Henry - The Diigo Meta page

• 22 Sep 15
  

  Kimberly MacCurdy

  e-learning Online teaching

• 31 Aug 15
  

  Lisa Kidder

  iot

• 31 Mar 15
  

  cvs2020
• 14 Nov 14
  

  scho0410
  • Effective teaching presence includes the design and development of learning activities and the facilitation of both social and cognitive processes (Garrison, et al., 2000). Quality learning experiences occur in online education when strategies are designed specifically to engage the learner (Hawkes & Coldeway, 2002).
• 12 Oct 14
  

  eleanor adika

  online learning instructionaldesign pedagogy eLearning

• 11 Aug 14
  

  normaedith
• 30 Jul 14
  

  Eric Holt
  • for the purpose of this article we are considering factors such as sound pedagogy, creating an effective and engaging learning environment, generating meaningful learning experiences and promoting high student satisfaction.
  • an excellent online course is one in which the student is able to focus on the course itself and the medium of delivery becomes transparent to this process. It is one that is designed for delivery within the online medium and as such makes sound pedagogical use of the tools available in order to engage and immerse the student in the learning experience. It also creates learning groups, activities and situations that put the students in charge of their own learning. All of this takes place within a supportive and safe environment, allowing them to construct their own understanding of the subject material.
  • Principle 1: The online world is a medium unto itself.
  • There are vastly different dynamics in online versus on campus courses. To name a few: students review material, read instructions and participate in activities without classmates and instructors physically present. There isn’t someone standing nearby to offer comment and clarification. Communication is often asynchronous and commonly in written form.
  • the online instructor needs to provide distinct pathways through the material, providing a clear route to those students who either have previous knowledge of the content, or who are picking it up quickly. At the same time there needs to be another pathway that provides more detailed background material for those students who either want or need more information about a particular concept.
  • Simply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended (Ellis & Hafner, 2003).
  • lengthy lectures don’t tend to work online.
  • the material tends to be more static, reduced to a frame of content; a talking head. Because of this insight, much shorter clips were created, using brief excerpts of important points along with the addition of visual material such as PowerPoint™ slides.
  • Ferguson & Wijekumar (2000) found the preparation of their material to be the most time-consuming part of the process.
  • Principle 2: In the online world content is a verb.
  • Rather than merely presenting learners with content, online instruction needs to purposefully and strategically engage learners in activities and interaction (Koszalka & Ganesan, 2004; Sadik, 2004).
  • while a course most certainly involves content, it also involves things such as interaction, dialogue, and coaching.
  • the instructor role is moving from provider of content to designer of student learning experiences (Collins & Berge, 1996; Garrison, Anderson & Archer, 2000; Sieber, 2005) and a facilitator who structures a learning environment where students actually contribute to course content (Conrad, 2004; Sieber, 2005).
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in, in order to meet the objectives of the course (Carr-Chellman & Duchastel, 2000).
  • Principle 3: Technology is a vehicle, not a destination.
  • It is therefore important to emphasize that an increase in technology does not necessarily mean an increase in learning, and can in fact, lead to an increase in problems (Mandernach, 2006)
  • It is only through constant evaluation and examination of the tools that we use that we will continue to make sound pedagogical decisions for their implementation. We must also be aware of the ever changing dynamic of our audience.
  • aspects of technology – like all components of an effective course – should be chosen according to how they help meet the learning objectives (Levin et al, 1999). To achieve excellence in online education, these resources must be applied judiciously.
  • Principle 4: Great online courses are defined by teaching, not technology.
  • The instructors in Hopper and Harmon’s (2000) exemplary online courses were competent, highly skilled and diligent. They had a good sense of humour, were excited about their content areas, and had high, clearly articulated expectations. They cared about their students, were confident, fair and were masters of effective feedback.
  • Specific aspects of online teaching that are reported to contribute to enhanced learning and student satisfaction also include: quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).
  • a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them” (King, 1998, p. 30).
  • Principle 5: Sense of community and social presence are essential to online excellence.
  • It is through sustained communication that participants construct meaning (Garrison, et al., 2000) and come to a more complete understanding of the content.
  • One significant way to promote a sense of community is to develop social presence (Aragon, 2003; Rovai, 2002)
  • A simple and useful description of social presence is that it refers to the degree to which someone is perceived as a real person in mediated communication (Gunawardena, 1995; Gunawardena & Zittle, 1997).
  • They need connection, contact and a sense of realness and immediacy (Gunawardena & Zittle, 1997; Melrose & Bergeron, 2006; Rettie, 2003).
  • Social presence and a sense of community are influenced by many things, including collaborative learning activities (Aragon, 2003), enhanced communication (Steinweg, et al., 2006), use of humour (Aragon, 2003), small group activities (Rovai, 2002)
  • Once a sense of community has been established, it is very important to continue to foster it and encourage the members of that community to participate and support one another.
  • Principle 6: Excellence requires multiple areas of expertise.
  • In some larger institutions as many as eight experts are involved (Hawkes & Coldeway, 2002). These include content expert, instructional designer, editor, team manager, graphics and media designer, webmaster, library consultant and external reviewer. In some cases, however, this array of experts is simply not available and faculty members must serve in multiple roles (Hawkes & Coldeway, 2002).
  • Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
  • In an online course, students need to be able to find everything they need to be successful learners
  • One thing in particular they need to find is a well-developed and articulate study guide (Carr-Chellman & Duchastel, 2000; Ko & Rossen, 2004). The guide is the student’s link to things such as content, assignments, group activities, and is the tool that leads the students through the course.
  • The instructor needs to anticipate where students will go wrong or get lost in the course and either modify the course design to minimize these areas or address these questions with tips, Frequently Asked Question (FAQ) areas or other means.
  • They must also request constant feedback from students on the course content itself and draw attention to areas of anticipated confusion or problems.
  • Principle 8: Excellence comes from ongoing assessment and refinement.
  • Evaluation is essential and should cover at least two important areas: course effectiveness and course efficiency (Ellis & Hafner, 2003). Were the learning outcomes attained (effectiveness) and did the pedagogical tools used in the courses facilitate the attainment of those outcomes (efficiency)?
  • Ciavarelli (2003)
  • assessment should provide diagnostic feedback that helps “the student to improve learning, the teacher to improve the instructional process, and the institution to improve its curriculum, support services, and infrastructure” (p. 16).
  • continuous evaluation of student learning and the openness to refining objectives, content and use of technology are all elements that must be considered in course development (Ferguson & Wijekumar, 2000; King, 1998).
  • There are many ways in which feedback can be collected from within the course: discussion forums, feedback assignments, daily or weekly reflections, journaling assignments and, of course, formal course evaluations.
  • Principle 9: Sometimes the little extras go a long way.
  • Discussion forums, specific to the assignments can be set up, and these help, but exemplars provide much more specific direction. At the very least, detailed rubrics that outline the methods for evaluation will help to reduce the anxiety that students have.
  • brief guides and tutorials placed throughout the course and designed to help students with the skill necessary in order to make the most of an assignment or activity can go a long way to reducing student stress and increasing the quality of the work they produce as well.
  • the most common of these provide direction on being effective self-guided learners.
  • Many college and university websites offer student guides to help them be successful in taking online courses. Examples are listed in the Appendix at the end of this article.
  • Brief personal email messages are also appreciated by students (Whipp & Schweizer, 2000).
  • setting calendar reminders to help keep students on track can also go a long way to easing stress.
  • Another little extra is the inclusion of brief audio clips.
  • directed specifically to the students as opposed to being a recorded lecture segment (Aragon, 2003).
  • The integration of audio helps create social presence by reflecting the emotions and establishing the friendliness of the instructor to the students (Aragon, 2003).
  • The integration of related video material also provides another little extra, especially for those students who tend to be auditory or visual in nature.
  • many resources are becoming available to share and reuse legally. Creative Commons is recommended as a powerful new tool for educational activities (Pitler, 2006). See the Appendix for links to further information.
  • Adding little extras to courses can include things such as exemplars, rubrics, guides, tutorials, personal email messages, calendar reminders, audio clips and video segments.
  • Conclusion
  • It is not sufficient to be a content expert. Nor is it sufficient to be “tech-savvy”. It is not even sufficient to be an excellent traditional classroom teacher. Because the online world is a categorically different environment a particular blend of skills and knowledge is necessary if success is to be found in this domain. Based on our review of the literature and our own online teaching experience this blend includes an understanding that the online world is a medium unto itself and that the delivery of content requires action; that technology must be used wisely and that a sense of community is essential; that many areas of expertise are needed and that an effective web interface must be provided; that ongoing assessment and refinement must be carried out, that little extras often go a long way, and that while technology is the vehicle for online courses, that vehicle is driven by good pedagogy. Knowledge and understanding of such principles can help us find success in the exciting world of online education, and can help us move from the mere uploading of content to creating absolutely riveting online courses.

