New to online teaching?
You're currently a faculty member teaching at college or university level.
You've heard a lot about online learning and are interested in developing your own online course. But you have no prior experience of online teaching and have little idea where to start.
If this is you - then this course is where you should start! It will save you an enormous amount of time to have the right foundations.
Creating your own online course and getting started in teaching online is not as hard as you might think. Sure, you can spend significant amounts of money hiring a team of instructional designers to build snazzy looking e-learning courseware, but that isn't really necessary in most cases.
Designed by a team of faculty members with over a decade of experience in online education, this course shares with you the essentials of what it takes to be an effective online educator.
Combining relevant theory and professional practice, we take you through the following steps:
This course will provide you with the basics, and the confidence, to start developing your own online courses and begin the journey to becoming an effective online educator.
This course is designed for educators who are interested in online teaching but have no or little prior experience.
The Faculty Guide to Online Teaching covers 6 key topics
4.Online facilitation and interaction
This video introduces the content that will be covered in Section 2 on Learning theory. A brief background is presented and then the topics that will be explained in the section are highlighted.
It is important to understand how students learn so as to cater to the learning styles and adjust the teaching style accordingly. This video establishes the significance of the topic and provides and overview of the learning theories that will be covered going forward in the section.
Four learning theories are introduced in the section as these are more relevant to Online learning. Two of these theories-Theory of Behavioral change and theory of sensory stimulation are explained in this video.
Part 2 on learning theories explains the theory of reinforcement and theory of Facilitation and relates them to the online learning context.
The Kolb's model is a very Classic model that explains different learner types and learning styles in a very comprehensive manner. This video provides a description of the Kolb's model and its relevance to our context.
Constructivism as a pedagogical philosophy has gained a lot of popularity in the last decade and is being incorporated widely. This video presents an overview of the philosophy.
In this video the philosophy of constructivism is explained and its strengths and weaknesses are discussed. It is a paradigm change from traditional teaching and so the role of the teacher also changes in this method of teaching and this is also discussed in the video.
Authentic Learning also aligns with the Constructivist philosophy and helps design assessments in line with it. This video provides insight into what authentic learning is and how it can be incorporated into the learning process.
This video explains the concept of Deep learning and again shows it aligns with Constructivism.
Adult learning is different as compared to child learning and the differences are highlighted in this video as in this context we are dealing particularly with Adult learners.
This video summarizes the Constructivism section and also provides some questions for reflection and/or discussion.
We now begin with Online learning. This video provides and overview of the contents that will be discussed in this topic.
Since the characteristics of Online learning are different the pedagogy also differs and this video highlights the online pedagogy.
The platform in online learning is far different from the tradition learning platform and although many are comfortable with being in the online world, online learning still has challenges for learners as well as for teachers. This video lists some of these challenges.
This video summarizes the topic of Online learning and also provides some questions for reflection and discussion. Participants are strongly encouraged to discuss and/or reflect on the questions.
This topic covers the concept of adult learning and the key elements of considerations when designing for effective adult learning.
This topic introduces the characteristics of adult learners as identified by Malcolm Knowles, namely:
1.Motivation to learn
3.Accumulated experience and knowledge
4.Readiness to learn
5.Orientation to learn
9.Need for respect
This topic covers the following critical elements of adult learning, namely:
6.Learning by experience
This topic covers the important guidelines for designing for adult learners, such as a conducive and authentic learning environment, and the use of collaborative as well as progress evaluation.
This topic presents the various characteristics of thinking and learning styles, such as reflective, creative, practical and conceptual thinkers as well as visual, auditory, kinesthetic, and environmental learners.
What are some of the challenges you faced with adult learners? What strategies do you use to overcome these challenges?
This topic introduces learning objectives and outcomes and differentiates the course description from the course objectives.
This topic discusses the primary reasons that summarizes the importance of writing good objectives from both the instructor's and the learner's perspectives.
This topic discusses the three domains of learning outcomes such as: knowledge, skills and attitudes.
Discussion Activity: Challenges in Writing Learning Objectives
From your experience, what are some of the potential problems that you envisage when writing learning objectives?
Discussion Question: Terminal and Enabling Objectives
List 3-5 examples of terminal objectives with their respective enabling objectives. Discuss and differentiate these two types of objectives. How can you include them in your upcoming course?
Review the list of objectives below and suggest ways to improve them, if required.
Imagine that you are going to develop learning materials for a training course (of your choice). Write 3-5 learning objectives for the training course. Check that you consider the ABCD components of a good learning objective.
This topic introduces instructional design strategies and tactics such as learning content, activities, opportunities, and evaluation.
This topic presents learning content in five various forms such as facts, concepts, process, procedures and principles.
Read this article on how to ride a bike: http://www.wikihow.com/Ride-a-Bicycle
From the article, classify the content into the five categories. Describe the online strategies you would use to present each type of content.
