1. Getting Started with
Online Teaching
Jun Yang
OIT Learning Technologies Group

2. Workshop Objectives
 Apply effective online teaching pedagogies to online course
development
 Identify the basic characteristics and components of an online
course
 Recognize the essential competencies required for teaching
online
 Identify technologies and strategies to use in the course delivery,
interactions and assessments.
 Develop an online course development plan and get started
with course development using design templates.

3. The efficacy of online learning
 In September 2010, the Department of Education
issued a detailed report
http://www2.ed.gov/rschstat/eval/tech/evidencebased-practices/finalreport.pdf
 This analysis demonstrates very convincingly that
online learning methods are, on average, at least as
effective as face-to-face learning.

4. Technologysupported
teaching/learning
Platform
Physical
separation:
invisible students
/professors
Instructorfacilitated,
student-centered
New Roles
Ongoing,
Self-paced
24/7 Online
learning
environment
Asynchronicity
Different ways to
deliver
content, assess
and engage
learners
What makes online teaching unique?

5. What basic competencies do online
teachers need?
 Be comfortable using computer, internet and learning
tools to create and deliver online instruction
 be proficient using the basic LMS features to design,
and deliver online instruction
 Be able to provide students with basic technical
assistance
 Be able to provide detailed, clear and explicit written
instructions
Pedagogical
readiness
&technical
readiness
https://weblearning.psu.
edu/FacultySelfAssessme
nt/
 be able to use different instructional tools to produce
and deliver instruction
 Be able to moderate and facilitate online
communication and learning
 be aware of the accessibility issues associated with
online education

6. Getting Started
Be aware of the two stages:
• Development stage before the term starts
• Teaching stage after the term starts

7. Dr. David will teach a new full online
course in September, 2014.
Since this online course will be converted
from an existing f2f course, he thinks if he
starts course development in mid-May, he
should have sufficient time by devoting
the whole summer for this course.

8. Getting Started
Be aware of the two stages:
• Development stage before the term starts
• Teaching stage after the term starts
Allow adequate development time: 6 months for
a new online course
An online course should be fully developed or at
least most done before the term starts, Why?

9. Key Course
Elements in an
Online Course

10. See one example
1. https://learn.canvas.net/courses/86
2. https://learn.canvas.net/courses/26

11. Getting Started: Steps to online
course development

12. Start: Develop Course Development Plan &
Timeline
Handout

13. Step One: Start from your f2f syllabus
 Review the syllabus
Exam the course learning objectives
Or Set appropriate learning objectives
(Level of learning objectives: Content or Skills/Competency?
asking students to actively engage in the learning objectives )
 How do you teach the current f2f version of the course?
 What are the main problems you are facing at the moment with your
classroom teaching? Which component didn’t’ go well? What learning
outcomes did most students struggle with?
 Are there any skill/knowledge gap for your students?
 What needs to be changed when move online?
Be intentional about the aligning the course content to the course objectives.

15. Step 2
Reviewing/select the content and topics
Modularization of the course content to plan the flow of
content (breakdown)
mapping out the module by module view of readings &
activities & assignments using the module development
template

16. Module Components
Module Components:
Module Introduction
Module Learning Objectives
Module To_Do_List
Required readings
Module lectures
Activities
Assessments
Resources
Module Summary
Module Design Considerations:
1. What do I want my students to get
out of this? To what level and how
well?
2. Which topic in the module might be
difficult to learn for students in an
online environment?
3. What are most effective activities for
the module objectives?
4. What’s the most effective assessment
for this module?

17. Start
Here
Learning
objectives
Module 1
To-do List
Lectures
Overview
Topic one
Topic two
Module 2
Assignments
Learning
Objectives
To-do List
Discussion
Self-check
quiz
Project
Topic three
• Course is organized in modules or units with
each module released on a scheduled time.
With a predictable weekly schedule/Rhythm
Lectures
Assignments

18. First Week: “Read Me First”, “Getting
Started” or “Start Here”
Course Tour
Getting to know each other
Welcome Message
Online
Syllabus
A “FAQs” file
Or “FAQs” in the
Discussion Forum
Technology Skills Survey/
User Computer Skills Survey/Assessments
http://survey.fgcu.edu/Survey.aspx?s=311d40c08e234f9181d7f97e6623fbc
Online learners need course orientation before getting started.

19. Canvas courses
 https://learn.canvas.net/courses/66
 https://learn.canvas.net/courses/65

20. Question to discussion
What do you think about the following
statement?
PowerPoint + lectures + Tests (Exams)
are enough for an online course.

21. Step 3:
Developing activities for each module
to support learning objectives
Schedule and sequence of class
activities
Parallel activities need to be
deliberately built into an online
course at regular space.
http://www.ion.uillinois.edu/resources/
otai/
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Blogging
Case Briefs
Case Studies & Case-based Instruction
Group problem solving/reports
Journaling
Peer Editing
Portfolios
Presentations
Self-assessment tests
Short essays
Individual or group project work
Individual blog reflection or e-Portfolio
Online discussion forums
Reflections
Reviews
WebQuest
Scavenger Hunt
What can you do to get the learner to practice using the information
in a setting similar to what they’d do in the real world?

22. Step 4
Developing assessments to support learning objectives
 Clear-defined instructions and rubrics
 Diverse Array of Assessment Methods __ Formative & Summative

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Minute paper and one sentence summary
Clearest/Muddiest point
Journal, Blog and Wiki
Pre-test
Student-generated test questions
Written assignments: paper and reports
Presentation
Peer Review
Group or individual project
Creating a visual product (a web site, portfolio, audio/ video)
Self-assessments
Quizzes and tests
 Security
 Canvas Assessment tool features: Randomization, time and attempt limits
http://teach.ucf.edu/2010/12/14/effective-online-assessment-scalable-success-strategies/

23. Planning and Designing
 Exam the course learning objectives
 Reviewing the content and topics & Modularization of the
course content to plan the flow of content (breakdown)
 Developing the content
 Developing activities and assessments for each module to
support learning objectives
 Scheduling and sequence of course content and activities
Finalizing Online Course Syllabus

24. An Online Course
Synchronous
Asynchronous
Instructional
Strategies
Instructional
Objectives
Content
Delivery
Interactivity
Assessments
Student-content |Student-student |Student-Instructor
Student
Support

25. Strategies used by online instructors
 Online tutorials and lectures: Deliver content in different
formats/Incorporate online resources for curriculum
 Set clear expectations, guidelines and set ground rules from the start
 Be in regular communication with students using multiple methods
 Incorporate the use of real-time virtual classroom: Adobe connect
 Use adaptive release to force completion of certain content/ force
sequential viewing of content
 Continuous assessment and prompt (automated) feedback. Use a
variety of assessment methods (question banks, projects, groups,
pre/post assessments/, self –assessments)
 Use social tools for collaboration (Wikis, blogs, discussion board, etc…)
 Monitoring and intervention. Track student progress in LMS for ongoing
documentation of student learning and participation.

26. Online Teaching Tools
 Camtasia; Jing; Pronopto
 Streaming Server; Dropbox
 Youtube/Vimeo
 Adobe Connect; Canvas Conference;
Skype
 Audacity; Podcasting; iTunesU
 Wikis; Blogs; Journals
 Google Tools
 Voice Thread, SlideShare; Prezi

27. True or False?
To convert my f2f lectures online, I will record a
bunch of lectures in video format. This should be
sufficient.

28. Instructional Design Consultation Available
We are here to help!
Instructional Designers
Deborah Mateik
Mary Jansen
Jun Yang
Email: elms@umd.edu or
learningtools@umd.edu