  • Being Successful in Online Courses: Links to Online Resources

      Grossmont – Cuyamaca Community College District: Tips for Online Success: http://www.gcccd.net/online/tips_success.htm

     

      UMBC: Tips for Online Success: http://www.cps.umbc.edu/aps/ Tips_for_ Online_Success.asp?SnID=2

     

      Ivy Tech Community College of Indiana: Success Tips for Online Students: http://www.ivytech.edu/distanceed/orientation/resources/success/

     

      EDUCAUSE Quarterly: How Students Develop Online Learning Skills: http://connect.educause.edu/library/abstract/HowStudentsDevelopOn/40009?time=1189404960

     

      Creative Commons

      Share, Remix, Reuse — Legally: http://creativecommons.org

  56 more annotations...

• 03 Feb 14
  

  Karen Bellnier
  • Principle 1: The online world is a medium unto itself.
  • Principle 2: In the online world content is a verb.
  • The roles for both students and teachers are changing in the online world
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks
  • n order to meet the objectives of the course
  • Principle 3: Technology is a vehicle, not a destination.
  • The developers were conservative and prudent in their application of technology and the courses were sometimes even austere.
  • Online educators must be ever critical of the technology relied upon to engage students in learning.
  • Principle 4: Great online courses are defined by teaching, not technology.
  • assignments
  • The use of technology, like all aspects of a course (including assignments, activities and approaches to assessment) should align with and stem from course objectives
  • Principle 5: Sense of community and social presence are essential to online excellence.
  • Students cannot be left on their own and be expected to wade through massive amounts of content. They need connection, contact and a sense of realness and immediacy
  • Principle 6: Excellence requires multiple areas of expertise.
  • Developing and offering online courses simply requires more skills than are usually found in a single person
  • Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
  • Principle 8: Excellence comes from ongoing assessment and refinement.
  • Principle 9: Sometimes the little extras go a long way.
  • detailed rubrics that outline the methods for evaluation will help to reduce the anxiety that students have.
  • especially so when the audio segment is directed specifically to the students

  18 more annotations...

