You are on page 1of 7

Facilitating Online Learning

Summer 2010

Course Title: Dates:

Facilitating Online Learning July 12, 2010 (Face to Face) July 13-August 9 (online) August 9, 2010 (Face to Face) Jen Hegna, jen.hegna@byron.k12.mn.us, 507-775-2301 Skype ID - jenhegna Byron High School

Instructor: Location:

Grad Credit. Participants that would like to receive grad credits for this course must develop a lesson plan that they would like to incorporate online with their students. They must also write a 3- 5 page paper about how they can transition from a brick and mortar teacher to a successful online facilitator using resources and findings from this course.

A. Course Description During this inquiry-based, hands-on course, participants will review and reflect upon examples of ³best practice´ in online learning. This process will take place in both face-to-face and online learning environments using Moodle course management tools. Participants will have one day of face-to-face training, followed by four weeks of online training where they will participate in and facilitate threaded discussions, online chats and other activities. The course will conclude with a final face-to-face session. Participants will also have access to prepared online courseware throughout the course for review and to practice customization of courses. B. Statement of Purpose Over the last 10 years, learning opportunities for students and teachers have expanded from the local classroom to a broader online classroom with anytime, anywhere access. The role of the teacher is moving from one of delivering instructional content toward one that emphasizes the facilitation of student learning. This course will encourage participants to take risks and make changes in the way they teach. The course will provide participants with an opportunity to reflect on these changes as well as to become more effective online content providers and facilitators through face-to-face and online interaction. D. Discussion Board Best Practice It is best to check log into Moodle daily to keep up with discussions and continue to feel connected to the course. However, because you are not on a fixed schedule it is up to you to develop the discipline and schedule the time to be an active learner and teacher in this environment. C. Course Outline Class time will consist of approximately 36 hours of face-to-face and online training. Session 1 FACE-TO-FACE (f2f) Date: See dates listed above

Face-to-Face Training

6 hours
Page 1 of 7

Participants will review best practice strategies for online courses using asynchronous and synchronous learning, as well as discuss time commitment for the learner, instructional designer, and facilitator. Participants will be introduced to an Online toolbox that includes Web2.0 tools that will be utilized for collaboration and communication throughout the course. Participants will also be introduced to the course management system (CMS) tools and will practice logging in, taking a course tour, sending messages, exploring assessment and grading features and participating in discussion boards and chat rooms using the virtual classroom. Finally, participants will have an opportunity to preview developed online courses that operate within the CMS environment.

Week 1 ONLINE Topic: Best practice strategies for participating in an online course This week¶s objectives:
y y y y

4-6 hours

By participating Web2.0 activities, participants will explore new collaborative tools to help build and support online communities. Students will review and reflect strategies for online time management by participating in the forum according to the discussion rubric. Students will review and evaluate strategies to engage learners in the online environment by participating in the forum according to the discussion rubric. By submitting a reflection, students will begin to analyze their own learning strengths and needs to be online facilitators.

Reading assignment (to be completed before the required activities listed below): y Online Tools and Concepts Introduction (link in the course) y Review of the Strengths and Weaknesses of Online Learning, as documented by the Illinois Online Learning Network. This web resource presents a balanced view of online course characteristics so take time to read both the ³strengths´ and ³weaknesses´ lists, 2007 y Lessons Learned Teaching Online, by George Siemens at elearnspace - everything elearning www.elearnspace.org, 2002 y Digital Natives, Digital Immigrants - Part I, Mark Prensky y Lessons Learned ±(Page 16-22) Online Course Development, Florida Institute, 2000 Required Week 1 Activities: Pre-course Survey Online Discussion
Make sure you complete your pre-course survey Respond to discussion questions in the Week 1 Discussion forum and then reply to at least 2 participants¶ discussion postings. (see discussion rubric) Set up a Calendar Event in the FOL SandBox course. Set up an Announcement in the FOL SandBox course.

SandBox Activities
Make sure you login to the FOL SandBox course to complete these activities. Make sure you add your name to your activities.

