1. ESL Online Course Institute March 16-20, 2009

2. Overview  Introductions  Overview of Institute  Exploration of Exemplary Online & Hybrid Courses  Examining our Own Courses  TGI  FINK

3. Welcome

4. All Components Working Together

5. TGI  Did the TGI confirm your beliefs?  Did your TGI surprise you in any way?  How will you revise your course (or your answers to the TGI)?  Was it helpful in starting to think about your course?

6. TGI: Intro to Russian Literature

7. Significant Learning Experiences  Do you have any questions about who your students are, what they like, what they know?  What are your baselines for establishing your ‘human dimension’, ‘caring’ and ‘learning how to learn’ goals

8. Integration of Course Components Goals Objectives Assessments Assignments Class Activities

9. Learning Objectives A statement of a specific, measurable learning outcome. In other words “what will the student be able to do as a result of the lesson?”

10. Multiple Purposes  “Learning objectives are used to guide the attention of the learner toward critical learning messages.  Learning objectives are used to tell the learner what's in the course.  They are used by instructional designers to guide the design of the learning.  They are used by evaluation designers to develop metrics and assessments.” http://www.willatworklearning.com/2006/06/new_taxonomy_fo.html

11. Multiple Forms  Pushkin  demonstrate close reading of text by citing and reacting to specific passages  define themes based on patterns identified through close readings  explain the place of the poet in Russian society at this time period based on the persona exemplified in Pushkin’s poems  explain the role of literature in Russian society at this time period based on the themes exemplified in Pushkin’s poems  demonstrate deep knowledge of Pushkin’s poetry through well- crafted journal entries as judged by the journal rubric

12. Multiple Forms Who was Pushkin (1799-1837)  When did he write?  Who did he write for? Who was the Russian reading audience?  Where does this work fit in his oeuvre?  Where does Pushkin fit in the development of Russian literature?  What was going on in Russian at the time this poem was written?  Who did Pushkin read- what we his literary influences?

13. Objectives  The WebCT environment will provide participants with a ‘sense of place’ through clear structure, and navigation  You will welcome participants to your course by using best practices for establishing closeness and trust in an online environment  Course design will facilitate interactivity based on research and best practices  The framework will reflect instructional design principles such as:  big ideas  focus on performance goals  clear learning objectives  student-centered learning  frequent, meaningful feedback including self-assessment  You will evaluate your own course using a rubric for excellence in online course design

14. Objectives An objective for a course on distance learning -> Online lessons designed by students will demonstrate interactivity based on research and best practices <-  Explain meaning of interactivity and types of interactivity  Define characteristics of interactivity in online environment (synchronous, two-way, initiator, level engagement)  Describe design factors (architecture) that influence interactivity  Differentiate interactions that increase course satisfaction and/or improve learning  Create interactions reflective of best practices in course design

15. Unit 5: Interactivity 1) Objective: explain meaning of interactivity and types of interactivity 1) Quiz/Assignment: Interactivity- definition and types 2) Objective: define characteristics of interactivity in online environment 2) Activity: Use the grid provided to find and describe interactions in our online course. 3) Objective : Describe design factors (architecture) that influence interactivity 3) Activity: Each group has been assigned a section of WebCT to critique. How could your section be improved based on (content). 4) Objective : Differentiate interactions that increase course satisfaction and/or improve learning 4) Activity: Create a rubric for evaluating interactivity in an online course. Objectives=Activities=Assessments

16. Unit 5: Interactivity Content: Taxonomy of interactivity in learning management systems Quiz: Interactivity- definition and types Activity: Use the grid provided to find and describe interactions in our online course. Content: design factors that influence interactivity Activity: Each group has been assigned a section of webct to critique. How could your section be improved to increase interactivity? Content: interactions that increase satisfaction Content: interactions that improve learning Activity: Create a rubric for evaluating interactivity in an online course.

17. How do you get your objectives?  Think of mentoring an apprentice in a guild  Interview someone in your discipline about how they solve problems/approach their discipline- write down the procedure  Write down steps you follow when engaged in scholarly activities  Follow the steps that you wrote down- exactly as written down  Fill in the gaps  Note materials that you refer to