• 05 Dec 13
  

  Yukon syl

  An absolutely riveting online course: | Henry |
  Canadian Journal of Learning and Technology
  V34 Winter 2008
  ISWo RRU Week 4

  pedagogy teaching education e-learning isworesources

• 23 Oct 13
  

  JR Dingwall

  eLearning pedagogy instructionaldesign Online

  • considering factors such as sound pedagogy, creating an effective and engaging learning environment, generating meaningful learning experiences and promoting high student satisfaction.
  • Principle 1: The online world is a medium unto itself.
  • It is not just another learning environment, like a separate classroom down the hall; it is a categorically different learning environment.
  • Even supplementary materials such as PowerPoint™ slides, course notes and handouts usually need to be adapted, with explanatory content added (Ferguson & Wijekumar, 2000).
  • Principle 2: In the online world content is a verb.
  • In their exploration of exemplary online courses Hopper and Harmon (2000) found that subject content tended to be mastered by doing more than by reading or listening
  • Oblinger and Hawkins (2006) suggested that institutions wanting to develop and deliver online courses should ask themselves: “Do we confuse providing content with creating a learning environment or delivering a course?” (p. 15).
  • Principle 3: Technology is a vehicle, not a destination.
  • It is only through constant evaluation and examination of the tools that we use that we will continue to make sound pedagogical decisions for their implementation.
  • Principle 4: Great online courses are defined by teaching, not technology.
  • quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).
  • Regardless of how stellar the content or how wondrous the technology, if they are to be excellent, online courses must also involve excellent online teaching.
  • Principle 5: Sense of community and social presence are essential to online excellence.
  • Since web-based courses do not have face-to-face contact and the wide array of non-verbal cues that such contact brings (Gunawardena, 1995), they have the potential to become static and impersonal (Zirkle & Guan, 2000).
  • Principle 6: Excellence requires multiple areas of expertise.
  • Why do the online readings say the links have expired?
  • Some teams are quite simple and involve two or three areas of expertise: an instructor, instructional designer and an internet/technical specialist (Ferguson & Wijekumar, 2000; White, 2000). In some larger institutions as many as eight experts are involved (Hawkes & Coldeway, 2002).
  • Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
  • Because students often feel somewhat disoriented at the beginning of classes, they tend to search for and depend on a central document, or syllabus, to explain the entire geography of the course; how to proceed and where everything is (Ko & Rossen, 2004).
  • The instructor needs to anticipate where students will go wrong or get lost in the course and either modify the course design to minimize these areas or address these questions with tips, Frequently Asked Question (FAQ) areas or other means.
  • Principle 8: Excellence comes from ongoing assessment and refinement.
  • Evaluation is essential and should cover at least two important areas: course effectiveness and course efficiency (Ellis & Hafner, 2003).
  • This approach helps achieve what Biggs (1999) referred to as the constructive alignment between the learning objectives and the method of delivery and assessment.
  • Principle 9: Sometimes the little extras go a long way.
  • As well, brief guides and tutorials placed throughout the course and designed to help students with the skill necessary in order to make the most of an assignment or activity can go a long way to reducing student stress and increasing the quality of the work they produce as well. Perhaps the most common of these provide direction on being effective self-guided learners.
  • Adding little extras to courses can include things such as exemplars, rubrics, guides, tutorials, personal email messages, calendar reminders, audio clips and video segments. These additions, and others like them, often go a long way in contributing to student satisfaction and learning.
  • Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education 32(3), 347-364.
  • Ellis, T. J., & Hafner, W. (2003). Engineering an online course: applying the ‘secrets’ of computer programming to course development. British Journal of Educational Technology, 34(5), 639-650.
  • Ferguson, L., & Wijekumar, K. (2000). Effective design & use of web-based distance learning environments. American Society of Safety Engineers, 28-32.
  • Hopper, K. B., & Harmon, S. W. (2000). A multiple-case study of exemplary internet courses. Education at a Distance [Online]. Retrieved January 17, 2007 from http://www.usdla.org/html/journal/SEP00_Issue/story04.htm
  • Oblinger, D. G., & Hawkins, B. L. (2006). The myth about online course development. Educause Review. Retrieved January 17, 2007 from http://www.educause.edu/ir/library/pdf/erm0617.pdf

  • Appendix

     

      Being Successful in Online Courses: Links to Online Resources

      Grossmont – Cuyamaca Community College District: Tips for Online Success: http://www.gcccd.net/online/tips_success.htm

     

      UMBC: Tips for Online Success: http://www.cps.umbc.edu/aps/ Tips_for_ Online_Success.asp?SnID=2

     

      Ivy Tech Community College of Indiana: Success Tips for Online Students: http://www.ivytech.edu/distanceed/orientation/resources/success/

     

      EDUCAUSE Quarterly: How Students Develop Online Learning Skills: http://connect.educause.edu/library/abstract/HowStudentsDevelopOn/40009?time=1189404960

  30 more annotations...

• 20 Oct 13
  

  Ya-Yin Ko

  principles online learning design instructional design

• 19 Oct 13
  

  Briar Jamieson

  eLearning pedagogy teaching education Online e-learning instructionaldesign community WWEOPEN13

• 15 Oct 13
  

  online-learning

• 

  Lorette Calix

  shared from a Mooc https://opencourses.desire2learn.com/d2l/le/content/6669/viewContent/1066/View

  online learning course design

• 

  Jocelyne Lahaye

  online course instructional design

  • much shorter clips were created, using brief excerpts of important points along with the addition of visual material such as PowerPoint™ slides.
  • The online world is a medium unto itself and if instruction is to be effective, material for online courses needs to be developed with the unique strengths and dynamics of the web in mind (
  • instructor role is moving from provider of content to designer of student learning experiences (Collins & Berge, 1996; Garrison, Anderson & Archer, 2000; Sieber, 2005) and a facilitator who structures a learning environment where students actually contribute to course content (
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in, in order to meet the objectives of the course
  • It is a mistake to add bells and whistles just because they’re available
  • Rather, aspects of technology – like all components of an effective course – should be chosen according to how they help meet the learning objectives
  • In fact, a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them”

  • Social presence and a sense of community are influenced by many things, including collaborative learning activities (Aragon, 2003), enhanced communication (Steinweg, et al., 2006), use of humour (Aragon, 2003), small group activities (Rovai, 2002) and it is an essential part of online learning. It is also not simply enough to create community. Once a sense of community has been established, it is very important to continue to foster it and encourage the members of that community to participate and support one another.

