Online Course

Formats
Alissa, James, Michelle, Shirley

Agenda

Overview of Online Course Formats

Online Course Formats Website

Survey Results

Overview of MOOCs & Synchronous

UDL & AODA

Asynchronous

Blended/Hybrid

Summary

Overview of Online Course

Formats

Lets get Social

Survey says

.. the most frequently & widely used social platform used

by our peers is Twitter!

Survey Results- 11 Participants

Blended & Asynchronous Learning Top Choices

MOOCs - 10 Take-aways

First introduced in 2008 by two professors at University of Manitoba- George Siemens and
Stephen Downes.
Connectivism and Connective Knowledge was the first course offered in this format
MOOCs became mainstream in 2011 as a means to provide open access education to learners
around the world.
Average MOOC course is around 43,000 students
Only about 6.5% complete the course
Big 3 MOOC providers: Udacity, Coursera, EdX
MOOCs are usually free of cost
Vast majority of MOOC students are male
Average age of student is 24
Largest proportion of students are from North
America

Synchronous - 10 Take-aways

Major benefits include immediate feedback; study from home

Major disadvantages include not always conducive to deep learning; have to adhere to time
schedules which could present local time barriers
Popular learning activities include polling, whiteboards, breakout room collaborating, watching
multimedia videos/presentations
Provides the highest degree of social presence
Digital tool types include basic chat, text, voice communications and video conferencing
Digital tool platforms include Skype, Adobe Connect, Google Hangouts, Appear, in, etc
Best practices for instructor: be prepared, facilitate discussions, post recording of meeting,
comply with AODA, create welcoming environment
Best practices for student: always test technology before class, actively participate, help create
welcoming environment
Best practices for institutional: research synchronous learning, survey students participating,
make technology available to staff, support teacher growth and development
Best practices for all: give the technology and format a chance; give it the benefit of the doubt

UDL Survey Results

About UDL

(Universal Design for Learning)

Created by David Rose at the Center for Applied Special Technology (CAST)

Heavily influences education policy and practice

Based on neuroscience research (Rose is a neuroscientist and educator)

UDL Overview

UDL is a scientifically valid framework for guiding educational practice that:

1. Provides flexibility in the way information is presented and in the way
students respond to it
2. Reduces barriers in instruction by providing appropriate accommodations
and supports

. UDL advocates using multiple ways to engage and motivate students.

. UDL builds on the concept that a linear teaching style may not be suitable for a
classroom of students who learn in different ways
. At its core, UDL intends to cater to a very diverse range of students

Why is UDL important?

Educators are often challenged to design and deliver curriculum for an increasingly
diverse student population

Each student learns differently and can benefit from having a variety of learning
formats to choose from

UDL can circumvent these issues by providing options: flexible assessment

mechanisms, customized/alternative information delivery, etc

UDL Principles

Principle I: Provide Multiple Means of Representation (the what of learning)

Principle II: Provide Multiple Means of Action and Expression (the how of learning)

Principle III: Provide Multiple Means of Engagement (the why of learning)

UDL - In your experience

- Open Q

&
A
What is a positive experience you have had with UDL?
What is a negative experience you have had with UDL?
What are some of the tricks/tips you utilize when enacting UDL?

http://accessproject.colostate.edu/udl/documents/udl_quick_tips.pdf

AODA Survey Results

About AODA

AODA or The Accessibility for Ontarians With Disabilities Act became law June 13,
2005

AODA applies to all levels of government, nonprofits, and private sector

businesses across Ontario with more than one staff member

AODA gives the government authority to set monetary penalties to enforce

compliance with accessibility standard

Currently two standards (ACS and IASR)

FYI there are 8 years, 44 weeks, and 5 days till we must have a fully accessible
ontario (thats 2025).

AODA Overview

The regulation establishes accessibility standards for customer service (policies,

practices and procedures)

The core of the AODA standards is respect for dignity and independence for
persons with disabilities; and its aim is to remove barriers in order to provide
equity in institutions

AODA intends to provide awareness to barriers in order to help remove them.

AODA training will soon be mandatory and we will see it as a fixture in the
workplace (like WHIMIS)

AODAs purpose is to ensure that all Ontarians have fair and equitable access to
programs and services and to improve opportunities for persons with disabilities

Why is AODA important?

Disability impacts the lives of many Ontarians, and the number of people
with disabilities is increasing
Today 15.5% of Ontarians population has a disability and this number is
expected to grow as the population ages
It is a great way to reduce barriers and ensure all Ontarians have the
same access to programs and services
Long overdue!

