1 / 9

Win-Win Learning Activities: Adapting F2F to Online Learning May 18, 2005

Win-Win Learning Activities: Adapting F2F to Online Learning May 18, 2005. Molly Baker Teaching/Learning Center Black Hawk College. Plan for Today. Getting Ready Teaching Online: Let me count the ways! Shifts in Teaching Approach Impact on Course Design

elisa
Télécharger la présentation

Win-Win Learning Activities: Adapting F2F to Online Learning May 18, 2005

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Win-Win Learning Activities: Adapting F2F to Online LearningMay 18, 2005 Molly Baker Teaching/Learning Center Black Hawk College

  2. Plan for Today • Getting Ready • Teaching Online: Let me count the ways! • Shifts in Teaching Approach • Impact on Course Design • What does engagement/interactivity look like in online courses? • Sharing/Q&A

  3. Let Me Count the Ways! • Web-assisted: F2F class w/ syllabus, course handouts in WebCT; email • Web-enhanced: F2F w/ above + some use of discussion board lead by instructor and hotlinks • Blended: Less F2F, more learning in WebCT (tutorials, resources linked to assignments, quizzes, discussions) • Online: All or nearly all is online; student’s share respons. through collaborative work

  4. Shifts in Approach • From “How do I teach online?” to “How do I create an online learning experience?” • From “What should I do?” to “What are the students doing?” • From “information/content-centric” to “learner-centric” (flexible, interactive, collaborative, learner control) • From “instructor-led” to “instructor-facilitated” or “coached”

  5. Impact on Course Design • ATM machine first installed in a bank during banking hours; early online “lectures” functioned in “old paradigm” too • 79% of Web readers SCAN: “lectures” look very different, prompting active reactions • Online persistence is more about engagement than content, especially if learning the content does not seem essential to the learner • “Teaching” becomes designing and “facilitating” a learning experience, monitoring progress of student performance and making adjustments “on the fly.”

  6. Impact on Course Design • Multiple learning style preferences meet the “engaging” power of technology (audio, video, community, reflective, active learning, exploratory, facts/ideas, structure/free flow) • Access to world-class, interactive resources (art museums, simula-tions, archeology digs…) • Immediate access to online support (regis, advising, 24/7 library…) and feedback • Writing intensive: feedback is critical

  7. Faculty/student interaction Student/student interaction Student/content interaction Balance of each depends on: teaching philosophy (self-paced, paced in synch, collaborative learning?) disciplinary traditions desired learning outcomes of the course student characteristics Instructor preferences What is “engagement?”

  8. A few examples: • Blog • Class orientation • WebQuest • “Lectures” w/ built-in interactivity • Practice • Learning Games • Case Studies/Problem-based Learning • Simulations • Exploratory Learning • Many others: merlot.org

  9. Let’s Talk! • What ideas can you share? • What questions do you have? • What concerns do you have? • How can you use interactivity in ways that don’t take over your life? • How do you decide which interactive strategy to use in your courses?

More Related