Judith V. Boettcher, Rita-Marie Conrad

The Online Teaching Survival Guide

Simple and Practical Pedagogical Tips

• Broschiertes Buch

Produktbeschreibung

Essential reading for online instructors, updated to cover new and emerging issues and technologiesThe Online Teaching Survival Guide provides a robust overview of theory-based techniques for teaching online or technology-enhanced courses. Covering all aspects of online teaching, this book reviews the latest research in cognitive processing and related learning outcomes while retaining a focus on the practical. A simple framework of instructional strategies mapped across a four-phase timeline provides a concrete starting point for both new online teachers and experienced teachers designing or revamping an online course. Essential technologies are explored in their basic and expanded forms, and traditional pedagogy serves as the foundation for tips and practices customized for online learning. The tips cover course management, social presence, community building, integration of new technologies, discussion and questioning techniques, assessment, and debriefing, along with new coverage of intensive or accelerated courses, customizing learning strategies, developing expertise, advanced course design, and assessment techniques exclusive to this new second edition.The theory and techniques of successful online teaching can be significantly different from those used face-to-face. With more and more classes being offered online, this book provides a valuable resource for taking your course to the next level.* Understand the technology used in online teaching* Learn specialized pedagogical tips and practices* Examine new research on cognition and learning* Adopt a clear framework of instructional strategiesThe explosion of online learning has created a demand for great online teachers. Increasingly, faculty who normally teach face-to-face are being asked to cover online courses--yet comprehensive pedagogical resources are scarce. The learning curve is huge, and faculty need a practical approach to course design and management that can be quickly and easily implemented. The Online Teaching Survival Guide provides that essential resource, with a customizable framework and deeper exploration of effective online teaching.

Produktdetails

• Verlag: Jossey-Bass / Wiley & Sons
• Artikelnr. des Verlages: 1W119147680
• 2. Aufl.
• Seitenzahl: 416
• Englisch
• Abmessung: 281mm x 211mm x 23mm
• Gewicht: 994g
• ISBN-13: 9781119147688
• ISBN-10: 1119147689
• Artikelnr.: 45312474

