Month: September 2013
Setting Up an Online Learning Experience
An online class is sometimes a new experience not only for the students but also the instructors. That is why it is very important for each instructor to do his or her research before setting up an online course. “Entering into the world of online teaching and learning can create uncertainty and trepidation, and even a feeling of being overwhelmed as you venture into a world of unfamiliar tools and students at a distance. However, if you have been an effective instructor in the face-to-face environment, you will soon adapt to the new environment with a little time and practice” (Boettcher & Conrad, 2010, p. 56).
What is the significance of knowing the technology available to you?
One of the first steps in setting up an online course involves figuring out what type of technology tools are available, and what type of course management system is used by the school. Each instructor should be able to use a course management system. Some examples of what they should be accustomed to include how to create and set up discussion forums, grade books, teams and groups, how to upload and edit documents and pictures, how to send emails and announcements, and how to use the Internet, and audio and video tools (Boettcher & Conrad, 2010). In fact, if instructors need help schools may also offer templates, workshops, or tutorial sessions to teach them how to use the course management system. Lessons are also available for free through the course management websites. Moreover, instructors need to use technology that they are familiar with, that is readily available to the students and easy to use. They can go a step further by continuing to learn new tools and gradually add new items to their courses when they are ready.
Why is it essential to communicate clear expectations to learners?
The instructor should set the tone before the class starts. Course requirements are usually on the syllabus which states what is expected from each student, when the assignments are due and how students should communicate with each other and the instructor. The main goal is to set the mood for the learning community. Online classes should be built based on themes like presence, community, patience and clear expectations. This helps to establish trust, set goals and build relationships through learning. If students feel a sense of belonging and support, then they will eventually share experiences and use the content to actively engage in learning. Teachers should remember to be patient because online learning skills take time to develop. In addition, “clear and unambiguous guidelines about what is expected of learners and what they should expect from an instructor make a significant contribution to ensuring understanding and satisfaction in an online course” (Boettcher & Conrad, 2010, p. 55).
What additional considerations should the instructor take into account when setting up an online learning experience?
According to our class video, Launching the Online Learning Experience, Dr. Rena Palloff and Dr. Keith Pratt stated that the first two weeks of an online program is critical (2013). Instructors should design an icebreaker to help students to introduce themselves and ask students to participate. It helps students to create social presence, helps instructors find out what students know, and how they know it lays the foundation for the learning experiences that follow (Boettcher & Conrad, 2010). Other ideas to consider before setting up the course are ordering textbooks, figuring out the course plan, setting up assessment, scheduling activities and assignments, creating engaging discussions, and allowing feedback (Boettcher & Conrad, 2010). Hopefully, by the end of the course the students will be better acquainted with each other, able to say what is on their minds, and to use what they have learned from each other to produce positive learning outcomes.
I think that a successful online learning experience will come from both the instructor and the students’ willingness to learn. We all face challenges when it comes to learning something new, but if an abundance of resources are available and there is someone to turn to for help, then we just might be able to achieve our goals. No one can be prepared for what they might face while the class is going on, but good preparation by the instructor before the class, actively keeping the students engaged and feedback can help the students attain success in the class. In addition, if the learning community is trustworthy and the students feel a sense of belonging, then they may be encouraged to ask for help, to offer help and to make suggestions throughout the course. “The key to creating a positive experience is to identify the students’ needs and then incorporate activities that address their various learning styles, life experiences, and expectations” (Conrad & Donaldson, 2011, p. 21).
All in all, in order to implement effective online instruction in the future instructors have to be knowledgeable with the tools available and ones that relate to the class. Our textbook also states that an instructor working with tools should just keep it simple, remember that tools constantly change and to pick one to three that are suited for their learning goals (Boettcher & Conrad, 2010). Time is another factor that is needed to help prepare for classes, to get ourselves acquainted with the students, to make any revisions and to provide feedback. We must also keep in mind that all of the activities should be designed around the students. The instructor should know when to shift roles and move from a faculty-to-learner, learner-to-learner, or learner-to-resource mode. “Increasingly faculty are shifting to the role of a coach and a mentor and a director of learning to help learners build, reshape, and extend their knowledge structures. When you [instructors] are talking, learners assume the role of listening, which is a less active role than for them to write and discuss; more learning occurs when learners are processing, writing, analyzing, and questioning (Boettcher & Conrad, 2010, p. 98).