This topic discusses various strategies for presenting five various forms of learning content such as facts, concepts, process, procedures and principles.
Describe the types of learning content associated with your learners. What strategies would you use to design online learning activities for each type of content?
This topic discusses various strategies appropriate for four learning modes, namely self-learning, collaborative learning, synchronous as well as asynchronous learning.
Review the four learning modes presented in the topic. Which mode do you commonly use and why? Discuss the advantages and disadvantages of each type of mode for online learning. Explain the effectiveness of implementing each type of learning mode in your organisation.
This topic discusses several categories of evaluations, such as formative evaluation, summative evaluation, self evaluation, evaluation by experts, and evaluation by peers/teams.
Review the five evaluation methods presented in the topic. Which method do you commonly use and why? Discuss the advantages and disadvantages of each method for online learning. Explain the effectiveness of implementing each method in your organisation.
This topic presents the characteristics of informal learning in view of formal learning and the strategies to facilitate successful learning environment.
This topic differentiates between formal and informal learning in terms of syllabus, content, time, method, and class size, formation, activity, assessment, as well as moderation.
This topic investigates the components of the learning environment, namely the learning activities, the people and the tools.
The choice of learning tools is bewildering!
Understand your educational priorities and course design approach and let them guide your choice of learning technologies
Theare 3 kinds of learning technologies – 1) content production tools, 2) communication tools and 3) hosting tools and platforms
And there is a wide spectrum of cost and complexity
Remember it is what you do with the tool rather than the tool itself!
There are several different ways of designing your course.
The level of technology adoption can vary from very low to very high.
The level of interaction can also vary.
There are 3 major kinds of learning tools.
Content production tools help you produce content.
Communication tools help you interact with learners
Hosting tools provide ways to host your content and provides a place for online learning to take place.
Let's look at a few different scenarios of approaching online course design
Powerpoint is a popular tool for creating online content.
However, poor use of the tool often results in 'death by powerpoint'.
Be careful in how you design you presentations to avoid this.
Also look at the voice narration and other multi-media features of powerpoint to create more interesting presentations and alternative ways of sharing presentations.
There are four styles of videos
In general, presentation and illustration styles are most effective.
Creating videos only require a microphone and webcam, and can be done quite easily.
A podcast is a digital audio recording
Involves one or more speakers, either as a monologue or dialogue
Typically one has a series of podcasts
Can be downloaded by a student, and stored on a device like a smartphone, or played straight from the web browser
E-learning authoring tools are used to create sophisticated courseware such as in a training situation.
Using such tools often requires the expertise of a learning or instructional designer.
Synchronous communication tools enable real-time interaction between two or more people.
Asynchronous communication tools enable individuals to interact at any time that is convenient to them.
These tools allow individuals to have a real-time online chat or audio call session
Allows learners to discuss a set topic or to contribute a topic
Forums are accessible anytime and discussions are stored
Learners can directly respond to the postings of others
Allows the online delivery of live lectures or (web) conferences to a large number of people
Presentation, application and screen-sharing capability
Live video, audio and chat
Participants can interact – can ask questions in real-time
Popularised by Wikipedia the free online encyclopedia
Allows a team or group to collaboratively create and develop a shared document
As with Wikipedia, can add pictures and media to the document
More versatile than sending documents by email
An online platform for hosting content and communication tools
A way to “centralise” the online learning experience and ease the administration associated with delivering online education
Many LMS have an online class model where learners enroll into classes setup in the LMS
This topic examines some common methods that are used to establish presence online. Key things to keep in mind while communicating with students in an online environment are discussed.
This topic emphasizes the importance of presence presents some effective means of communication in an online classroom.
·Draw parallels between ‘classroom presence’ as seen in a traditional classroom vs in an online classroom.
·Reflect and list methods/practices that can be used to establish ‘faculty presence’ in an online classroom.
This topic discusses the three types of presence, following Garrison et al (2000) ‘s Community of Inquiry Model:
(1) Social presence
(2) Cognitive presence
(3) Teaching presence
This topic covers the factors influencing presence such as media characteristics, freedom from distractions, degree of control, interaction and exploration, the number of participants and co-presence, orientation and movement in space, as well as trait and state characteristics of the participants.
This topic discusses the two methods for establishing presence:
1. Balancing predictability and drama
2. Encouraging small talk
This topic provides some tips and techniques for online classroom communication.
This topic outlines some questions that may help faculty members decide on how they would like to be addressed in an online classroom setting.
This topic provides some guidelines on how to reinforce faculty presence in an online setting.
Reflect on what kind of technologies are you using currently to add a visual or interactive dimension to the courses you teach. Can you use the same in an online scenario?
This topic discusses several challenges that may arise as a result of cultural differences and present strategies on how to overcome them.
·Reflect on what a better practice is; self-formed teams or faculty-assigned teams. Why or why not?
·For online teams, what is an ideal team size and why?
This topic provides an overview of the challenges in managing online teams as well as the various online tools for team communication.
