Instructor: Kim Round, Ph.D. Week 1 (8/31-9/6): Overview Instructor: Kim Round, Ph.D.

Welcome - Activity Share where you are from in the public chat window! Be sure to welcome others to the course!

Welcome - Overview The course (how it works) Syllabus and expectations (what we will do) Your classmates (who you will learn with) Your team charter (how you will engage with your team) Follow-on Week 1 activities (how you will meet this week’s learning objectives)

Meet Your Instructor and Teaching Assistant

Kim Round, Ph.D. Instructor Jane Larkin, Ph.D. Teaching Assistant

Instructor, Academic Background Degrees Ph.D., Computing Technology in Education, Nova Southeastern University, 2013 Ed.S., Computing Technology in Education, Nova Southeastern University, 2012 M.A., Educational Technology Leadership, George Washington University, 2005 B.S., Electrical Engineering, Merrimack College, 1986 Faculty Appointments Current: Brandeis University and Saint Anselm College Previous: George Washington University and Merrimack College Research Interests Next generation virtual learning spaces Cloud Computing Design Thinking within context of Instructional Design Online Program Quality

Instructor - Administrative Background Director, Instructional Technology & Design Center – Saint Anselm College Faculty Development (flipped classroom, blended and online) Instructional design for online summer school Innovative virtual and physical classroom design Prior administrative positions include: Exec. Director of Online Solutions and Technology, Kaplan Higher Education CIO of Merrimack College Associate Director of Information Technology, Olin College of Engineering

Instructor - The Really Important Facts Son Chris, completing dual Masters in Environmental Science/Public Policy. Engaged to Maggie, who is completing a Masters in Speech Pathology. Married for 29 years to my best friend, Bruce. Son Jeff, completing B.S. Environmental Science.

Teaching Assistant, Dr. Jane Larkin Degrees Ph.D., Higher Education Administration, Boston College, 1989 M.A., Student Personnel, Boston College, 1987 B.A., English, Boston College, 1983 Faculty Appointments Previous: Southern New Hampshire University Research Interests Andragogy Adult Learning Best Practices Past Administrative Roles Dean, School of Advanced Studies, Merrimack College Director of Continuing Education, Boston Architectural College Assistant Dean, Graduate School of Education, Fordham University Center Director, New Hampshire College (now Southern New Hampshire University)

About the Course

About the Course - Basics Fifteen weeks Live Tuesday night meetings Online activities during the week on Canvas Mixture of graduate, undergraduate and non-credit seeking students – mostly graduate students. Highly collaborative

Online Lesson Development About the Course - Content Adult Learning Theory Online Teaching Design Thinking Online Lesson Development Quality Explore learning theories and their application for the online environment. Analyze the unique characteristics of online learners. Compare and contrast online teaching approaches. Apply Design Thinking to understand learner needs, tasks and outcomes, given an instructional scenario. Develop and deliver and online lesson, which leverages best practices in instructional design. Examine online lessons and evaluate effectiveness, based on instructional design and delivery quality rubrics.

About the Course - Resources Adult Learning Theory Merriam, S. & Bierema, L. (2014) Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass. Design Thinking Stanford University Institute of Design (2015) Virtual crash course in design thinking. Retrieved from http://dschool.stanford.edu/dgift. Lesson Building Bonk, C. & Khoo, E. (2014) Adding some TEC-variety. Bloomington IN: Open World Books.

Syllabus and Expectations

Syllabus and Expectations - Syllabus Overview Course description and learning objectives Pacing guide Weekly learning objectives In-class and out-of-class activities Assignment due dates Assignment descriptions Undergraduate and Graduate requirements Grading weights Due Dates Helpful resources (texts, journals, etc) HarvardExt and course policies Academic writing Academic integrity Communications Late work

Syllabus and Expectations - Using Pacing Guide

Syllabus and Expectations - Assignments

Syllabus and Expectations - Individual Assignments Weekly discussions (synchronous and asynchronous) Teaching Practices Contribution Teaching Practices Evaluation (Grad only) Article Analysis (Grad only) Online Lesson Evaluation (Grad only) Peer Review

Syllabus and Expectations - Team Assignments Team Communication Charter Adult Learning Theory Presentation Online Lesson Development Note: Peer review evaluates each team member’s contributions to team projects/assignments. 5% of your overall course grade will be an average of the team peer evaluation scores of your performance.

Syllabus and Expectations - Course Policies Accommodations are gladly given for students with learning differences. Please do work with the Disability Services Office, so you can get the most out of this course. Academic Integrity policies focus on doing your own work and citing resources properly (giving credit where credit is due). Check out the Harvard Extension School Tips to Avoid Plagiarism link listed in the syllabus. We will use APA citation style. Attendance is crucial to your success in the class and also to that of your team. The online nature of the course makes it convenient for those juggling multiple responsibilities (including work travel). Excused absences are given only in the most extreme circumstances (ie. death in the primary family and documented serious illness). Unexcused absences result in a “0” for the weekly discussion grade. Two or more unexcused absences may result in a failed grade for the course. There will be grade penalties for late work. Please refer to the rubric for each assignment on Canvas for details.

Syllabus and Expectations - Activity Share a question you have about the course that has not been discussed in the syllabus. (5 minutes)

Classmates

Classmates – Activity Part 1 Prior to the beginning of class, I asked you to fill out a survey and include a “future life goal”. This week, I emailed to you someone else’s “future life goal”. Now, you need to match the goal to the person. Using Adobe Connect’s Private Messaging (PM) feature, ask each of your classmates if the goal is his/hers until you find the match. When answering classmates through PM, please include your “future life goal” in your response yes/no. This activity will last 10 minutes.

Classmates – Activity Part Two Of the goals shared: Which was the most unusual? Which was the most interesting? Which was the most risky? Which was the most humanitarian? Please share via public chat

Team Communication Charter

Team Communication Charter - Activity Instructional Goal: Develop a team communication plan There are several team assignments due throughout the semester. A communication plan will help facilitate completion This synchronous activity will take 30 minutes Students will break out with their groups into the Adobe Breakout rooms Select a medium through which a shared document can be developed (Google Docs, etc) Submit as a Canvas assignment

Team Communication Charter - Content Collaborate on a shared document, which includes: Group Members – List group members here. Consider whether a Group Leader should be selected. In this case, a Group Leader would be relied upon to communicate deadlines/status with other members, set meetings and agendas with input from the rest of the team. Please keep in mind, if someone has been selected as a Group Leader, they should not have other responsibilities during that week. Teams may also want to consider shifting this responsibility from week to week. Members Skills / Knowledge / Expertise What are the ground rules for engagement? How will we communicate?  How will we handle conflicts? Contact Information

Additional Week 1 Activities

Additional Week 1 Activities – Virtual Field Trip Instructional Goal: Investigate online course layout/materials Learners will: Locate key course resources Verify communication with professor Submit findings through Canvas as an assignment by Sunday night

Additional Week 1 Activities – Discussion Board Instructional Goal: Contextualize adult learning theory foundations Learners will: Review Discussion Board Rubric Post an original reflection by Friday night Post reply to two classmates by Sunday night

Instructor Contact Information Students are encouraged to reach out early and often with questions: Primary: Email kround@fas.harvard.edu Emergency: (ie. Same-day request for excused class absence) Call 978.886.1003 Typically, I will return your communication within 24 hours. However, please allow 48 hours for planning purposes.