Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh

Developing Faculty Learning Communities To Facilitate Migration of Courses From Classroom to Web Ray Guydosh School of Business & Economics SUNY - Plattsburgh Mark Gultek Hotel, Restaurant, Tourism Management SUNY - Plattsburgh John Parmelee Hotel, Restaurant, Tourism Management SUNY - Plattsburgh Karen Volkman Division of Library and Information Sciences SUNY - Plattsburgh

Developing Faculty Learning Communities To Facilitate Migration of Courses From Classroom to Web Ray Guydosh School of Business & Economics SUNY - Plattsburgh Mark Gultek Hotel, Restaurant, Tourism Management SUNY - Plattsburgh John Parmelee Hotel, Restaurant, Tourism Management SUNY - Plattsburgh Karen Volkman Division of Library and Information Sciences SUNY - Plattsburgh

Start the semester before teaching your first online class If possible have co-instructor privileges to see assignments submitted by other students Online Mentoring: Observe a Class As A Student

Participate in class discussions Do assignments Do the “library” research expected of the rest of the class Follow deadlines Faculty Observer Responsibilities

Students had difficulty attaching files Students had difficulty including pictures and text Students lost assignments because they didn’t use multiple windows Students had difficulty logging into the SLN system Observation: Level of Computer Literacy

Use step by step screen captures to show computer basics such as running multiple applications Provide detailed log-in instructions Display SLN Help Desk information in a prominent location Observer Solution: Add Computer Basics

Students became lost in the the module organization Students didn’t understand what was due to be completed by a particular date Students didn’t understand that each week they had to complete several different types of activities Observation: Roadmap

Provide a consistent module organization throughout the course Always have the same elements occur in each module Follow a consistent day of the week pattern for each module’s completion Observer Solution: Roadmap Consistencies

Students don’t tend to read more than one or two screens of information Students have difficulty following instructions Students have difficulty following text sequences Observation: Reading Patterns

“Chunk” large presentations into smaller bits Use PowerPoint for instruction where students need to follow a logical sequence Specifically instruct students to print out text you have written in a more lengthy document Observer Solutions: Reading Problems

Perception that online means easy; not a lot of time commitment Tendency to minimize assignment and discussion responses Tendency to write in short “check off” style when more thoughtful responses are required Observation: Assignment Expectations

Make assignment expectations very explicit Let student know when you expect them to research and not just give their own opinion in response Use the first assignment/discussion grade to insure they are aware their response was deficient Observer Solutions: Explicit Expectations

Discussions tend to start slowly The level of participation increases as the deadline approaches One or two students tend to lead the discussion Some students tune out completely from the discussion Observation: Discussion Participation

Students must be forced to start participating early in the module State that credit will not be given for all discussion participation occurring on the last day of the module Count each module participation It is very important to immediately give grade feedback on discussions Observer Solutions: Grading and Deadlines

Watch the discussion to make sure your “leaders” are on track Intervene as quickly as possible if your discussion goes off-track Add extra items, such as issues or references to other articles to keep your “leaders” interested Observer Solutions: Monitor

Observe online class flow Observe student level of interaction Observe online behavior Observe problematic technology areas Faculty Observer Benefits

Observer gives guidance when instructions are confusing Observer can serve as assignment guinea pig Observer gives pedagogical feedback of what worked and what didn’t work online Veteran Faculty Benefits

Developing Faculty Learning Communities To Facilitate Migration of Courses From Classroom to Web Ray Guydosh School of Business & Economics SUNY - Plattsburgh Mark Gultek Hotel, Restaurant, Tourism Management SUNY - Plattsburgh John Parmelee Hotel, Restaurant, Tourism Management SUNY - Plattsburgh Karen Volkman Division of Library and Information Sciences SUNY - Plattsburgh

Technological Pedagogical Behavioral Course Design Concerns

Technological Pedagogical Behavioral Course Design Concerns Behavioral Classroom Management

Common Cause Different Manifestation Behavioral - Classroom Management

Adding Class Late Late Appearance in Course Behavioral: Procrastination

Back of Room (Baseball Cap Phenomenon) Low Participation Behavioral: Disengagement

Marsupial Online Analogy Placental Mammal Traditional

Marsupial Animals of the class of mammals that produce their young partly developed and carry them for a time in a pouch. Analogy Placental Mammal Animals of the class of mammals having a placenta; all mammals except monotremes and marsupials

Thylacine Wolf (The Thylacine, Thylacinus cynocephalus, a carnivorous marsupial now believed to be extinct, also known as the Marsupial Wolf. )

Kangaroo Deer

Marsupial Online Analogy Placental Mammal Traditional

Adding Class Late Late Appearance in Course Behavioral: Procrastination

Greater Tendency To Consult Competence Not Assumed Less Embarrassment Classroom Management Online Setting

Low Frequency of Consultation Competence Assumed Embarrassment Classroom Management Traditional Setting

Why A Difference ?