This topic discusses the challenges with managing online teams, including issues such as team members not responding/contributing, team members contributing very close to the deadlines, or team leadership clash or views clash.
Discussion Question: Characteristics of a successful learning group
This topic presents the various tools for team communication, namely discussion boards, chat or whiteboard kind of tools, common IM tools, and wikis / blogs.
Discussion Question:Implementing an informal group
This topic presents the two types of learner support, namely cognitive and emotive support.
Reflect on what different needs students may have when they start in an online program and what steps can be taken to assist them.
As the medium of instruction delivery is different Online assessments have different design requirements. This video provides an overview of the contents that will be covered in this topic of Online Assessment methods.
In this video the different Assessment Instruments that are commonly used are listed. Each of these instruments is described in detail in the videos following this.
Self assessments are incorporated in the Online Learning content in order to keep the learners engaged and the significance of these is described in the video.
This is a fairly long video as in this video we present the Discussion Board which is the main platform for learning in an Online setting. The video talks about what kind of questions should be given for a discussion board, how they are facilitated and how they should be graded.
Most Learning Management Systems provide an option for Team work and team collaboration. This video suggests how team assessments can be designed and what are the key considerations of designing team assessments in an online learning setting.
This video is an interesting example of designing Online examinations. The OBOW exam was designed by the faculty of GlobalNxt university and is one the best implementation of online exam addressing the constructivism and authentic learning philosophies while leveraging the online platform.
This Video provides some tips on designing online assessments considering the online platform and its strengths and limitations. The important considerations are designing assessments that suit an online platform and discourage students from plagiarizing and encourages original responses.
This video is a summary of the Assessment Instruments topic with reflection and discussion questions.
Considering the difference in Online Assessment Instruments the grading of these instruments also need to be discussed. This topic is dealt with in this video.
The criteria for designing and grading the online assessment instruments is talked about in the following videos.
The importance of having grdaing standards and role of the institution in designing these standrads and policies and making the favulty aware of teh standrads is discussed in thsi video.
Wing Lam is Professor at GlobalNxt University an accredited pioneering online university with academic head-quarters based in Asia (Kuala Lumpur, Malaysia) and a diverse student base across 75 different countries.
Wing brings diverse experience and expertise as an academic leader, education thought-leader and innovator in the higher education space.
For the past decade, Wing has been involved in establishing online schools and academic programmes in business, information technology and education. Working closely with faculty members, he has developed pedagogies around interactive, professor-facilitated learning that follow authentic and constructive learning principles.
Prior to joining GlobalNxt University, Wing served as the Dean at U21Global, an online graduate school established in 2000 between 21 leading universities in the Universitas 21 network and Thomson Learning. He has held teaching positions at the National University of Singapore, Nanyang Technological University and the University of Hertfordshire in the UK.
Dr Amy Wong is Professor of Services Marketing at GlobalNxt University, an accredited pioneering online university with academic head-quarters based in Asia (Kuala Lumpur, Malaysia) with a diverse student base across 75 different countries. She teaches Strategic Management, Marketing Strategy, Consumer Behaviour, Management of Services and Capstone Management Project.
Prior to joining GlobalNxt University, Dr Wong taught at the Department of Marketing and International Business, Lingnan University, Hong Kong. She has published in several international journals such as the Journal of International Consumer Marketing, Market Intelligence Planning, Qualitative Market Research: An International Journal, Journal of Services Marketing, International Journal of Quality and Reliability Management, Managing Service Quality, International Journal of Retail and Distribution Management, International Journal of Customer Relationship Management and the Australian Journal of Hospitality Management, as well as presented at many international conferences.
Dr Wong earned her PhD in Management from Monash University. Her research interests include relationship marketing, services marketing and consumer behaviour. She is a member of the Australian Institute of Management, the Golden Key National Honor Society and the Association of Consumer Research.
Dr Mamata Bhandar is a Professor of Information Systems and Knowledge Management at the GlobalNxt University an accredited pioneering online university with academic head-quarters based in Asia (Kuala Lumpur, Malaysia) with a diverse student base across 75 different countries. She holds a PhD in Information Systems from the National University of Singapore.
Dr Bhandar teaches courses on IT in Business, Information Systems, Knowledge Management and Business Process Management. In addition she supervises the capstone projects for the MBA and Masters in IT programs. She was also involved in the development and facilitation of the Online Faculty Training program at U21Global, an online graduate school established in 2000 between 21 leading universities in the Universitas 21 network and Thomson Learning where she served as an Asst Professor for over four years. Over the last five years she has implemented many of the latest tools and technologies in her online classrooms to make the learning experience more engaging and effective.
Her initiatives, passion and excellence for teaching have won her several teaching accolades and awards. She received the Excellence in Online teaching award and the Most Innovative Professor award while at U21global and also received the Excellent Teachers award while at the National University of Singapore during her six year tenure there.