STRETCH: A Model of Online Instruction Kelvin Bentley Dean of General Education Baker College Online

Overview Search “Tackle” Rethink Elaborate Transition Collaborate Hone

Search Yourself Self-assessment  Schedule  Personality  Technology knowledge Something to think about…  “An instructor who is willing to use collaborative, active learning techniques and ideas, and who allows for personal interaction, brings in real-life examples, and builds reflective practice into teaching, is a good candidate for teaching online”. (Palloff and Pratt, 2002)

“Tackle” New Technologies Instructional Design Software Programs  Adobe Acrobat  Microsoft PowerPoint  Macromedia’s Breeze Macromedia’s Breeze  Quarbon’s Viewlet Presenter Quarbon’s Viewlet Presenter  Macromedia’s Robodemo Macromedia’s Robodemo  Techsmith Camtasia Studio Techsmith Camtasia Studio Course Management Systems  Blackboard  Open-source? Streaming Other Options?  Adapting Publisher Resources

Rethink Syllabus Course Content Interactions Assignments Assessments

Rethink Your Syllabus Specific Course Outcomes Textbook Information Contact Information  Faculty Picture   Phone  Instant Messaging Format  Word, HTML, Acrobat Other Resources  Tutorials  Web pages

Rethink Content Development Content Development Options  Intra-institutional Approach Content Expert, Instructional Designer, Faculty Trainer  Inter-Institutional Approach Consortia  Tennessee Board of Regents Online Degree Programs Tennessee Board of Regents Online Degree Programs  University of Texas TeleCampus University of Texas TeleCampus  UMassOnline UMassOnline  Extra-Institutional Approach Learning Object Depositories  MERLOT MERLOT  MIT’s OpenCourseWare MIT’s OpenCourseWare  ILumina Educational Resources for Math and Science ILumina Educational Resources for Math and Science

Rethink Course Content Learning Styles ADA Compliance Bandwidth Issues Copyright Issues  TEACH ACT and Using Blackboard TEACH ACT and Using Blackboard Other issues?  Example: What investments are necessary to design or develop content for your online courses?

Elaborate Course Interactions Learner-TeacherFacilitating Discussion Board Postings Learner-LearnerSmall-group activities Learner-Guest or ExpertStudents contact experts in the community Learner-ToolsStudents using key features of Blackboard Learner-ContentStudents researching web page content Learner-EnvironmentStudents using online databases to research a paper (Hanna et al., 2000)

Elaborate Assignments and Assessments Assignments  Link assignments to clear learning objectives  Develop rubrics  Provide detailed feedback Assessments  Use varied assessment formats  Provide detailed feedback  Use Proctors Proctoring Policy  Guard against Plagiarism Example: Turnitin.comTurnitin.com

Transition into Online Instruction Teach any of the following types of courses:  Web-enhanced  Hybrid  Online

Collaborate Peer Mentoring Grant-funded course development Colloquia

Hone the Quality of Your Instruction Student Evaluations Rubrics  Rubric for Online Instruction Rubric for Online Instruction Accreditation Guidelines Resources  Distance Education Clearinghouse Distance Education Clearinghouse Conferences  Conference on Distance Teaching and Learning Conference on Distance Teaching and Learning

A Reminder of the Goal “…the marriage of new electronic technologies and newly accepted theories of learning promised to yield a revolution in pedagogy itself. Learning would be customized, self-paced, and problem based. Course instructors would be replaced by designers and facilitators-the “sage on the stage” would become the “guide on the side.” Students would have the ability to model outcomes, conduct experiments based upon well-documented laboratory simulations, rapidly exchange ideas with fellow students and teaching faculty, and where appropriate, join global learning communities…” (Zemesky and Massy, 2004)

References Hanna, D. E., Dudka, M. G., & Runlee, S. C. (2000). 147 Practical Tips for teaching online groups. Madison, Wisconsin: Atwood Publishing. Palloff, R. M., & Pratt, K. (2002). (Eds. K. E. Rudestam & J. Schoenholtz-Reed). Handbook of Online Learning, London: Sage Publications. Zemsky, R., & Massy, W. F. (2004). Thwarted innovation: What happened to e-learning and why. The Learning Alliance, The University of Pennsylvania.

Questions and Further Discussion