     
  • The instructor needs to anticipate where students will go wrong or get lost in the course and either modify the course design to minimize these areas or address these questions with tips, Frequently Asked Question (FAQ) areas or other means.
  • It is not enough to simply inform students of these areas, the instructor must request that students respond once they have found the required information or activity in question.
  • Assessment is particularly important in an online environment because “educational technology expands more rapidly than anything else that we have encountered and can morph into educational forms that we have not encountered”
  • provide exemplars of the course assignments.
  • At the very least, detailed rubrics that outline the methods for evaluation will help to reduce the anxiety that students have.
  • brief guides and tutorials placed throughout the course and designed to help students with the skill necessary in order to make the most of an assignment or activity
  • Perhaps the most common of these provide direction on being effective self-guided learners.
  • Brief personal email messages are also appreciated by students
  • Another little extra is the inclusion of brief audio clips.
  • The integration of audio helps create social presence by reflecting the emotions and establishing the friendliness of the instructor to the students
  • The integration of related video material also provides another little extra, especially for those students who tend to be auditory or visual in nature.
  • Of course, the inclusion of additional resources in websites and online courses requires an understanding of the issues of fair use and copyright

  • Adding little extras to courses can include things such as exemplars, rubrics, guides, tutorials, personal email messages, calendar reminders, audio clips and video segments. These additions, and others like them, often go a long way in contributing to student satisfaction and learning.

     

  19 more annotations...

• 14 Oct 13
  

  Patrice Prusko

  course design community

  • the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology.
  • distinct pathways through the material, providing a clear route to those students
  • material that works well in a traditional environment does not necessarily work in the online environment
  • retooled, converted or redesigned
  • PowerPoint™ slides, course notes and handouts usually need to be adapted
  • entire onsite version videotaped
  • Even if they have been successful in class, lengthy lectures don’t tend to work online.
  • much shorter clips were created, using brief excerpts of important points along with the addition of visual material
  • faculty members who tend to think that their preparation for an online course will primarily consist of uploading lectures and creating quizzes are in for a few surprises
  • unique strengths and dynamics of the web in mind
  • content alone is not sufficient to result in or to guarantee excellence
  • Online instruction involves much more than posting a series of readings or a standard curriculum to a website
  • online instruction needs to purposefully and strategically engage learners in activities and interaction
  • content was not simply deposited for review. Rather, students were actively involved in it and thereby mastered it.
  • providing content with creating a learning environment or delivering a course?”
  • Quality learning experiences occur in online education when strategies are designed specifically to engage the learner
  • less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in
  • increase in technology does not necessarily mean an increase in learning, and can in fact, lead to an increase in problem
  • chosen according to how they help meet the learning objectives
  • quick turnaround time
  • frequent and engaged
  • goals and objectives that are clearly stated
  • all aspects of a course (including assignments, activities and approaches to assessment) should align with and stem from course objectives
  • The learning outcomes are developed first, and then the course is designed and delivered by determining what pedagogical tools will best facilitate student attainment of each goal
  • a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them”
  • Creating a sense of community is one of the main objectives in any class
  • It is through sustained communication that participants construct meaning
  • a deeper rather than a surface approach to learning is encouraged
  • Without this connection to the instructor and the other students, the course is little more than a series of exercises to be completed.
  • hey need connection, contact and a sense of realness and immediacy
  • Teachers need to work to develop community
  • collaborative learning activities
  • enhanced communication
  • small group activities
  • Because students often feel somewhat disoriented at the beginning of classes, they tend to search for and depend on a central document, or syllabus, to explain the entire geography of the course; how to proceed and where everything is
  • brief guides and tutorials
  • Brief personal email messages

  35 more annotations...

• 14 Mar 13
  

  Carole Wooldridge

  ELearning

• 10 Oct 12
  

  layla h
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments

  4 more annotations...

• 10 Jul 12
  

  Jane Sprangers

  elearning success design course excellence education pedagogy Online

• 24 Jun 12
  

  Rich Stevenson
  • One significant way to promote a sense of community is to develop social presence
  • The integration of audio helps create social presence by reflecting the emotions
• 20 Jun 12
  

  Gautam Sen

  PJEOLT LEARNING DESIGN TEACHING E-LEARNING

• 16 Jun 12
  

  Arno Dirks

  pamoja curriculum_development online_teaching education tech

• 12 Jun 12
  

  Christopher Stormer

  onlineteaching

• 03 Jun 12
  

  Lisa Martin

  eLearning pedagogy social presence

• 01 Jun 12
  

  Irene Watts-Politza

  This is an additional resource for building our courses that explores excellence in web-based teaching.

  eLearning community teaching

• 04 May 12
  

  tonyburke

  elearning webdesign

• 27 Apr 12
  

  Ellen Graber

  teaching online

• 23 Apr 12
  

  Erin McCloskey

  faculty development resource basics

• 22 Nov 11
  

  Patrick Jordan

  online_teaching

• 01 Nov 11
  

  Louise Fechter

  eLearning pedagogy teaching education e-learning instructionaldesign Online community

