Program for Online Teaching Conference 2014

1. Introduction

2. Introduction
Jim
Marteney

3. Introduction
Jim
Marteney
Professor
Emeritus
Communication
Studies

4. 7 Years Ago Became
Distance Education
Trainer

5. What’s Online Learning?
MOOC’s
not another
word for
Online
Learning
Just as 800
student
lecture not
another word
for seminar

6. Focus Now
on
Quality

7. I was told, “You’re lucky
to be teaching adults.”

8. Variety of Challenges
Learning Styles
Generational
Differences
Pedagogy vs. Androgogy
Digital Natives vs
Digital Immigrants

9. The Key to Class Energy
Class Interaction
Instructor to Student
Student to Instructor
Student to Student

10. The diFFERANCE
BETWEEN AN
ENGAGING ONLINE
COURSE

11. The diFFEReNCE
AND A BORING
ONLINE COURSE

12. STIMULATING DISCUSSIONS
From Facebook to
texting, to
YouTube, our
students are ready
to perform.

13. Higher Order Thinking
Discussions
allow for
higher
order
thinking
skills

14. Structuring a Topic

15. Structuring a Topic
Write Enough
Make your
expectations clear
Add video or links
What is it worth?
Don’t Assume they can read your mind.

16. Creating a Topic
Make the topics
interesting
Don’t create topics with
specific text answers
Require Student Judgment
Require Student Evaluation
Be Creative

17. Give Students Choices

18. Always Sell Your Topic
Why should your
students care?

19. Experts on a Topic
Adds valuable
content and
insight
Students appreciate
experts
Easier to recruit
online experts
Gives you a break

20. Experts on a Topic

21. Discussion Uses

22. Ice Breakers
Not so
successful

23. Ice Breakers
Successful

24. Ice Breakers
Tips
Ask specific questions
Ask interesting questions
Build Trust:
Answer your own questions

25. Ice Breakers
Tips
This may be their first
discussion, make
instructions clear

26. Ice Breakers

27. Ice Breakers
This is the first
step in tearing
down the wall
between
instructor and
student.

28. What Might You Try?
What icebreaker
topics might you use?

29. Topic samples

30. Evaluation Topic

31. User Generated Topic

32. Response to Video

33. Creative Topic

34. Creative Topic
Administration of Justice Course
Introduction to Corrections
“Look back at Chapter 1 and pick
“Look back at Chapter 1 and pick three
one of the types of punishments
types of punishments that weexplain
that we no longer use, and no longer
use, and describe them.”
why you believe we should bring it
back.”

35. Creative Topic

36. User Generated Topic

37. Use Poetry

38. Off the Wall

39. Debate

40. Summarize Homework
Benefit From Tribal Learning
Combine Individual Work
and
Sharing With Others

41. Summarize Homework

42. Summarize Homework

43. Avenue for Thoughts

44. Avenue for Thoughts
Malala Yousafzai

45. Avenue for Thoughts

46. Avenue for Thoughts

47. Avenue for Thoughts

48. Avenue for Thoughts
We can also have some fun
while learning

49. Avenue for Thoughts

50. Avenue for Thoughts

51. Activity

52. Results

53. Results

54. What Might You Try?
What topics might
you use?

55. Grading A discussion
Make Your
Expectations
Clear

56. Grading A discussion
My Rubric
Wanted them to Post Early
Wanted them to Post Often
Wanted them to Respond to Classmates
Wanted Quality Posts

57. Grading A discussion

58. What Might You Try?
What might be your
grading criteria?

59. Putting Students in Groups

60. Putting Students in Groups
Student feels
disconnected in large
group
Would feel more
comfortable in
smaller, intimate
group

61. Putting Students in Groups
Too many in class for
one discussion group
Tough to come up
with original answer as
42nd student
Can make a unique
contribution in
smaller group

62. Putting Students in Groups
Want to create
special groups

63. Putting Students in Groups
First a couple of questions
How many do you
put in a group?
A regular discussion 20
A student project 10-12

64. Putting Students in Groups
First a couple of questions
How do you select
members of a group?
Mix up high achievers with low?
Keep high achievers together?
Have students self select?

65. Putting Students in Groups
First a couple of questions
Do you assign group
responsibilities?
Assigning will save time
Assigning will save frustration
Can rotate assignments

66. Using Group Assessments
Groups of One
Journal Writing
English
Communication
Child Development
Lab Reports

67. Using Group Assessments
Group Projects

68. Using Group Assessments
Group Projects

69. Using Group Assessments
Group Projects
“Parallel Play” Group Projects
“Real” Group Projects

70. Using Group Assessments
“Parallel Play” Group Projects
Group projects where members in the
group are not dependent on each other
to complete the task
They can help and inspire each other but grade
is not dependent on each other

71. Using Group Assessments
“Parallel Play” Group Projects

72. Using Group Assessments
“Parallel Play” Group Projects

73. Using Group Assessments
“Parallel Play” Group Projects

74. Using Group Assessments
Group Projects
“Parallel play” Group Projects
“Real” Group Projects

75. Using Group Assessments
“Real” Group Projects

76. Using Group Assessments
“Real” Group Projects
Members divide duties and responsibilities and
work together to complete the task
Group projects where people in the
group are dependent on each other to
complete the task

77. Using Group Assessments
“Real” Group Projects
Group Class Project:
Work together on a task
Grading Points
10 “bonus” participation from each other
20 evaluation of the final product
80 evaluation of the group process

78. Using Group Assessments
“Real” Group Projects
Group Class Project:
A chapter in a group text.
Chapters will create an eBook

79. Your Experiences
Any ideas for Groups?

80. More than one
way to teach
online.

81. We should not be about creating
educational content.
We should be be about creating
educational experiences.

82. “I never teach my
pupils. I only attempt to
provide the conditions in
which they can learn.”
--Albert Einstein