Inhaltsangabe

List of Tables, Figures, and Exhibits xvForeword xviiPreface xxiAcknowledgments xxiiAbout the Authors xxiiiIntroduction xxvPART ONE: CORE PRINCIPLES AND BEST PRACTICES OF ONLINE TEACHING AND LEARNING 11 Teaching Online: The Big Picture 3Preparing to Teach in the Online and Blended Environments 4Uh?]Oh. What Did I Say I Would Do? 4Is This You? 5The Definition of a Course 6How Do Online and Blended Courses Differ from Traditional Courses? 8Types of Online and Blended Courses 10The Four Stages of a Course 13Learning Theories and Theorists 13Summary--and What's Next 222 Pedagogical Principles for Effective Teaching and Learning: Ten Core Learning Principles 23Background of the Ten Core Learning Principles 25Ten Core Learning Principles 26Principle 1: Every Structured Learning Experience Has Four Elements, with the Learner at the Center 27Principle 2: Learners Bring Their Own Personalized and Customized Knowledge, Skills, and Attitudes to the Learning Experience 30Principle 3: Faculty Mentors Are the Directors of the Learning Experience 32Principle 4: All Learners Do Not Need to Learn All Course Content; All Learners Do Need to Learn the Core Concepts 33Principle 5: Every Learning Experience Includes the Environment or Context in Which the Learner Interacts 35Principle 6: Every Learner Has a Zone of Proximal Development That Defines the Space That a Learner Is Ready to Develop into Useful Knowledge 36Principle 7: Concepts Are Not Words But Organized and Interconnected Knowledge Clusters 37Principle 8: Different Instruction Is Required for Different Learning Outcomes 38Principle 9: Everything Else Being Equal, More Time on Task Equals More Learning 39Principle 10: We Shape Our Tools, and Our Tools Shape Us 40Summary--and What's Next 413 Best Practices for Teaching Online: Ten Plus Four 43Best Practices for Online and Blended Teaching and Learning 44Best Practice 1: Be Present at Your Course 44Three Types of Presence 46Best Practice 2: Create a Supportive Online Course Community 47Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself 48Best Practice 4: Use a Variety of Large Group, Small Group, and Individual Work Experiences 50Best Practice 5: Use Synchronous and Asynchronous Activities 51Best Practice 6: Ask for Informal Feedback Early in the Term 52Best Practice 7: Prepare Discussion Posts That Invite Responses, Questions, Discussions, and Reflections 53Best Practice 8: Think Digital for All Course Content 54Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning 55Best Practice 10: Plan a Good Closing and Wrap Activity for the Course 57Four More Best Practices for Online and Blended Teaching and Learning 57Best Practice 11: Assess as You Go by Gathering Evidences of Learning 58Best Practice 12: Rigorously Connect Content to Core Concepts and Learning Outcomes 58Best Practice 13: Develop and Use a Content Frame for the Course 59Best Practice 14: Design Experiences to Help Learners Make Progress on Their Novice?]to?]Expert Journey 60Summary--and What's Next 614 Technology Tools to Support Teaching and Learning 62Guidelines for Choosing and Using Technology Tools 63Basic Set of Technology Tools for Online and Blended Teaching and Learning 65Basic Set of Digital Technology Tools: Their Teaching and Learning Purposes 66More Thoughts on the Basic Tools 70Tools for Practicing Contextual Knowledge and Exploring Possibilities 74Staying in Sync with Tools 775 Four Phases of a Course: Themes and Happenings 79Phase 1 Course Beginnings: Starting Off on the Right Foot 79Phase 2 Early Middle: Keeping the Ball Rolling 85Phase 3 Late Middle: Letting Go of the Power 90Phase 4 Closing Weeks: Pruning, Reflecting, and Wrapping Up 97Summary--and What's Next 103PART TWO: SIMPLE, PRACTICAL, AND PEDAGOGICALLY BASED TIPS 1056 Phase 1: Course Beginnings: Starting off on the Right Foot 107Tips for the Course Beginnings 107Course Beginnings Tips Overview 109Getting Started--Preparing Your Syllabus and Course Site 109Getting Started--Preparing Your Syllabus and Course Site 110CB Tip 1: Essential Elements of an Online or Blended Course Syllabus and Course Site 110CB Tip 2: More on the Significant Elements of an Online or Blended Syllabus 118CB Tip 3: Creating a Syllabus That Jump?]starts Learning 122CB Tip 4: Using "Bookending" to Add Structure and Meaning to Your Course 127CB Tip 5: Generating Energy and Purpose with Specific Learning Goals 130Getting Started--Launching Your Course 134CB Tip 6: Hitting the Ground Running: Maximizing the First Week 134CB Tip 7: Launching Your Social and Cognitive Presence 136CB Tip 8: Getting to Know Students' Minds: The Vygotsky Zone of Proximal Development 140CB Tip 9: Getting into the Swing of a Course: Is There an Ideal Weekly Rhythm? 