Team 4 PP Presentation

Team PP Presentation

Presented by Carole Vork, Frank Centeno, Jamil Ahmad, Joseph Auciello, Oswaldo Razo, Angela Ruiz

Team PP Presentation

1.Introduction 2.Student Learners3.Faculty Instructors4.Online Elements5.Interaction6.Summary 7.Conclusions 8.Cites

Introduction (Oswaldo Razo)

Elements of Successful Online Teaching

This project addresses elements of successful online teaching, the qualities of student learner, the online instructor, essentials of course content, and strategies enabling the following two-way relationships: student-student, student-team, and student-instructor, as the building blocks of a successful online course.

Student Learners (Frank Centeno)

What are the characteristics of a successful online student: 

Have access to a computer and a modem The communication medium is a computer, phone line, and

modem; the student must have access to the necessary equipment

Be willing and able to commit to 4 to 15 hours per week per course Online is not easier than the traditional educational process. In

fact, many students will say it requires much more time and commitment.

Be self-motivated and self-disciplined The online process takes a real commitment and discipline to

keep up with the flow of the process.

Student Learners (continued) (Frank Centeno)

Be able to communicate through writing In the Virtual Classroom, nearly all communication is written, so it

is critical that students feel comfortable in expressing themselves in writing.

Be able to share experiences as part of the learning process. This forum for communication eliminates the visual barriers that

hinder some individuals in expressing themselves. Be able to meet the minimum requirements for the

program. The successful student will view online as a convenient way to

receive their education – not an easier one

Faculty Instructors (Jamil Ahmad)

What are the characteristics of a good online instructor

Organizes and prepares course materials Is highly motivated and enthusiastic Committed to teaching Has a philosophy supporting student-centered learning Is open to suggestions following pre- and post-learning evaluations Demonstrates creativity Takes risks Manages time well Is interested in online delivery of courses with no real rewards Responds to learners needs within the expectations stated by

instructor Is disciplined to require and reinforce expectations with regard to

students

Key Elements of Successful Online Class

Carole Vork

Key elements of a successful online program include:

A. Students B . Instructor

C. Program D . Technology

Students A

Students are encouraged to take online courses when they are accessible, convenient & are not constricted by time or location.

Students should have good communication and writing skills and a basic level of computer knowledge.

Students must be self-motivated, willing to work as a team, and able to contribute information as well as participate in classroom activities.

Students must have a good attitude, self-discipline and the ability to commit the time to their studies & have access to the necessary equipment.

Program B

The academic program must be designed specifically for online classes, and the content should be streamlined to fit the environment.

The program must meet the standards and integrity of on ground classes, with clear deadlines and achievable outcomes.

Online programs should focus on application of knowledge and encourage critical thinking.

Participation should be encouraged with opportunities for exchange of ideas between students and the instructor.

Instructors C

A successful instructor needs to be professional, able to communicate well and provide a positive learning environment for the online class.

Online instructors need to foster interaction among their students, guiding them through a comfortable learning experience with clear deadlines and achievable goals.

Instructors have a responsibility to provide appropriate content and to act as a facilitator between the students and the material.

The instructor has a powerful influence on the students and the success or failure of the program.

Technology D

The technology needs to be selected based on the needs and objectives of the program and students and equity of access.

The technology must be user friendly, reliable, accessible & facilitate the learning process, with plenty of support & help available at all times.

Successful technology as a means to deliver the materials must be easy to use, with clear cut instructions and tools that the students will be comfortable using.

Orientations are a good way to introduce students to the technology and tools they will be using during the course.

End

Interaction (Joseph Auciello)

Key strategies for fostering communication between instructor and students and between students.

Instructors can adjust to students’ questions quickly and add contents, as needed, through examples, links to information, and step-by-step detailed responses. Examples of forum types:

Class News (class bulletin board) to communicate upcoming events, changes or additions to class or any other "news". Automatically emails to other students! Great feature!

Questions Forum for question about the class, assignments, lecture material, etc. Students just click on "Add a New Discussion Topic" button below. Think of this as raising your hand in a traditional class. All the students can see your question and all can see the answers!

Interaction (continued) (Joseph Auciello)

Water Cooler forum. Open line, using good netiquette, chatting about anything for offline conversations with classmates.

Introduction forum to get to know each other, gives a personal touch, helps reinforce a High-Tech, High-Touch learning environment!

Team Project Discussion Forum Used to coordinate group projects. Discussion Board set up in the separate groups mode- each group can only see their own group, other forums are invisible. Information is specific, relevant. Avoids TMI (too much information).

Interaction (continued) (Joseph Auciello)

Build on existing material.  Give students access to concepts

taught in previous courses.  

Use active, resource-centered, critical-thinking assignments to increase student interest and interaction

Allow students to engage in research at their own pace (within a framework.

Communicate key information in forums and WebPages by using the KISS model.

Interaction (continued) (Joseph Auciello)

Use both asynchronous learning (not time-scheduled) that allows flexibility in completing assignments, and synchronous learning (time-scheduled) for critical class meetings.

Use Team Projects to create a collaborative learning community that uses peer-to-peer, peer-to-instructor methods, teamwork, and group problem solving methods.

Expand students’ cognitive learning styles by using different formats: short-answers, multi-choice, essay questions, and Multi-media presentations: video, podcasts, live cybercasts.

Summary (Angela Ruiz)

In summary then, there needs to be time allotted, such as the first week, for students and instructor to get to know each other and the web site.  Getting to know each other can include an introduction posted on the discussion board. It also needs to include assignments that will help them get familiar with the site.  It is also a time to get information such as email addresses.     There needs to be a student discussion board and a roster with email addresses. This will enable students to communicate with each other and answer each others questions.  By communicating through a discussion board students who may have had the same question will be able to see the answer.  A class news page also allows an instructor to communicate with the entire class.  Email needs to be reserved for personal matters only.     

Summary (continued) (Angela Ruiz)

Assignments should be uploaded, and the grading criteria and grades should be posted.  When testing, the instructor has to consider setting time limits, and the types of exams to be given; essays, problems, projects, or proctored exams.  Which quiz engines to use will also have to be decided.  Grades need to be posted in a way that protects student privacy rights. The students' ID can be posted, but not their names.     Any technology challenges need to be addressed early on.  An element of fun, and lots of positive encouragement help to keep students motivated.  For the "fun stuff" there are graphics, sound, clip art, and links to web sites.  The best way to retain students is by communicating, especially early in the course.

Conclusion

Beyond the basic required online training course covering software basics and the notions of online pedagogy and teaching strategies, a successful online faculty development program should offer a variety of other training, support, and networking opportunities for instructors. This multi-service approach to online faculty support and development will provide a rich mixture of elements that will satisfy the needs of a diverse teaching body. This, in turn will help ensure a richer and more successful online learning experience for students.

Cites

Elements of Quality Online Education:  Online Education Into the Mainstream by John Bourne & Janet C. Moore

How to teach an Online Course, CAOT 134, by Prof. Joseph Perret

http://auciello.tripod.com http://www.onlinelearning.net http://www.slideshare.net http://www.uwsa.edu/ttt/kircher.htm