1. Best Practices for Facilitating Online Classes and Copyright Issues for Online Educators Carolyn Jo Starkey Assistant Professor LEM Instructional Support Program Alabama State University November 10, 2006

2. The Foundation for Successful Online Facilitation Time Management Skills Discipline and Motivation Synergy and the Online Learning Community Communication Skills Technophobia Access

3. Time Management Skills Lesson Length –Chunk information into 15 to 30 minute segments. Printable Information –Make files that can be printed out. Clear Posting Requirements –Be specific in making assignments for minimum and maximum number of postings on a discussion board.

4. Discipline and Motivation Skills Motivation Beyond Grade –Give students a reason to participate beyond the course grade. Make Presence Felt –Respond to students promptly. –Feedback can be private. Direct Questions –If a student is falling behind, send a private email.

5. Synergy and the Online Learning Community Provide a Course Philosophy –Build an online learning community. Structure Discussion Into the Course –Necessary to build an online community. Structure the Discussion –Control discussion by using guidelines, topics or threads, or chats.

6. Synergy and the Online Learning Community continued Model Appropriate Discussion Board Techniques –Discussion ABCs. Be accurate, be brief, be concise. –Break the Ice. Introductory activity. –Disruptive Students Bring disruptive students under control quickly. –Foster Effective Communication Among Students.

7. Communication Skills Maintain Presence in Course –Make your course more that just a convenient place to turn in work. Give Instructions Clearly –Content, frequency, length, etc. –Clarify quickly when questions arise. Follow students’ Progress –Respond to communication problems quickly. Chat or Videoconferencing –Limit groups to a manageable size.

8. Technophobia Orientation Session –Required attendance at first week or first two weeks. Support Services –Let students know where to go for technical assistance beyond your knowledge. Patience –Be patient with your technologically challenged students.

9. Access Disability Access Network Access and Bandwidth –Take into consideration the slowest network connection available to your students. Varvel, V. (2001). Facilitating Every Student in an Online Course. Retrieved November 1, 2006, from http://www.ion.uillinois.edu/resources/pointersclicker s/2001_03/index.asp. http://www.ion.uillinois.edu/resources/pointersclicker s/2001_03/index.asp

10. Lessons Learned from the Land of Been There, Done That Developers Planning Contact and Support Online Community Content Format Miscellaneous http://www.itrc.ucf.edu/LL/LL_dev.html

11. Lessons Learned from the Land of Been There, Done That Facilitator Contact and Support Online Community Miscellaneous http://www.itrc.ucf.edu/LL/LL_fac.html

12. Lessons Learned from the Land of Been There, Done That Participants Prerequisites Course/Time Management Communication Online Community Attitude Taking the Course http://www.itrc.ucf.edu/LL/LL_part.html

13. Additional Resources for Chat Strategies for Effective Use of Chat Discusses the pedagogical uses of chat and chat management techniques

14. Tutorials for Copyright in Online Classes http://www.lib.ncsu.edu/scc/legisl ative/teachkit/overview.html http://www.lib.utsystem.edu/copy right http://www.ala.org/ala/washoff/ WOissues/copyrightb/federalle gislation/distanceed/distancee ducation.htm

15. A Copyright Checklist for Online Courses Teach Act discussion and copyright checklist can be found at http://chronicle.com/free/ v49/i29/29a02901.htm http://chronicle.com/free/ v49/i29/29a02901.htm

16. Deep Linking – A Copyright Violation? Deep linking discussion and court cases analyses at http://www.eschoolnews.c om/news/showStory.cfm?A rticleID=3789 http://www.eschoolnews.c om/news/showStory.cfm?A rticleID=3789