• 01 Oct 11
  

  Nicole, Ph.D.

  eLearning pedagogy instructionaldesign e-learning highered

• 22 Sep 11
  

  Jill Lyall

  E-learning

• 01 Sep 11
  

  Jeannette Campos

  content online_learning CILA TOREAD

• 31 Aug 11
  

  Rob Parsons

  elearning

• 

  Tim D

  What makes an absolutely riveting online course? http://j.mp/qQgALV HT @shantarohse

• 30 Aug 11
  

  Simon Fowler

  pedagogy Online education teaching research

• 

  Jim Julius

  http://www.gcccd.net/online/tips_success.htm

  distanceed principles instructionaldesign facdev

• 

  Melissa Venable

  online elearning teaching education pedagogy research instructionaldesign

• 15 Aug 11
  

  Martin Gough
  • a course most certainly involves content, it also involves things such as interaction, dialogue, and coaching.
  • instructor role is moving from provider of content to designer of student learning experiences
  • facilitator who structures a learning environment where students actually contribute to course content
  • We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in, in order to meet the objectives of the course (Carr-Chellman & Duchastel, 2000)
  • quick turnaround time by instructor on email and assignments
  • engaged contact and individual feedback
  • “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it
  • “keep the course objectives in mind, and omit any material that does not support them”
  • social presence is that it refers to the degree to which someone is perceived as a real person in mediated communication
  • Creating a sense of community is one of the main objectives in any class (Benfield, 2001) and is also an essential part of the online learning environment
  • Without this connection to the instructor and the other students, the course is little more than a series of exercises to be completed.
  • Because students often feel somewhat disoriented at the beginning of classes, they tend to search for and depend on a central document, or syllabus, to explain the entire geography of the course; how to proceed and where everything is (Ko & Rossen, 2004).
  • course effectiveness and course efficiency (Ellis & Hafner, 2003). Were the learning outcomes attained (effectiveness) and did the pedagogical tools used in the courses facilitate the attainment of those outcomes (efficiency)?
  • One is to provide exemplars of the course assignments. Students don’t tend to have the same opportunity to clarify assignments, and quell that pre-assignment anxiety as onsite students.
  • detailed rubrics that outline the methods for evaluation will help to reduce the anxiety that students have.
  • Unless the students in an online course can manage their time and provide some degree of self-motivation, they tend not to do well in a virtual course environment.
  • Brief personal email messages are also appreciated by students
  • Another little extra is the inclusion of brief audio clips. There is something particularly connecting and compelling about hearing a voice.

  16 more annotations...

• 31 Jul 11
  

  tim mcnamara

  delicious-1011

• 11 Jun 11
  

  Iain Williamson

  Useful for Online training...

  IB Online Training

• 06 May 11
  

  Stephanie Whyte

  eLearning

• 03 May 11
  

  Allison Ruda

  EDU6325 Fall River

• 26 Apr 11
  

  jenn stevens

  pedagogy learning instructional_design education elearning online distanceEd blended highered

• 29 Mar 11
  

  Sally Walters

  pedagogy technology elearning

• 14 Feb 11
  

  Joe Pacino
• 02 Feb 11
  

  Colleen Worrell

  An absolutely riveting online course: Nine principles for excellence in web-based teaching

  teaching

• 27 Jan 11
  

  Lesley Reilly

  eLearning education teaching pedagogy community Online e-learning

• 

  cmadland

  eLearning education teaching pedagogy instructionaldesign community riveting

• 24 Dec 10
  

  Tim Moss

  Nine principles for excellence in online learning

  web2.0 teaching learning distance_learning

• 17 Dec 10
  

  Julie Wilson

  instructionaldesign

• 06 Dec 10
  

  ETLO ETLO

  This article offers a set of principles, gathered from experts in the field and the authors’ own experiences, to support teaching excellence in the online world.

  ETLO_ADVFAC online instructionaldesign SessionOne excellence

• 06 Nov 10
  

  LuAnne Holder

  Canadan Journal of Learning and Technology

  instructional design teaching presence social presence eLearning pedagogy CoI

• 23 Oct 10
  

  Rob Merkus

  elearning instructionaldesign pedagogy online learning design

• 16 Oct 10
  

  Deb Bruxvoort

  e-learning pedagogy instructionaldesign

• 15 Sep 10
  

  Richard Terry

  education elearning connectivism networked-learning

• 28 Jul 10
  

  Amy Sugar

  elearning online teaching education pedagogy instructionaldesign learning e-learning

• 01 Jul 10
  

  bgreenst

  online e-learning education learning assessment article distance_learning buxton_cohort

• 07 Jun 10
  

  Heidi Olson

  Good overview for important principles for online development

  eLearning education online teaching pedagogy development design course design

• 30 May 10
  

  Joh Fra03

  6705 best practices

• 03 May 10
  

  julie gahimer

  9 principles of online teaching

  onlinebestpractices

• 13 Apr 10
  

  Julie Martin

  Onine Pedagogy General

• 23 Mar 10
  

  Jenny Ellwood

  online courses research

• 18 Mar 10
  

  Learning McDonald

  from the canadian journal of learning and technology

  eLearning instructionaldesign coursedesign articles

• 23 Feb 10
  

  nickgee

  elearning e-learning online teaching pedagogy education theory

• 09 Feb 10
  

  Stephanie Affield
• 08 Feb 10
  

  Sharon Gallagher
  • One thing in particular they need to find is a well-developed and articulate study guide
  • The guide is the student’s link to things such as content, assignments, group activities, and is the tool that leads the students through the course.
• 06 Feb 10
  