References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Franciso: Jossey-Bass.
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. San Franciso: Jossey-Bass.
Laureate Education, Inc. (2013). Launching the online learning experience. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3466249_1%26url%3D
Online Learning Communities
This week’s assignment is to discuss online learning communities. But first we should define it. An online learning community is an online environment where students interact with each other while they learn. Dr. Rena Palloff and Dr. Keith Pratt say that students explore subject matter, face challenges, construct meaning and knowledge about content and give feedback to each other (Laureate Education, Inc., 2013).
How do online learning communities significantly impact both student learning and satisfaction within online courses?
Online learning communities provide a way for students to communicate with others. It is an environment where students can bond with fellow classmates, get familiar with the atmosphere and become comfortable learning online. Also, they can discuss class information, work on group projects, ask each other questions and solve problems together. Participation is the key to a successful online education. As a matter of fact, “before a learner can effectively demonstrate the skills of an engaged learner, he or she must understand engaged learning and be amenable to adopting the strategy. Only then can a learner be expected to form a community with others in the online learning environment” (Conrad & Donaldson, 2011).
What are the essential elements of online community building?
In order to build an online community, first the instructor should set up the online community before the class begins. Boettcher and Conrad (2010) suggest that the instructor of a new course should determine the course content, find and research textbooks or other resources that emphasize learning outcomes, order the materials, and plan class meetings and assessments around the content resources. In addition, the facilitator should be skillful with using various software and Web 2.0 technology tools, and be familiar with the Internet email. Likewise, the online community should have a personal touch from the instructor; the course should be easy to use, appealing to the eye and offer plenty of resources. Instructors should communicate regularly with the participants and be concerned about each student’s well-being,
How can online learning communities be sustained?
According to John Seely Brown’s cognitive apprenticeship model, in communities of online learning information can produce, distribute and deploy highly esoteric knowledge (Boettcher & Conrad, 2010). In other words, people learn by performing hands-on learning activities and observing each other. Students should work together with facilitators, follow prompts to do their assignments needed for discussions and assessments, and keep an open line of communication. Likewise, instructors need to take time to get to know the students, offer different ways to learn material, and continue to mentor students. Jerome Bruner’s theory of constructivism states that, “the first act of learning, over and beyond the pleasure it may give is that it should serve us in the future. Learning should not only take us somewhere; it should allow us later to go further more easily” (Boettcher & Conrad, 2010).
What is the relationship between community building and effective online instruction?
As long as there is a safe learning environment, students continue to interact with each other, and the rules are in place, I think that students will learn more, be able to give feedback, and have a sense of belonging they will have a road to success.
What did you learn that will help you become a more effective instructor in the future?
The main thing that I learned about online learning communities is that they depend on the interaction among the students. All learners must actively give their opinions, ask questions, and use their own experiences in order to gain their own knowledge and for the whole community to achieve overall knowledge. To become a better instructor I would find ways to keep the students motivated, encourage them to participate in learning activities and group assignments, listen to suggestions and offer them different technological avenues to learn. If we work together, then everybody will be able to attain their goals.
References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Franciso: Jossey-Bass.
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction. San Franciso: Jossey-Bass.
Laureate Education, Inc. (2013). Online learning communities. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3466249_1%26url%3D
Online Instructional Strategies Class
Hello everyone. Fall classes have started and it is time to learn something new. Like many of you, I am near the end of the IDT program. I was shocked to see that we had to construct another blog. I thought that phase was over, but oh well. It has been a while since I used this blog and I see so many changes with the blog site’s technology. So far it is all good so I will be updating as I go along to test the waters.
Instructional Design & Technology 