Selecting a Lesson Plan Journal ± reflection

You will be required to develop a lesson plan for this course. Please submit your reflection of the week.
Page 2 of 7

Web2.0 Activity

Join the Diigo Classroom Site

Week 2 ONLINE 4-6 hours Topic: Best practice strategies for facilitating an online course Participants will:  Explore strategies for building online communities  Reflect on the importance of interaction to engage and motivate students in an online environment  Explore learning style in an online environment Reading assignment (to be completed before the required activities listed below): y Online Teaching - Facilitation Introduction (link in the course) y What Makes a Successful Online Facilitator? Illinois Online Network, http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp y Collaboration Generation: Teaching and Learning for a New Age, by Grace Rubenstein, Edutopia, 2009. y Digital Natives, Digital Immigrants- Part II, Mark Prensky (Optional Reading)

Required Week 2 Activities: Online Discussion
Respond to discussion questions in the Week 2 Discussion forum and then reply to other participants¶ discussion postings. Post a Resource in the FOL SandBox course. Set up a Discussion Forum in the FOL SandBox course. Participate in the weekly chat. Please submit your reflection of the week. Extending Diigo

SandBox Activities
Make sure you login to the FOL SandBox course to complete these activities. Make sure you add your name to your activities.

Online Chat Journal ± reflection Web2.0 Activity

Week 3 ONLINE Topic: Best practice strategies for evaluating student work in an online course

4-6 hours

Page 3 of 7

Participants will: y Explore strategies for evaluating online student participation y Practice using online quizzes and the gradebook feature y Develop methods for recognizing student work and providing constructive feedback y Explore concepts for online course management Reading Assignment: y Online Teaching ± Student Assessment Introduction (link in the course)  Olt, M. (1998). Ethics and Distance Education: Strategies for Minimizing Academic Dishonesty in Online Assessment, available at http://www.westga.edu/%7Edistance/ojdla/fall53/olt53.html  Bloom's Taxonomy Blooms Digitally, http://techlearning.com/article/article.aspx?Id=8670, Andrew Churches, Technology and Learning, 2001  If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions, http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html, Edelstein & Edwards, Online Journal of Distance Learning Administration, 2002  Assessment, Feedback, and e-Moderation, Chapter 3 of the Elearning Guidebook for Principles, Procedures, and Practice, by Som Naidu, Commonweath Educational Media Centre for Asia http://www.cemca.org, 2006

Required Week 3 Activities: Online Discussion
Respond to discussion questions in the Week 3 Discussion forum and then reply to other participants¶ discussion postings. Set up a Graded Assignment in the FOL SandBox course. Set up a Shared Activity in the FOL SandBox course. This is web based software that will provide a synchronous meeting space! I highly encourage you to attend. It is free for up to 20 participants! Please submit your reflection of the week. Wiki assignment

SandBox Activities
Make sure you login to the FOL SandBox course to complete these activities. Make sure you add your name to your activities.

DIM DIM discussion

Journal ± reflection Web2.0 Activity

Week 4 ONLINE Topic: Best practice strategies for designing an online course

4-6 hours
Page 4 of 7

Participants will: y Explore strategies for evaluating online student participation y Develop methods for recognizing student work and providing constructive feedback y Explore concepts for online course management Reading Assignment: y y 7 Tips for Better E-Learning Scenarios, Tom Kuhlmann, http://www.articulate.com/rapidelearning/7-tips-for-better-e-learning-scenarios/, Rapid E-Learning Blog, 2009 Instructional Strategies for Online Courses, http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp, Illinois Online Network, 2007 What does a high quality online course look like?, http://www.csuchico.edu/celt/roi/ , California State University, 2009 Backward design process, http://digitalliteracy.mwg.org/curriculum/process.html, DigitalLiteracy, Adapted/formatted from Understanding by Design by Grant Wiggins and Jay McTighe

y y

Required Week 4 Activities: Online Discussion
Respond to discussion questions in the Week 4 Discussion forum and then reply to other participants¶ discussion postings. No required sandbox activity this week!

