This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
"Where Are You Going, Where Have You Been?" Strategies for Making the Transition from On-Ground to Online Teaching
1. “Where AreYou Going,
Where HaveYou Been?”
Strategies for Making theTransition from
On-Ground to OnlineTeaching
Daniel Facchinetti & Kaitlin Walsh
CTDLC E3 Conference May 28, 2014
2. Who Are You?
Faculty, Staff, Admin, Other?
Taught online before?
Developed an online course?
3. About Charter Oak
Connecticut’s public online college
2592 students enrolled in courses (2012-13)
2325 students enrolled at COSC (FA 13)
• over 80% PT
73% Connecticut Residents
66% Female
Average age 38
600 degrees awarded (2012-13)
5. SME hired
SME drafts
proposal &
orders texts
Proposal sent to
peer reviewer
When
approved, SME
gets 1st
payment
SME maps out
course using
templates
SME delivers
material to ID
ID builds course
in Bb
Registrar adds
course to
catalog
SME signs off,
gets 2nd
payment
Our Course Development Process
6. Guiding Faculty
What sort of guidance do faculty need to envision a full-
semester’s worth of course content before actually teaching a
course?
• Many faculty work on their courses throughout a semester.
• We encourage faculty to plan out the entire course prior to the
beginning of a term. Our course development methodology is built
around that.
• Trying to maintain a consistent look and feel.
• Consistency matters for students with disabilities
• Reducing student anxiety
8. Analysis
Planning an online course involves identifying goals of the
course (student learning outcomes) and analyzing how to
realistically achieve those goals.
Learning objectives have three parts:
• Performance
• Conditions
• Criterion
9. Course Proposal
Addresses analysis, design, and some development
Faculty developer (SME) proposes course within a
template
Proposal sent out for peer review
20. Lost in Translation?
How do we translate traditional teaching methods such as
lectures, discussions or other forms of in-class participation?
• Making the move to “facilitator” or “curator”
25. HIS 101 – US History 1
“The Jamestown settlement was a fiasco!”
Agree? Disagree?
26. Why do this?
More chances to be creative & active in the course.
Not necessarily a direct translation from on-ground
to online, but on-ground methods can serve as a
compass to launch online discussions and activities.
27. Discussions
• How do in-class discussions
translate into structured online
discussion forums?
• Do in-class discussions privilege
the spontaneous production of
ideas?
• Or do online discussion forums
preclude spontaneity?
28. Web Conferences & Engagement
UsingWebEX for:
Office hours
Public speaking projects
Group and team assignments
Instructors provide guidance on final projects (i.e.,
the CPS)
29. Attendance and Participation
What is “classroom time” when an instructor doesn’t have a
classroom?
• What we talk about when we talk about “participation”
30. One instructor’s perspective
“…we want some degree of casual or even
unfounded opinions in the discussions, or they will
just dry up.”
“The research is clear that students want and need to
learn from each other, and too ‘heavy’ an instructor
presence leads to face-classroom type online
classrooms, with the professor downloading all
wisdom and the student being passive and quiet –
this isn’t what we need or want. … we need to be
there but not in a dominating role.”
31. The Official Definition
“Academic attendance” “attendance at an
academically-related activity”
• Physically attending a class
• Submitting an assignment
• Taking an exam, tutorial, computer-assisted instruction
• Attending a study group
• Participating in a discussion
• Initiating contact with the instructor
Charter Oak’s policy – 2 graded
assignments per week
32. Benefits of Asynchronous Learning
Does an asynchronous learning environment benefit certain
types of students or learning styles more than others?
Knowles’ six principles:
• Adults are internally motivated and self-directed
• Adults bring life experiences & knowledge to learning
experience
• Adults are goal-oriented
• Adults are relevancy oriented
• Adults are practical
• Adults like to be respected
33. Thank You!
Daniel Facchinetti - dfacchinetti@charteroak.edu
Dr. KaitlinWalsh – kwalsh2@charteroak.edu
Notes de l'éditeur
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Using WebEx:
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Listen through speakers or headphones
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Type questions and comments in the Chat window
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Watch for peers’ contributions
Scroll up the Chat window to review chat
Session to be recorded
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Instructor’s own voice – each week includes an anecdote
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Weekly summary emails
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Curates materials with links and images
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Interactive webtext
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Good discussions that spark debate and require research. Dan will talk about discussions in a second.
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