  Keith Landa
  • hese ideas are not intended to be a comprehensive guide
  • The online world is a medium unto itself
  • Even if they have been successful in class, lengthy lectures don’t tend to work online
  • faculty members who tend to think that their preparation for an online course will primarily consist of uploading lectures and creating quizzes are in for a few surprises.
  • In the online world content is a verb
  • engage learners in activities and interaction
  • from provider of content to designer of student learning experiences (
  • Technology is a vehicle, not a destination
  • spects of technology – like all components of an effective course – should be chosen according to how they help meet the learning objectives
  • Great online courses are defined by teaching, not technology.
  • requent and engaged contact
  • goals and objectives that are clearly stated
  • earning outcomes are developed first, and then the course is designed and delivered by determining what pedagogical tools will best facilitate student attainment of each goal
  • Sense of community and social presence are essential to online excellence
  • It is through sustained communication that participants construct meaning (Garrison, et al., 2000) and come to a more complete understanding of the content.
  • perceived as a real person in mediated communication
  • Excellence requires multiple areas of expertise.
  • simple to get content online. But as mentioned above, an excellent course requires much more than making content available to students
  • wo or three areas of expertise: an instructor, instructional designer and an internet/technical specialist
  • A content expert is necessary but not even close to sufficient
  • A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course
  • study guide
  • Frequently Asked Question
  • Excellence comes from ongoing assessment and refinement.
  • discussion forums, feedback assignments, daily or weekly reflections, journaling assignments and, of course, formal course evaluations
  • Sometimes the little extras go a long way.
  • provide exemplars
  • detailed rubrics
  • brief guides and tutorials
  • personal email messages
  • audio clips
  • related video material

  30 more annotations...

• 04 Feb 10
  

  Peter Monether

  pedagogy elearning e-learning instructionaldesign facilitation

• 

  Denise Herrenbruck

  turn off public sticky notes\nFAV

  pedagogy onlinelearning coursereading

• 

  Alison Hapka

  education teaching e-learning

• 15 Jan 10
  

  Sandra Earl

  accessibility education teaching online learning course design design tips and tricks

• 30 Nov 09
  

  Haiyan Zhou

  pedagogy elearning online-learning principles

• 04 Nov 09
  

  Natalie Lafferty

  e-learning pedagogy online learning instructional design

• 02 Nov 09
  

  Mickey Schafer

  eTeaching

  • it is a categorically different learning environment
  • provide distinct pathways through the material,
  • imply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended (Ellis & Hafner, 2003).
  • lengthy lectures don’t tend to work online.

  2 more annotations...

• 26 Oct 09
  

  Tony Hirst

  "This article explores excellence in web-based teaching. Drawing on the views of experts in the field and the perspective of their own years of experience, the authors compiled a list of 9 principles to provide direction in the search for online excellenc

  online learning elearning education course bestpractice

• 26 Sep 09
  

  Melanie Jennings

  online learning education elearning technology session1 advancededc etloadvfac

  • great online courses are defined by teaching, not technology

    • And the type of teaching necessary for "great" online teaching is is in large part quite different from the type of teaching necessary for "great" face-to-face teaching.
    Add Sticky Note
  • In our view, an excellent online course is one in which the student is able to focus on the course itself and the medium of delivery becomes transparent to this process.

    • How far are we from reaching this reality (the medium becoming transparent to the process)?

    • We're still struggling with transparency in FTF technology integration.
    Add Sticky Note
  • allowing them to construct their own understanding of the subject material.

    • This is a difficult concept for me to grasp. Maybe I'm holding on too tightly to *control* of the learning outcomes. Does "allowing them to construct their own understanding" mean that students may leave with an incomplete understanding of the content I'm charged with teaching them?

    • I think the whole idea of constructivism has the teacher as part of the learning, not the sage with the right answer but a participant that acts as a guide and even a learner along side. The role of teachning then becomes reciprocal between students and teachers. I don't think you have to control the learning to have the outcomes in mind. Some of them will have limited understanding or even misconceptions but learning should be revisited in an ever deepening cycle if it is to be enduring. Maybe through that revisiting opportunities to address misconceptions will be apparent.
    Add Sticky Note
  • There isn’t someone standing nearby to offer comment and clarification. Communication is often asynchronous and commonly in written form. In the classroom, if an instructor is losing the class because a lecture is dragging, he or she can change gears or topics, pick up the pace or suggest a quick break. Not so in the online world.
  • At the same time there needs to be another pathway that provides more detailed background material for those students who either want or need more information about a particular concept.

    • Multiple pathways - or multiple approaches to the mastery of a single concept... Very difficult to achieve in a face-to-face setting. Online learning is ideally suited to this!
    Add Sticky Note
  • It is not just another learning environment, like a separate classroom down the hall; it is a categorically different learning environment.
  • Simply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended
  • The roles for both students and teachers are changing in the online world (Collins & Berge, 1996; Sieber, 2005) and one of those changes is that the instructor role is moving from provider of content to designer of student learning experiences

    • I hope I'm up to this challenge - "designer of student learning experiences."
    Add Sticky Note
  • students actually contribute to course content

    • From my experience teaching online high school courses, it seems we are far from this. Maybe it is our current approach? Maybe we have not provided the scaffolding necessary for students to learn to participate in content creation meaningfully (as in more than a lackluster answer to a lackluster discussion question).
    Add Sticky Note
  • Even if they have been successful in class, lengthy lectures don’t tend to work online.
  • Originally her approach was to integrate previously successful best practices but had evolved into a “smorgasbord of jazzy supplements with little thought placed on their value, role and importance within an education context” (p. 7). Mandernach also discovered that despite the outward, tech-savvy appearance of her course, the pedagogical effectiveness had actually decreased.