SandBox Activities Lesson plan assignment Grad Students Journal ± reflection Web2.0 Activity Post Course Survey

Submit your lesson plan. Submit your paper by August 16 Please submit your reflection of the week. Voicethread Please finish the Post Course Survey

Session FACE-TO-FACE Date: See dates listed above Face-to-Face Training: 6 hours Participants will review their online experience and revisit course features and tools used over the past three weeks. We will look at writing directions for the online audience, time management tips, copyright and fair use, course management and grading, as well as discuss problems and solutions for specific curriculum areas and the implementation of an online course.

D.

Scoring Rubric for Participant Performance: Activities and assignments in this course will be scored on the following scale:
Page 5 of 7

Online Discussions Discussion Board Rubric By checking the discussion area often, you will become more engaged in the conversation ± have time to ask and answer questions of your classmates. Discussion prompts should be no more than 2-3 paragraphs.
Exemplary (5) Addresses all elements of the prompt Primary Post Quality Uses short reading quotations and provides new hyperlinked resources to support main points Provides title, author, and url citation for quotations and new resources Proficient (4) Addresses all elements of the prompt Uses short reading quotations to support main point Adequate (3) Misses one element of the prompt Quotes excessively long passages from reading materials to support main point Citation has missing elements Substandard (0-2) Misses 2 or more elements of the prompt No quotations - does not demonstrate understanding of the reading. No citation information

Citations should help readers find the resource

Provides title, author, and url citation for direct quotations

*Response Quality

Visibility / Participation Timing

Replies to 3 or more primary posts Uses 3 or more response techniques Your Primary Post: Responds to all first comments Posts/responds more than 3 days during the week: beginning middle and end

Replies to 2 primary posts Uses 2 response techniques Your Primary Post: Misses one response to a first comment Posts/responds 3 days during the week, including middle and end

Replies to 1 primary posts Uses 1 response technique Your Primary Post: Misses two responses to a first comment Posts/responds 2 days during the week

Does not reply to primary post Does not use response techniques Your Primary Post: Misses all responses to a first comment Posts/responds less than 2 days during the week Posts/responds at end of the module (Weekends)

*Response Techniques:
1. 2. 3. 4. 5. Expand on the topic. Offer a different perspective Provide an online resource relevant to the topic (include a hyperlink) Provide a summary of the ideas posted so far (good when you come late to the conversation). Ask a specific question (but avoid prompting yes or no answers). Thought-provoking questions or additional insights help elicit responses from other participants. 6. Ask an open ended (on topic) question.
Discussion Board Rubric developed by Dennis O'Connor Permission granted to Jen Hegna May 2009

SandBox Activities Set up the required learning activities each week in the FOL SandBox course:
0-2 points / week Page 6 of 7

Module 1 ± Calendar Announcement Module 2 ± Web Resource Module 3 ± Graded Assessment, Quiz

Weekly Web2.0 Assignment
Each week we will investigate new tools for: 0-2 points / week Module 1 - Diigo Module 2 - Diigo Module 3 - Wiki Module 4 - Voicethread

Online Chats
Participate in an online chat: 0-2 points / person

Reflection - Weekly Journaling Be sure to reflect on your learning for the week! This will be helpful for you to review what you have learned and help me, build a better course: 0-3 points / week Weekly reflections are required throughout the course. At the end of each module you are to submit your reflections. Weekly reflections will focus on the concepts and themes discussed during the module. Your reflections should answer at least three of the following bulleted questions and will be submitted each week in the appropriate classroom drop box. y y y y y y y y What was most useful to me in my learning process? What was least useful? Did I achieve my learning objectives in this week? If yes, what did I achieve? If no, what got in the way of achieving those objectives? What did I learn about my own learning process during this module? How did my thinking about teaching change this week? Do I feel that what I learned in and through this course will have applications in other areas of my life? If so where will I apply this knowledge? How well did I participate in this week's discussion? Am I satisfied with my level and quality of participation? How would I evaluate my performance in class this week overall?

Lesson Plan Assignment Develop a lesson plan that you will be able to utilize in the online environment: 0-10 points Grad Students Only Write a 3- 5 page paper (APA ± double spaced) about how you will transition from a brick and mortar teacher to a successful online facilitator. Be sure to cite sources. This paper is required to receive grad credit for participating in this course. 0-10 points E. Bibliography and Resources: (complete list is located in the Resources sections of the course)

Page 7 of 7