amite sculpture on the campus of suny-plattsburgh photo copyright 2002 – ray guydosh
TRANSCRIPT
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Amite
Sculpture
On The Campus Of
SUNY-Plattsburgh
Photo Copyright 2002 – Ray Guydosh
![Page 2: Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649e1c5503460f94b0a35b/html5/thumbnails/2.jpg)
Developing Faculty Learning Communities
To Facilitate Migration of Courses
From Classroom to Web
Ray Guydosh [email protected] of Business & Economics SUNY - Plattsburgh
Mark Gultek [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
John Parmelee [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
Karen Volkman [email protected] of Library and Information Sciences SUNY - Plattsburgh
![Page 3: Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649e1c5503460f94b0a35b/html5/thumbnails/3.jpg)
Developing Faculty Learning Communities
To Facilitate Migration of Courses
From Classroom to Web
Ray Guydosh [email protected] of Business & Economics SUNY - Plattsburgh
Mark Gultek [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
John Parmelee [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
Karen Volkman [email protected] of Library and Information Sciences SUNY - Plattsburgh
![Page 4: Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649e1c5503460f94b0a35b/html5/thumbnails/4.jpg)
• Start the semester before teaching your first online class
• If possible have co-instructor privileges to see assignments submitted by other students
Online Mentoring:Observe a Class As A Student
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• Participate in class discussions
• Do assignments
• Do the “library” research expected of the rest of the class
• Follow deadlines
Faculty Observer Responsibilities
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• Students had difficulty attaching files
• Students had difficulty including pictures and text
• Students lost assignments because they didn’t use multiple windows
• Students had difficulty logging into the SLN system
Observation: Level of Computer Literacy
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• Use step by step screen captures to show computer basics such as running multiple applications
• Provide detailed log-in instructions
• Display SLN Help Desk information in a prominent location
Observer Solution: Add Computer Basics
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• Students became lost in the the module organization
• Students didn’t understand what was due to be completed by a particular date
• Students didn’t understand that each week they had to complete several different types of activities
Observation: Roadmap
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• Provide a consistent module organization throughout the course
• Always have the same elements occur in each module
• Follow a consistent day of the week pattern for each module’s completion
Observer Solution: Roadmap Consistencies
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• Students don’t tend to read more than one or two screens of information
• Students have difficulty following instructions
• Students have difficulty following text sequences
Observation: Reading Patterns
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• “Chunk” large presentations into smaller bits
• Use PowerPoint for instruction where students need to follow a logical sequence
• Specifically instruct students to print out text you have written in a more lengthy document
Observer Solutions: Reading Problems
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• Perception that online means easy; not a lot of time commitment
• Tendency to minimize assignment and discussion responses
• Tendency to write in short “check off” style when more thoughtful responses are required
Observation: Assignment Expectations
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• Make assignment expectations very explicit
• Let student know when you expect them to research and not just give their own opinion in response
• Use the first assignment/discussion grade to insure they are aware their response was deficient
Observer Solutions: Explicit Expectations
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• Discussions tend to start slowly
• The level of participation increases as the deadline approaches
• One or two students tend to lead the discussion
• Some students tune out completely from the discussion
Observation: Discussion Participation
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• Students must be forced to start participating early in the module
• State that credit will not be given for all discussion participation occurring on the last day of the module
• Count each module participation
• It is very important to immediately give grade feedback on discussions
Observer Solutions: Grading and Deadlines
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• Watch the discussion to make sure your “leaders” are on track
• Intervene as quickly as possible if your discussion goes off-track
• Add extra items, such as issues or references to other articles to keep your “leaders” interested
Observer Solutions: Monitor
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• Observe online class flow
• Observe student level of interaction
• Observe online behavior
• Observe problematic technology areas
Faculty Observer Benefits
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• Observer gives guidance when instructions are confusing
• Observer can serve as assignment guinea pig
• Observer gives pedagogical feedback of what worked and what didn’t work online
Veteran Faculty Benefits
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Developing Faculty Learning Communities
To Facilitate Migration of Courses
From Classroom to Web
Ray Guydosh [email protected] of Business & Economics SUNY - Plattsburgh
Mark Gultek [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
John Parmelee [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
Karen Volkman [email protected] of Library and Information Sciences SUNY - Plattsburgh
![Page 27: Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649e1c5503460f94b0a35b/html5/thumbnails/27.jpg)
• Technological
• Pedagogical
• Behavioral
Course Design Concerns
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• Technological
• Pedagogical
• Behavioral
Course Design Concerns
•BehavioralClassroom Management
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• Common Cause
• Different Manifestation
Behavioral - Classroom Management
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• Adding Class Late
• Late Appearance in Course
Behavioral: Procrastination
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• Back of Room (Baseball Cap Phenomenon)
• Low Participation
Behavioral: Disengagement
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• Marsupial
• Online
Analogy• Placental Mammal
• Traditional
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• Marsupial
Animals of the class of mammals that produce their young partly developed and carry them for a time in a pouch.
