful strategies to new learning problems By definition, metacognition involves individual commitment and reflection. How you as an instructor can help Be a role model Think aloud to show your approach to solving problems. Baby steps Help learners appreciate that they’ll grow to be better learners. A “So what? Metacognition and motivation Of course learners still need to be motivated.

Google's social media shortcomings could stunt Google Plus on campuses Professors and students were excited about Google’s Buzz and Wave, but both platforms fell short of expectations By Dennis Carter, Assistant Editor Read more by Denny Carter Google Plus's 'circles' have drawn educators' interest. College students won’t have to worry about their professors spotting drunken party pictures on Google Plus, the search giant’s latest attempt at social networking. Getting those students and faculty to sign up for a Google Plus account, however, might be difficult, campus technology leaders say. The company’s failed attempts to create a social media site that can compete with Facebook—known as Google Buzz and Google Wave —could dampen excitement about Google Plus , a site that allows the sharing of photos, updates, and recommended content among friends and professionals. Google Plus members can create “circles” that make it easy to pick and choose which online friends you can share certain items with.

Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses Note: This article was originally published in The Technology Source ( as: Charles Graham, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy "Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses" The Technology Source, March/April 2001. Available online at The article is reprinted here with permission of the publisher. The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. We, a team of five evaluators from Indiana University's Center for Research on Learning and Technology (CRLT), recently used these principles to evaluate four online courses in a professional school at a large Midwestern university. Principle 1: Good Practice Encourages Student-Faculty Contact Conclusion References

Five Expectations Students Should Have of an Online Instructor In recent years, online degree programs have become a widely accepted modality for many learners who seek a college degree. Most often, students who choose the flexibility of online college courses have family or work obligations that inhibit their ability to be placed in a traditional classroom. Online learning is a great choice for a student who is a self-motivated, and who is an independent learner. As a higher education instructor, you should recognize the temperament of the learning environment in which you teach as well as what students expect from you. It is important to take the time to set realistic expectations for your online learning environment. Availability As an online instructor, you should be responsive to your students' inquires. Further, students' grades should be returned in a timely matter to ensure that your feedback helps with their future coursework. Professionalism Communication in the online environment requires a degree of "netiquette." Guidance Experience

Guide to Online Course Design [INFOGRAPHIC] Today there are a countless number of tips and tricks when it comes to effective online course design, that it can become confusing where to start. These theories can range from actionable steps to philosophical diatribes, both of which provide their use, but equally are confusing as to where to begin. Enter the “Guide to Online Course Design” infographic by MindFlash. This infographic outlines some of the key components to creating an online course. Naturally, not every item is an absolute necessary (many of which will depend on your needs), but they all do provide value for your online courses. More than ever, it is important that you encourage online interaction and feedback mechanisms for the students in the online courses. With the “bones” (software) in place, you can then begin the fun part: finding content for your course. BlogsWikisGroup Pages (Google)Discussion BoardsVimeoYouTubePowerPoint PresentationsWikisInternet Libraries

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