    • AMEN! I love technology as much as (or more than) the next person, and I have taken a course just like the one described here. It was pure distraction - long on "cool," short on content.
    Add Sticky Note
  • masters of effective feedback
  • Specific aspects of online teaching that are reported to contribute to enhanced learning and student satisfaction also include: quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).
  • It is through sustained communication that participants construct meaning (Garrison, et al., 2000) and come to a more complete understanding of the content.

    • Is this the case with all students? I don't learn this way. I'm not trying to be a "Negative Nelly" - just want to avoid painting all students with a broad brush.
    Add Sticky Note
  • It is also important to emphasize that community will not happen on its own.
  • Those new to designing and delivering online courses tend to quickly gain an appreciation for the magnitude of the process.

    • Truer words have never been spoken! ;-)
    Add Sticky Note
  • Online educators must be ever critical of the technology relied upon to engage students in learning. It is only through constant evaluation and examination of the tools that we use that we will continue to make sound pedagogical decisions for their implementation.
  • In an online course, students need to be able to find everything they need to be successful learners and how to do so easily.
  • Ideally assessment should provide diagnostic feedback that helps “the student to improve learning, the teacher to improve the instructional process, and the institution to improve its curriculum, support services, and infrastructure” (p. 16).
  • One is to provide exemplars of the course assignments.
  • Perhaps the most common of these provide direction on being effective self-guided learners. Unless the students in an online course can manage their time and provide some degree of self-motivation, they tend not to do well in a virtual course environment.

    • Do students actually read these guides and tutorials - the ones that help with self-guiding, time-management, and motivation?
    Add Sticky Note
  • Another little extra is the inclusion of brief audio clips. There is something particularly connecting and compelling about hearing a voice.
  • Of course, the inclusion of additional resources in websites and online courses requires an understanding of the issues of fair use and copyright (Pitler, 2006).
  • One thing in particular they need to find is a well-developed and articulate study guide (Carr-Chellman & Duchastel, 2000; Ko & Rossen, 2004). The guide is the student’s link to things such as content, assignments, group activities, and is the tool that leads the students through the course.

    • I tend to like to have this "study guide" through the course in one place only! In the EfE courses, those can be found separately for each session and are available throughout the course. In some classes I have taken, the instructor, with good intentions of providing assistance to students in a number of places, obviously failed to update all those places when revising the course before recycling it for the next semester. Much, much, much conflicting information! Very confusing! If I keep it all in one place, I will avoid this problem of incomplete course revision.
    Add Sticky Note

  22 more annotations...

• 05 Sep 09
  

  Nelba Quintana

  Nine principles for excellence in web-based teaching
  

  education teaching e-learning

• 24 Aug 09
  

  MnSCU Faculty Development

  This article explores excellence in web-based teaching. Drawing on the views of experts in the field and the perspective of their own years of experience, the authors compiled a list of 9 principles to provide direction in the search for online excellence. The principles include: the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology. The list is not intended to be an exclusive set of principles or a comprehensive guide to online teaching. Rather it is a collection of important ideas and suggestions for teaching excellence in the online world.

  distance-learning teaching-excellence course-design

• 01 Aug 09
  

  Belinda Donaldson

  article on creating a riveting online cource

  elearning technology listofskills skills online_skills community collaboration

• 28 Jul 09
  

  Andrea Zellner
• 

  Cherice Montgomery

  EXCELLENT article - ought to be applied to teaching in general.

  OnlineLearning edtech pedagogy CurriculumDevelopment for:ckendall for:kidmozart for:jessicahaxhi

  • different dynamics, material that works well in a traditional environment does not necessarily work in the online environment
  • Once uploaded, the lecture is no longer a “live” presentation with the potential for interaction
  • takes significant time
  • Do we confuse providing content with creating a learning environment or delivering a course
  • facilitation of both social and cognitive processes
  • ess dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in

  4 more annotations...

• 09 Jul 09
  

  Fernando Sánchez Zamora

  This article explores excellence in web-based teaching. Drawing on the views of experts in the field and the perspective of their own years of experience, the authors compiled a list of 9 principles to provide direction in the search for online excellence

  teaching elearning article technology

• 07 Jul 09
  

  Cindy Marston
• 06 Jul 09
  

  Shirley Lesch

  9 principles of good online courses from Can Journal of Larning technology

  online course e-learning teaching new teacher

• 05 Jul 09
  

  e-learning elearning education online teaching instructionaldesign

• 

  John Evans

  online courses web-based teaching

• 04 Jul 09
  

  Stan Skrabut

  elearning

• 

  Diane Hammond

  eLearning education e-learning community teaching pedagogy Best

• 01 Jun 09
  

  Rich James

  "This article explores excellence in web-based teaching. Drawing on the views of experts in the field and the perspective of their own years of experience, the authors compiled a list of 9 principles to provide direction in the search for online excellenc

  instructionaldesign IntroOnline

• 31 May 09
  

  1. The online world is a medium unto itself.
  2. In the online world content is a verb.
  3. Technology is a vehicle, not a destination.
  4. Great online courses are defined by teaching, not technology.
  5. Sense of community and social presence are essential to online excellence.
  6. Excellence requires multiple areas of expertise.
  7. A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
  8. Excellence comes from ongoing assessment and refinement.
  9. Sometimes the little extras go a long way.

  Online Course Design

  • By absolutely riveting we are referring to excellence; to creating and  delivering exemplary online courses. While the concept of excellence can take  many forms in today’s educational landscape, for the purpose of this article we  are considering factors such as sound pedagogy, creating an effective and  engaging learning environment, generating meaningful learning experiences and  promoting high student satisfaction.