AODA - In your experience

- Open

QWhat
& isAa positive experience you have had with AODA?
What is a negative experience you have had with AODA?
What are some of the tricks/tips you utilize when enacting AODA?

AODA and UDL

AODA and UDL have very closely related mission statements
It is beneficial to think of UDL and AODA in a cyclical fashion
Enacting UDL and AODA can help you reduce barriers in the classroom
and the two models complement each other very well
The takeaway is to always keep both AODA and UDL at the forefront
when designing and delivering instruction; this should help you ensure
you are eliminating barriers that may exist.

Look Inside an Asynchronous

Course

Collaborative Mind Map

(Popplet)
Breakout Room #1 with Michelle
Breakout Room #2 with Alissa
Breakout Room #3 with Shirley

Did anyone experience any A-ha! moments, surprises, new perspectives?

What is Blended Learning?

Blended (or hybrid) learning is a term used to describe learning activities that
involve a combination of face-to-face (f2f) interactions and technologicallymediated interactions between students, teachers and learning resources
(Eryilmaz, 2015).

Course Design Considerations

Instructional Method: How can the specific learning objective at hand can be delivered most
effectively? Determine whether the content or interaction of the course should be addressed in the
face-to-face class session, online, or both.
Organization of Course Content & Supporting Materials: In addition to the breadth & depth of
content, sequencing and transition between f2f and online components is very important.
Create an Interaction & Assessment Strategy: Determine types of activities, assignments,
interactive exercises and assessments. Provide examples & opportunities to practice knowledge &
skills they are acquiring.
Communication: Communication of expectations, encouraging interaction between peers and
teacher & prompt, effective feedback are critical components of any course design.
Logistical Considerations: Become familiar with the services, supports & resources available for
everyone in the course. Learn & communicate how to access them when necessary.

7 Principles of Good Practice

Chickering & Gamson, 1987)

Blended learning supports the principles:

1. Encourages contact between students and
faculty:
2. Develops reciprocity and cooperation among
students:

3. Encourages active learning:

4. Gives prompt feedback:

Use LMS, course website or email

to communicate freely with each
other outside of class time.

Plan for a variety of collaborative

activities both f2f & online such
as discussions, wikis, or work on
collaborative documents.

Authentic case based or problem based

learning scenarios can be introduced with
discussions and collaborative activities
continuing throughout the week.

Use LMS, course website, or email to

provide quickly & efficiently

7 Principles of Good Practice

Chickering & Gamson, 1987)

Extend learning beyond the

classroom via Google docs,
online discussions

5.

Emphasizes time on task:

6.

Communicates high expectations:

7. Respects diverse talents and ways of learning:

Expectations shared online

through syllabus doc posted to
LMS or course website

Plan for a variety of online and

f2f assignments and interactions

When used together these principles promote

Activity, Cooperation, Interaction, Diversity, Expectations, Responsibility

A CIDER

Learning Activities to Support Blended

Learning

http://www.unity.net.au/padwheel/padwheelposter.pdf

https://www.oercommons.org/

Collaborative Mind Map (Cacoo)

Blended/Hybrid Mind Map Breakout Room #1 with Michelle
Blended/Hybrid Mind Map Breakout Room #2 with Alissa
Blended/Hybrid Mind Map Breakout Room #3 with Shirley

Did anyone experience any A-ha! moments, surprises, new perspectives?

Summary
BEST
PRACTICE
S
BENEFITS
&
CHALLENG
ES

COURSE
FOUNDATIO
N

CONTENT

DIGITAL
TOOLS &
LEARNING
ACTIVITIE
S

TECHNOLO
GY

PEDAGOG
Y

TEACHERS

STUDENTS

INSTITUTI
ON

Summary
COURSE
ACTUALIZAT
ION
COURSE
FORMAT

COURSE
FOUNDATIO
N

CONTENT

BEST
PRACTICE
S
BENEFITS
&
CHALLENG
ES

DIGITAL
TOOLS &
LEARNING
ACTIVITIE
S

TECHNOLO
GY

PEDAGOG
Y

TEACHERS

STUDENTS

INSTITUTI
ON

Summary
COURSE
ACTUALIZAT
ION
COURSE
FORMAT

COURSE
FOUNDATIO
N

CONTENT

BEST
PRACTICE
S
BENEFITS
&
CHALLENG
ES

DIGITAL
TOOLS &
LEARNING
ACTIVITIE
S

TECHNOLO
GY

PEDAGOG
Y

TEACHERS

STUDENTS

INSTITUTI
ON

Summary
Question & Answer
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