Analogy• Placental Mammal
Animals of the class of mammals having a placenta; all mammals except monotremes and marsupials
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Thylacine Wolf
(The Thylacine, Thylacinus cynocephalus, a carnivorous marsupial now believed to be extinct, also known as the Marsupial Wolf. )
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Kangaroo Deer
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• Marsupial
• Online
Analogy• Placental Mammal
• Traditional
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• Adding Class Late
• Late Appearance in Course
Behavioral: Procrastination
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• Greater Tendency To Consult
• Competence Not Assumed
• Less Embarrassment
Classroom ManagementOnline Setting
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• Low Frequency of Consultation
• Competence Assumed
• Embarrassment
Classroom ManagementTraditional Setting
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Why A Difference ?
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• Willingness to Admit Difficulty• New Type of Environment• Opportunity To Demonstrate Competence• Two Heads Better Than One• Experience As Teacher
Technology FoundationProvides Justification
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• A number of students don’t appear in the class until the second (or third) week
• Late arrivals affect an online class more than traditional classes
Observation: BureaucracyK
A
R
E
N
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• Build in extra time; especially during the first two weeks of class
• Assume you will lose the first week
• Don’t cover content material the first week
• The goal of the first week(s) is to have the students acclimate to the online environment
Observer Solution: BureaucracyK
A
R
E
N
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K
A
R
E
N
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Classroom Issue or Problem Manifestation/Consideration In Online Environment
Adding Course Late Ice-Breaking Exercise / Minimize "Real" Material
No-Shows Letters, Email, Phone Calls, Web Page
Late Assignments Computer Inflexibility / Discussion Requires Others
Illness/ Missed Class Extended Time Horizons
Disengagement Contributions Can Be Graded
Discussion Hogging Private Communication
Directing A Discussion Need For Supervision
Rebellion Control of Access
Late Assignments Flurry of Last-Hour Discussion / Early Assignments
“Missing” Assignments Computers Are Infallible
Cheating Alteration of Evaluation Methodology
Gut Course Need To Manage Expectations
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Developing Faculty Learning Communities
To Facilitate Migration of Courses
From Classroom to Web
Ray Guydosh [email protected] of Business & Economics SUNY - Plattsburgh
Mark Gultek [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
John Parmelee [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
Karen Volkman [email protected] of Library and Information Sciences SUNY - Plattsburgh
![Page 48: Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649e1c5503460f94b0a35b/html5/thumbnails/48.jpg)
• Common Field
• Coordination and Communication
• Closer Learning Opportunities
• Facilitating Opportunities
• Suggestions for Success
Team Teaching
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•Familiarity with the methodology necessary to achieve a field based objective.
•Understanding problems and limitations within a common field.
Common Field Advantages
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•Sharing the workload.
•Complimenting teaching styles.
•Assist with mechanical issues.
Coordination and Communication
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•The need to monitor for redundancy and related concerns.
•The advantages of flexible course coverage.
Coordination and Communication
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• Reducing pedagogical uncertainty for inexperienced faculty
• The ability to provide synchronous responses to peer questions especially dealing with mechanics.
