An introduction to developing and teaching an online course E-learning pedagogy An introduction to developing and teaching an online course By Benjamin Vail 18 June 2007

Preparing to teach Plan to convert an existing course? Take an online course yourself Have someone else review the course materials

Preparing to teach Create course outline Make schedule for completing preparation Remember the start date Choose time unit – week or module Decide when weeks start and end Wednesday-to-Tuesday schedule recommended Give clear directions to students

Preparing students Syllabus quiz Code of conduct quiz Skills survey Be clear about schedule Set communication rules Tell them what software/hardware is required for the course

Skills survey Name: Question Comments Yes No Comments I’ve participated in other online courses I feel comfortable using e-mail I can attach files to e-mail: text files, audio files, and digital images I can open files attached to e-mail I feel comfortable using a discussion board, group area, chat room, or instant messenger I can effectively search for information on the Internet I have used course management software, such as Moodle

Converting an existing course Putting a class online does not mean simply copying the syllabus and lecture notes into online documents It takes as long to develop an e-learning course as it does to teach it Courses can be: 100% online Partly taught online, partly offline Mostly offline, with some online resources

Teaching online Synchronous Asynchronous Teaching: using live video Assignments: students collaborate online Discussion: live chats Asynchronous Teaching: lecture is recorded Assignments: students hand-in work during the week Discussion: Students can post to message board anytime

Student activities Have students do offline reading and activities Group activities – on and offline – are possible

Examples of E-learning Assignments Required reading Question sets & answers Written work Artwork Multimedia presentations Journal entries Fieldwork Interview Book report Web research Self-assessments Parts of a whole (each student researches one part of a topic and they combine their work)

Choose Technology Carefully Don’t use technology just because you can Don’t use courseware features just because they exist Offer technical support to students You don’t need to use only online resources

Before the semester starts Prepare detailed syllabus Make the e-learning requirements clear to students Send welcoming e-mail Prepare course information and post on the program homepage & your Moodle homepage Welcome letter Syllabus Reading list Grading policy Communication plan Expectations of student participation

Preparing your syllabus Be clear about what students can expect from you How to contact you Your e-mail response policy Your late-assignment grading policy Be very clear when stating rules for assignments Policy on plagiarism, cheating, and appropriate communication

Preparing your syllabus Be clear about what you expect from students Where they can get info about the course When you are available to be contacted Any synchronous or asynchronous participation

Preparing your syllabus Example of requirements for students to participate: Access to computer and high-speed internet Adequate English ability Comfortable using Internet and various software Internet searching Multimedia: Real Player Google Video Youtube WMP E-mail Attachments PowerPoint Word Excel

Preparing your syllabus Be sensitive to different cultures and levels of English ability Use specific dates to label weeks of the semester Refer to university’s code of conduct regarding plagiarism, cheating, and appropriate communication

Preparing your syllabus Tell students how to access course materials

Preparing your syllabus Describe the proper sequence of weekly learning activities, e.g. Reading Videos Quiz Writing assignment Group work, discussion

Communication Prompt feedback to students is important E-mail Chat Message boards Skype or other messenger programs

Copyright considerations US agreement on “Fair use”: Non-commercial use Video: up to 10% of original or 3 minutes Text: up to 10% of original or 1000 words Music: up to 10% or 30 seconds

Evaluation of course quality Have colleague review your course materials before teaching Encourage student feedback during the semester Offer opportunity for end-of-semester anonymous student evaluations

Questions? http://humenv.fss.muni.cz/enviro-elearning/about.html