Willingness to Admit Difficulty New Type of Environment Opportunity To Demonstrate Competence Two Heads Better Than One Experience As Teacher Technology Foundation Provides Justification

A number of students don’t appear in the class until the second (or third) week Late arrivals affect an online class more than traditional classes Observation: Bureaucracy KARENKAREN

Build in extra time; especially during the first two weeks of class Assume you will lose the first week Don’t cover content material the first week The goal of the first week(s) is to have the students acclimate to the online environment Observer Solution: Bureaucracy KARENKAREN

KARENKAREN

Classroom Issue or ProblemManifestation/Consideration In Online Environment Adding Course LateIce-Breaking Exercise / Minimize "Real" Material No-ShowsLetters, , Phone Calls, Web Page Late AssignmentsComputer Inflexibility / Discussion Requires Others Illness/ Missed ClassExtended Time Horizons DisengagementContributions Can Be Graded Discussion HoggingPrivate Communication Directing A DiscussionNeed For Supervision RebellionControl of Access Late AssignmentsFlurry of Last-Hour Discussion / Early Assignments “Missing” AssignmentsComputers Are Infallible CheatingAlteration of Evaluation Methodology Gut CourseNeed To Manage Expectations

Developing Faculty Learning Communities To Facilitate Migration of Courses From Classroom to Web Ray Guydosh School of Business & Economics SUNY - Plattsburgh Mark Gultek Hotel, Restaurant, Tourism Management SUNY - Plattsburgh John Parmelee Hotel, Restaurant, Tourism Management SUNY - Plattsburgh Karen Volkman Division of Library and Information Sciences SUNY - Plattsburgh

Common Field Coordination and Communication Closer Learning Opportunities Facilitating Opportunities Suggestions for Success Team Teaching

Familiarity with the methodology necessary to achieve a field based objective. Understanding problems and limitations within a common field. Common Field Advantages

Sharing the workload. Complimenting teaching styles. Assist with mechanical issues. Coordination and Communication

The need to monitor for redundancy and related concerns. The advantages of flexible course coverage. Coordination and Communication

Reducing pedagogical uncertainty for inexperienced faculty The ability to provide synchronous responses to peer questions especially dealing with mechanics. Facilitating Opportunities for Faculty Training and Development

The mentor advantage. Cross training opportunities between experienced and inexperienced faculty. Facilitating Opportunities

Establish team dynamics and goals as a priority. Employ effective communication techniques to enhance course flow. Suggestions for Success

Assess student achievement on a continual basis to monitor curriculum effectiveness. Recognize individual and team success. Suggestions for Success

Developing Faculty Learning Communities To Facilitate Migration of Courses From Classroom to Web Ray Guydosh School of Business & Economics SUNY - Plattsburgh Mark Gultek Hotel, Restaurant, Tourism Management SUNY - Plattsburgh John Parmelee Hotel, Restaurant, Tourism Management SUNY - Plattsburgh Karen Volkman Division of Library and Information Sciences SUNY - Plattsburgh

1. OVERCOMING THE AMBIGUITY AND SKEPTICISM 2. CONDUCTING A PRE-INSTRUCTIONAL ANALYSIS 3. NOT JEOPARDIZING GOALS AND OBJECTIVES OF THE COURSE 4. SELECTING THE “RIGHT” KINDS OF ASSIGNMENTS 5. SETTING THE DEADLINES 6. STRUCTURING THE COURSE 7. YOU ARE A “GUIDE ON THE SITE” INSTEAD OF A “SAGE ON THE STAGE” 8. VALIDATING & EVALUATING THE COURSE CHALLENGES OF DESIGNING A WEB COURSE FOR THE FIRST TIME - BY MARK GULTEK

Ambiguity among students Experience discrepancy Skepticism in the academia 1.OVERCOMING THE AMBIGUITY AND SKEPTICISM

Is the course suitable for online teaching? Are the delivery methods appropriate? 2. CONDUCTING A PRE-INSTRUCTIONAL ANALYSIS

The objectives and goals should not change Make sure objectives are clearly defined 3. NOT JEOPARDIZING GOALS AND OBJECTIVES OF THE COURSE

Objectives should guide the assessment Assignments should invite thinking not just replicate the content Immediate and ongoing feedback 4. SELECTING THE “RIGHT” KINDS OF ASSIGNMENTS

Very clear to communicate the requirements to the students. 5. SETTING THE DEADLINES

Developing an organized structure For each lesson and module, there is an assessment 6. STRUCTURING THE COURSE

The transition from the traditional role 7. YOU ARE A “GUIDE ON THE SITE” INSTEAD OF A “SAGE ON THE STAGE”

Pre-design issues Post-design issues 8. VALIDATING & EVALUATING THE COURSE

Developing Faculty Learning Communities To Facilitate Migration of Courses From Classroom to Web Ray Guydosh School of Business & Economics SUNY - Plattsburgh Mark Gultek Hotel, Restaurant, Tourism Management SUNY - Plattsburgh John Parmelee Hotel, Restaurant, Tourism Management SUNY - Plattsburgh Karen Volkman Division of Library and Information Sciences SUNY - Plattsburgh

Developing Faculty Learning Communities To Facilitate Migration of Courses From Classroom to Web Questions ? Comments ? Praise and Applause ??

Developing Faculty Learning Communities To Facilitate Migration of Courses From Classroom to Web Ray Guydosh School of Business & Economics SUNY - Plattsburgh Mark Gultek Hotel, Restaurant, Tourism Management SUNY - Plattsburgh John Parmelee Hotel, Restaurant, Tourism Management SUNY - Plattsburgh Karen Volkman Division of Library and Information Sciences SUNY - Plattsburgh