Facilitating Opportunities for Faculty Training and Development
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• The mentor advantage.
• Cross training opportunities between experienced and inexperienced faculty.
Facilitating Opportunities
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• Establish team dynamics and goals as a priority.
• Employ effective communication techniques to enhance course flow.
Suggestions for Success
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• Assess student achievement on a continual basis to monitor curriculum effectiveness.
• Recognize individual and team success.
Suggestions for Success
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Developing Faculty Learning Communities
To Facilitate Migration of Courses
From Classroom to Web
Ray Guydosh [email protected] of Business & Economics SUNY - Plattsburgh
Mark Gultek [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
John Parmelee [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
Karen Volkman [email protected] of Library and Information Sciences SUNY - Plattsburgh
![Page 58: Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649e1c5503460f94b0a35b/html5/thumbnails/58.jpg)
1. OVERCOMING THE AMBIGUITY AND SKEPTICISM
2. CONDUCTING A PRE-INSTRUCTIONAL ANALYSIS
3. NOT JEOPARDIZING GOALS AND OBJECTIVES OF THE
COURSE
4. SELECTING THE “RIGHT” KINDS OF ASSIGNMENTS
5. SETTING THE DEADLINES 6. STRUCTURING THE COURSE 7. YOU ARE A “GUIDE ON THE SITE” INSTEAD OF A “SAGE ON THE STAGE” 8. VALIDATING & EVALUATING THE COURSE
CHALLENGES OF DESIGNING A WEB COURSE FOR THE FIRST TIME - BY MARK
GULTEK
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• Ambiguity among students • Experience discrepancy • Skepticism in the academia
1.OVERCOMING THE AMBIGUITY AND SKEPTICISM
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• Is the course suitable for online teaching?
• Are the delivery methods appropriate?
2. CONDUCTING A PRE-INSTRUCTIONAL ANALYSIS
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• The objectives and goals should not change
• Make sure objectives are clearly defined
3. NOT JEOPARDIZING GOALS AND OBJECTIVES OF THE COURSE
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• Objectives should guide the assessment
• Assignments should invite thinking not just replicate the content
• Immediate and ongoing feedback
4. SELECTING THE “RIGHT” KINDS OF ASSIGNMENTS
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• Very clear to communicate the
requirements to the students.
5. SETTING THE DEADLINES
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• Developing an organized structure
• For each lesson and module, there is an assessment
6. STRUCTURING THE COURSE
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• The transition from the
traditional role
7. YOU ARE A “GUIDE ON THE SITE” INSTEAD OF A “SAGE ON THE STAGE”
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• Pre-design issues
• Post-design issues
8. VALIDATING & EVALUATING THE COURSE
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Developing Faculty Learning Communities
To Facilitate Migration of Courses
From Classroom to Web
Ray Guydosh [email protected] of Business & Economics SUNY - Plattsburgh
Mark Gultek [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
John Parmelee [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
Karen Volkman [email protected] of Library and Information Sciences SUNY - Plattsburgh
![Page 69: Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649e1c5503460f94b0a35b/html5/thumbnails/69.jpg)
Developing Faculty Learning Communities
To Facilitate Migration of Courses
From Classroom to Web
Questions ? Comments ?
Praise and Applause ??
![Page 70: Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649e1c5503460f94b0a35b/html5/thumbnails/70.jpg)
Developing Faculty Learning Communities
To Facilitate Migration of Courses
From Classroom to Web
Ray Guydosh [email protected] of Business & Economics SUNY - Plattsburgh
Mark Gultek [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
John Parmelee [email protected], Restaurant, Tourism Management SUNY - Plattsburgh
Karen Volkman [email protected] of Library and Information Sciences SUNY - Plattsburgh
![Page 71: Amite Sculpture On The Campus Of SUNY-Plattsburgh Photo Copyright 2002 – Ray Guydosh](https://reader035.vdocuments.mx/reader035/viewer/2022062407/56649e1c5503460f94b0a35b/html5/thumbnails/71.jpg)