     

    In our view, an excellent online course is one in which the student is able  to focus on the course itself and the medium of delivery becomes transparent to  this process. It is one that is designed for delivery within the online medium  and as such makes sound pedagogical use of the tools available in order to  engage and immerse the student in the learning experience. It also creates  learning groups, activities and situations that put the students in charge of  their own learning. All of this takes place within a supportive and safe  environment, allowing them to construct their own understanding of the subject  material.

  • But getting material – even outstanding material – online in no way  guarantees that a course will be excellent. There are factors unique to online  education that must be taken into consideration if any course is to have the  potential to be excellent.

     

    It is not sufficient to be a content expert. Nor is it sufficient to be  “tech-savvy”. It is not even sufficient to be an excellent traditional classroom  teacher. Because the online world is a categorically different environment a  particular blend of skills and knowledge is necessary if success is to be found  in this domain. Based on our review of the literature and our own online  teaching experience this blend includes an understanding that the online world  is a medium unto itself and that the delivery of content requires action; that  technology must be used wisely and that a sense of community is essential; that  many areas of expertise are needed and that an effective web interface must be  provided; that ongoing assessment and refinement must be carried out, that  little extras often go a long way, and that while technology is the vehicle for  online courses, that vehicle is driven by good pedagogy. Knowledge and  understanding of such principles can help us find success in the exciting world  of online education, and can help us move from the mere uploading of content to  creating absolutely riveting online courses.
• 18 May 09
  

  vtrottier

  onlinefacilitation elearning

• 10 May 09
  

  Penny Wheeler

  overview of elearning principles

  elearning learn2 2read

• 13 Apr 09
  

  doug_lss

  readthis

• 10 Apr 09
  

  n kilkenny
• 07 Apr 09
  

  Mark Curcher

  Ed Tech Reading video stuff

• 03 Apr 09
  

  Tracy Kelly (Roberts)

  e-learning online learning research ID

• 25 Mar 09
  

  sandra rogers

  Abstract: This article explores excellence in web-based teaching. Drawing on the views of experts in the field and the perspective of their own years of experience, the authors compiled a list of 9 principles to provide direction in the search for online

  authentic_assessment_project education 2010_12_16_delicious_import

• 19 Mar 09
  

  Susan Nugent

  Nine principles for excellence in web-based teaching by Jim Henry and Jeff Meadows

  eLearning education

• 15 Mar 09
  

  Wilfred Rubens

  This article explores excellence in web-based teaching. Drawing on the views of experts in the field and the perspective of their own years of experience, the authors compiled a list of 9 principles to provide direction in the search for online excellence

  didactiek research elearning instructional_design

Public Stiky Notes

• 
  Melanie Jennings on 2009-09-26
  And the type of teaching necessary for "great" online teaching is is in large part quite different from the type of teaching necessary for "great" face-to-face teaching.
• 
  Sharon Gallagher on 2010-02-08
  We're still struggling with transparency in FTF technology integration.
• 
  Melanie Jennings on 2009-09-26
  How far are we from reaching this reality (the medium becoming transparent to the process)?
• 
  Lori Holford on 2010-02-22
  I think the whole idea of constructivism has the teacher as part of the learning, not the sage with the right answer but a participant that acts as a guide and even a learner along side. The role of teachning then becomes reciprocal between students and teachers. I don't think you have to control the learning to have the outcomes in mind. Some of them will have limited understanding or even misconceptions but learning should be revisited in an ever deepening cycle if it is to be enduring. Maybe through that revisiting opportunities to address misconceptions will be apparent.
• 
  Melanie Jennings on 2009-09-26
  This is a difficult concept for me to grasp. Maybe I'm holding on too tightly to *control* of the learning outcomes. Does "allowing them to construct their own understanding" mean that students may leave with an incomplete understanding of the content I'm charged with teaching them?
• 
  Melanie Jennings on 2009-09-26
  Multiple pathways - or multiple approaches to the mastery of a single concept... Very difficult to achieve in a face-to-face setting. Online learning is ideally suited to this!
• 
  Melanie Jennings on 2009-09-26
  I hope I'm up to this challenge - "designer of student learning experiences."
• 
  Melanie Jennings on 2009-09-26
  From my experience teaching online high school courses, it seems we are far from this. Maybe it is our current approach? Maybe we have not provided the scaffolding necessary for students to learn to participate in content creation meaningfully (as in more than a lackluster answer to a lackluster discussion question).
• 
  Melanie Jennings on 2009-09-26
  AMEN! I love technology as much as (or more than) the next person, and I have taken a course just like the one described here. It was pure distraction - long on "cool," short on content.
• 
  Melanie Jennings on 2009-09-26
  Is this the case with all students? I don't learn this way. I'm not trying to be a "Negative Nelly" - just want to avoid painting all students with a broad brush.
• 
  Melanie Jennings on 2009-09-26
  Truer words have never been spoken! ;-)
• 
  Melanie Jennings on 2009-09-26
  Do students actually read these guides and tutorials - the ones that help with self-guiding, time-management, and motivation?
• 
  Melanie Jennings on 2010-06-02
  I tend to like to have this "study guide" through the course in one place only! In the EfE courses, those can be found separately for each session and are available throughout the course. In some classes I have taken, the instructor, with good intentions of providing assistance to students in a number of places, obviously failed to update all those places when revising the course before recycling it for the next semester. Much, much, much conflicting information! Very confusing! If I keep it all in one place, I will avoid this problem of incomplete course revision.

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