1. Rena M. Palloff, Ph.D. Fielding Graduate University and Crossroads West December 12, 2013 Sponsored by

2. Rena Palloff, Ph.D Faculty, Fielding Graduate University & Principal, Crossroads West rpalloff@fielding.edu Kenneth C. Green, moderator Founding Director The Campus Computing Project & Digital Tweed blogger @ Inside Higher Ed http://campuscomputing.net

3. We are using Adobe Connect. Please enter questions in the text field at the bottom of the Q&A Window. We are monitoring the discussion and will try to bring the Q&A comments into the conversation. We will not use the “raise your hand” feature. We are recording the webinar; the webinar archive and slides will be available later today. Q & A

4. Visitor Pedagogy Technology Content Personal Novice Personal Pedagogy Technology Content Apprentice Pedagogy Technology Content Personal Insider Pedagogy Content Technology Personal Master Technology Content Pedagogy Personal Pedagogy Technology Content

5. Are you a:  Visitor  Novice  Apprentice  Insider  Master

6.  Willingness to learn  Willingness to surrender some control over course design and customary teaching style  Ability to collaborate with peers  Willingness to move away from traditional instruction  Ability to build a support system  Patience with technology  Ability and willingness to learn from others outside the university and within (including students!

7.  Clear instruction about course expectations and assignments  A high level of instructor interaction  A reasonable load in terms of reading, posting, email, and other assignments  Reassurance that their ideas are on track

8.  Prompt, unambiguous feedback  An orientation to the technology in use and also to their classes  Technical support during the hours that they need it

9.  Face-to-face and online sessions  Ability to work as a learner AND an instructor  Customization to instructor and institutional needs  Consideration of past online experience – remember those phases!

10.  Use only the technology that serves learning objectives  Keeping it simple!  Web pages that don’t scroll forever  Limited (but appropriate) use of audio, video, synchronous and other multimedia

11.  Use of intros, profiles, and bios to help create a learning community  Use of ice breaker activities  Use of experience-based exercises or activities  Use of a social area in the course  Basically – how to build a learning community!

12.  Post communication guidelines, including netiquette  Model good communication  Follow up with non-participants  Post clear expectations about assignment completion, participation, timelines, and posting requirements

13.  Ask open-ended questions to stimulate discussions and encourage reflection  Include a variety of assignments, such as case studies, small group work, simulations, and the like, to stimulate critical thinking  Vary course activities to address multiple learning styles, keep things interesting, and encourage engagement  Consider the use of mobile technology as a teaching tool and resource for assignment completion

14.  Encourage self-assessment to see where instructors are and what they need  Create a support network  Design a mentorship program  Provide lots of support and feedback

15.  Personal  Pedagogical  Content  Technical

16.  Let them make mistakes!  Showcase success and excellence  Don’t force it!  Meet them where they are by using the phased approach  Treat instructors the way you want them to treat their students

17.  Don’t go at this alone! Empower and use your MASTERS to help train the others!  Encourage self-development  Provide incentives like release time and food!

18.  Don’t use cookie-cutter approaches  Don’t assume that novices will know what to do with little guidance  Align faculty training with the way that classes SHOULD be taught – use best practices in online teaching  Honor experience!  Use adult-oriented, constructivist approaches for training

19. Institutional Support Self- Development Faculty community Focus on excellence Focus on ongoing training Inclusive planning process Support Student satisfaction and performance

20.  Lessons from the Virtual Classroom – 2 nd Edition (2013)  The Excellent Online Instructor (2011)  Building Online Learning Communities – 2 nd Edition (2009)  Assessing the Online Learner (2008)  Collaborating Online (2004)  The Virtual Student (2003)  Lessons from the Cyberspace Classroom (2001)  Building Learning Communities in Cyberspace (1999) All are published by Jossey-Bass To Contact Rena: rpalloff@gmail.com or rpalloff@fielding.edurpalloff@gmail.comrpalloff@fielding.edu

21. Let’s talk among ourselves!

22. If you’d like to be in touch after the webinar, you can reach me at: rpalloff@fielding.edu rpalloff@gmail.com Or follow me on Twitter: @renapalloff