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

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

3. 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)

4. Meet Your Instructor and Teaching Assistant

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

6. 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

7. 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

8. 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.

9. 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)

10. About the Course

11. 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

12. 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.

13. 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
Lesson Building
Bonk, C. & Khoo, E. (2014) Adding some TEC-variety. Bloomington IN: Open World Books.

14. Syllabus and Expectations

15. 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

16. Syllabus and Expectations - Using Pacing Guide

17. Syllabus and Expectations - Assignments

18. 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

19. 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.

20. 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.

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

22. Classmates

23. 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 ed 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.

24. 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

25. Team Communication Charter

26. 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

27. 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

28. Additional Week 1 Activities

29. 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

30. 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

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