Orientation for Instructors Teaching Online Marriage between pedagogy and technology Karen Harker, January 2007

What experience have you had with online courses? With WebCT?

Types of delivery  Online  Blended  Web enhanced

Remember the marriage thing?  Pedagogy What is different about teaching online? What is different about teaching online? What are the most important “need to knows”? What are the most important “need to knows”?  Technology How do I do it? How do I do it?  Remember – Baby steps are okay!

Course Design  Quality standards / basic expectations for each course  Consistency across courses  Transitioning from text based to online environment  Dynamic environment

Accessing your course  Most of you will access your courses through LCC WebCT – login through the LCC home page  Some of you might teach an “eCampus” course.  What’s the difference?

What does a WebCT online course look like? COR150: Introduction to Corrections LAW170: Correctional Law ENG285: Children’s Literature

Some things are the same...  Seven Principles for Good Practice in Undergraduate Education (Chickering and Gamson, 1991) encourage contact between students and faculty encourage contact between students and faculty develop reciprocity and cooperation among students develop reciprocity and cooperation among students encourage active learning encourage active learning give prompt feedback give prompt feedback emphasize time on task emphasize time on task communicate high expectations communicate high expectations respect diverse talents and ways of learning respect diverse talents and ways of learning

And some things may be different.  Developing learning communities  Communicating with students  Evaluating student work Using the assignment drop box Using the assignment drop box Giving feedback electronically Giving feedback electronically  Writing exams

Keys to Success (at least a start...)  Deal with issues ASAP  Communicate with your students  Set guidelines and procedures that work for you and your students For example, # of postings in the online discussion For example, # of postings in the online discussion  Encourage participation  Promote collaboration and reflection  Facilitate or guide, rather than “teach”  Be willing to laugh – or at least chuckle...  Be patient with yourself!

Successes and Challenges  Fred Neale – SOC160: Introduction to Sociology  Susan Vogelaar – ENG150: Composition and ENG156: Business Writing

Technical Support  Who do I call? On campus, call the help desk at 3333 On campus, call the help desk at 3333 Off campus, call or Off campus, call or Trainers – Jade and Tiel Trainers – Jade and Tiel Course content support – New Media (Brad, Ron, and Jonathan): Course content support – New Media (Brad, Ron, and Jonathan): Instructional support and other stuff – Karen Harker: Instructional support and other stuff – Karen Harker:

Lots of questions...Lots of choices...  How will students submit assignments? How does the assignment directory work? How does the assignment directory work? How do I get feedback to the students? How do I get feedback to the students?  Does my course have an online discussion? How does it work? How does it work? How will I evaluate it? How will I evaluate it? What’s my role in the online discussion? What’s my role in the online discussion?  What format are the exams or quizzes? How do the students “write” them? How do the students “write” them?  What about a synchronous chat?

Time to Play!

What’s next??

Ready to “tackle” an online course?

Resources  Subscribe to “Online Classroom”

References  Chickering, A.W., & Gamson, Z.F. (1991). Applying the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning. 47, Fall San Francisco: Jossey-Bass Inc.