142Creating and Managing Discussion Posts 145CB Tip 10: The Why and How of Discussion Boards: Their Role in the Online Course 145CB Tip 11: Characteristics of Good Discussion Questions 148CB Tip 12: Power Questioning for Meaningful Discussions 154CB Tip 13: Response Posts--A Three?]Part Structure 158CB Tip 14: Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thoughts? 160CB Tip 15: Using Discussion Forums to Gather Evidence of Learning 162CB Tip 16: Feedback in Discussion Posts--How Soon, How Much, and Wrapping Up 166CB Tip 17: The Faculty Role in Blended and Online Courses 168Summary--and What's Next 1717 Phase 2: Keeping the Ball Rolling in the Early Middle 172Tips for the Early Middle 172EM Tip 1: Tools for Teaching Presence: E?]mails, Announcements, and Discussion Forums 174EM Tip 2: Monitoring Student Progress Using Learning Management Systems 177EM Tip 3: Early Feedback Loop from Learners to You 178EM Tip 4: Early Feedback Tools: Rubrics, Quizzes, and Peer Review 181EM Tip 5: Steps in Memory?]Making: What Teaching Behaviors Make a Difference 184Summary 187EM Tip 6: Tips for Making Your Grading Time Efficient and Formative for Learners 188EM Tip 7: Dealing with Difficult Students--What Do You Do? 191Building the Cognitive Presence 195EM Tip 8: Building Cognitive Presence Using the Practical Inquiry Model 196EM Tip 9: Core Concepts of a Course--Do You Know Yours? 198EM Tip 10: Designing Assessment Plans for Online and Blended Courses 202EM Tip 11: Three Best Assessment Practices 205EM Tip 12: Assignments for the Evaluating and Creating Levels of Bloom's Taxonomy 210Strategies and Tools for Building Community 213EM Tip 13: Collaborating with Groups of Two or Three--Casual Grouping 214EM Tip 14: Group Projects in Online Courses: Setting Up and Structuring Groups 216EM Tip 15: Using Synchronous Collaboration Tools 220EM Tip 16: Using Audio and Video Resources to Create a More Engaging Course 222Summary--and What's Next 2258 Phase 3: Letting Go of Power in the Late Middle 226Overview of Late Middle Tips 226Going Deeper: Leveraging the Power of Questions 228LM Tip 1: Questions and Answers: Upside Down and Inside Out 228LM Tip 2: Three Techniques for Making Your Students' Knowledge Visible 230LM Tip 3: Developing Rigor in Our Questioning: Eight Intellectual Standards 232LM Tip 4: Moving Beyond Knowledge Integration to Defining Problems and Finding Solutions 237Feedback for Cognitive Growth 239LM Tip 5: "Are You Reading My Postings? Do You Know Who I Am?" Simple Rules for Feedback in Online Learning 239LM Tip 6: Feedback on Assignments: Being Timely and Efficient 244LM TIP 7: Substantive Feedback: Doing It Wisely and Well 248LM Tip 8: Rubrics for Analyzing Critical Thinking 252Assessing Learning as You Go with Projects 255LM Tip 9: Customizing and Personalizing Learning Projects 256LM Tip 10: Managing and Facilitating Group Projects 259LM Tip 11: Assessing Group Projects 261LM Tip 12: Four Effective Practices During Project Time 264Community Empowerment and Social Networking 267LM Tip 13: Course Middles and Muddles: Souped?]Up Conversations That Help Build Community 268LM Tip 14: Using Social Networking Techniques to Build a Learning Community 269LM Tip 15: Experts: A Touch of Spice 272Summary--and What's Next 2759 Phase 4: Pruning, Reflecting, and Wrapping Up 277Tips for the Closing Weeks 277Meaningful Projects and Presentations 279CW Tip 1: Using What?]If Scenarios: Flexing Our Minds with Possibilities 279CW Tip 2: Stage 3 of a Learning Community: Stimulating and Comfortable Camaraderie 281CW Tip 3: Learners as Leaders 283CW Tip 4: Course Wrapping with Concept Mapping: Capturing Course Content Meaningfully 285CW Tip 5: Using Case Studies in Online Courses: Making Content Real 290Preparing for the Course Wrap 294CW Tip 6: Pausing, Reflecting, and Pruning Strategies 294CW Tip 7: Closing Experiences: Wrapping Up a Course with Style 296CW Tip 8: Real?]Time Closing Gatherings: Stories and Suggestions 299CW Tip 9: Debriefing Techniques: What One Change Would Students Recommend? 302Conclusion--and What's Next 30310 Teaching Accelerated Intensive Courses 305Tips for Intensive Courses (IC) 305IC Tip 1: Designing for Intensive Courses Using Content Framing and Case Studies 306IC Tip 2: High?]Impact Practices for Short Courses: Reflections, Patterns, and Relationships 308IC Tip 3: Developing Expertise in Short Courses: Can It Be Done? 313Conclusion--and What's Next 315PART THREE: CONTINUING YOUR JOURNEY TO EXPERTISE 31711 What's Next: Reflecting and Looking Forward 319Reflecting and Looking Forward Using the Four Course Phases 319Reflecting and Looking Forward with the Learning Experiences Framework 325Advice from Fellow Online Instructors 328Conclusion: Innovation as a Three?]Phase Process 330Appendix: Resources for Learning More about the Research and Theory of Teaching Online 333References 339Index 359Subject Index 363