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OTC14 Ten Best Practices for Teaching Online 06 20 2014

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OTC14 Ten Best Practices for Teaching Online 06 20 2014


ConferCaption
00:14 ->>: Hello everybody. Welcome to online teaching conference 2014. This is 10 best
practices for teaching online. This is a copy of what you got in your program just to let
you know this is what course you are in and this is my contact information at the bottom
of this slide. If you have a question that we don’t have time to get to today I would
be happy to answer that via email. 00:43 – I want to first tell you my source
for all of this information. I did not come up with any of it. But Judith Boettcher came
up with all of it. This is approximately a 300 page book (on the board) that is called
the online teaching survival guide. Over here is a quick and dirty little survival guide
that she made, 10 best practices for teaching online. This is a quick guide. So the right-hand
side is like your quick start when you get software and the left-hand side is the reference
manual that has it all. 01:32 – In this book there are a lot of great
resources at your fingertips. By the way, for those of you who are wondering where this
is, this is posted in the OTC portal. This entire slideshow is posted their seed do not
have to worry about taking notes. I’d broke every PowerPoint rule and put tons of data
on every screen. So, if you want any of this data that is on any of this slides it is already
posted in the OTC portal so you do not have to worry about notetaking. 02:15 – So, let me check, where are the clickers
at. Great. Everyone who has a clicker, we are going to see how this works. First we
are going to see who is here. This is my question. Are you currently teaching an online course
you should be able to answer AB or C. 02:49 – I need to make one little change on
this. And if this takes more time than I wanted to then we may not be able to do the clicker
thing. (Pause) 03:18 – So my online folks can see what is
going on here. This is an experiment. We have never done this before we redo CCC confer
and clickers at the same time. 03:51 – Your responses are going to show up
on this response table. Unfortunately you cannot see the whole table. It is supposed
to turn green when you answer. Have you pushed anything on yours? Okay, this is not working.
So we are going to ditch the clickers. But my online community is answering over there. 04:31 – So let’s do a quick show of hands.
How many of you would answer A? B? C? it is a pretty and distribution in here. So, I am
hoping that those of you who are brand-new you were going to get so much information
from this seminar in the next two days. I have been coming to this seminar for about
five years. I’ve been teaching for about eight years online. My first class I thought I had
so much to do, how am I going to do it all. You cannot do everything. Just pick a couple
of things because you don’t want to overwhelm yourself. 05:26 – Those of you who are teaching, just
started teaching, this will hopefully provide a list for you that you might know a little
bit about and hopefully you will learn a little bit more. Or maybe you already know this stuff.
So, one of those categories are going to work for you. 05:36 – Let’s start out with the first best
practice. Number one, be present at the course site. This is in here not only because our
students don’t want to feel abandoned but it is actually the law. Title V is the law
that tells us teachers what we have to do. And part of that is we have to have regular
contact with the students. That means you have to be there. There is no set up on the
first day of course saying have fun and I will see you later. If we did that students
would be so frustrated that they would not know how they are doing along the way. A couple
of ways that you can be present on the course site is you literally do lots of announcements
and discussion board postings and forms. We could spend an hour on that topic alone. In
fact, the hour I just spent in the first session was on discussions next door. I spent the
whole hour talking about discussions. There is so much more to talk about with discussions.
So that is probably most important. Your students need to know that you are reading what they
are saying and they are getting feedback so you can see where they are at. That is one
of the reasons I use clickers in my online classes is because I need to know if my students
understand what is going on. We need to hear from them and they need to hear from us as
well. So a discussion board needs to be a two-way street. We will have more in other
best practices that focus more on discussions specifically. 07:31 – I will jump down to the bottom bullet
point to let you know that this is what the students say that the best online faculty,
according to students, our faculty who show their present multiple times her week and
at best daily. They want you in there every day. Is that reasonable? maybe. And that is
another best practice that we will talk about is that you need to let the students know
what that will be for you. 07:55 – The second bullet point is they want
to know that you care. They want to know you are. I always do an introduction in week 1
and ask them a little bit about themselves. And I answer those two. I think it is only
fair that if I ask them questions that I answer that too. They want to know who I am so the
first page of my syllabus has a whole column all about me. So, our students want to get
to know that we are real people and if we have an event to go to on a weekend, I am
not planning on roaming to answer my students discussion boards for it so I will tell them
I am going away for the weekend and I will answer you on Monday. 08:47 – Here is a question for the online
community to answer. And we can answer in here by raising our hands. How many times
per week should we tell our students to expect us to be active online? (on the board) (reading) 09:51 – How many people say A? B? C? D? so,
pretty evenly spread on that as well, except for B. what did my online community say? this
is going to be whatever works best for you but you do not want to set yourself up for
failure. Do not tell them that you are going to be in there every single day including
weekends and then don’t do that. If you are going to guess then guess toward letter A.
you can always be in there more often than you say. A lot of times I tell them I went
to answer emails within 24-48 hours in business days. Just make sure that you let them know
what to expect. 11:11 – Best practice number two is create
a supportive online community. And this is where discussion boards come in a locked.
And the way I set up my discussion boards includes two out of three of these pieces.
You may have heard about presence in the classroom. In these three areas include a ton of teaching
theory. Number one is faculty to student. They need to
hear from you the teacher. It could be through
many lectures, text or video or audio podcasts. If they are hearing from you, that is number
one. Number two is student to student. I believe this is the most important one. And you will
hear that in other seminars probably today as well as the rest of the weekend. For example
a personal introduction posting, open student forum for students, and small groups. Students
find that sharing is where the energy happens. When they are hearing from each other it is
almost like it becomes real. They may say the same exact things that I said that when
a student says it it may be a lightbulb moments. Really it is often times because it was just
a different wording. I might say it one way and a student says it another way and they
may here at five different ways from five different students on the discussion board
until they get their lightbulb moment. But when they hear it over and over again, especially
from their peers in nontext lingo that is when it happens. They are definitely a lot
of questions about how much Julie interjected as professors into student discussions. It
goes back to best practice number one. Your presence must be known. I believe if you work
to interrupt them too much you will derail the student to student conversation. But it
is important that you monitor it. It is important to make sure that no one is being derogatory
or bullied, and maybe steer someone a different direction if they are just completely off-base
on a particular discussion topic. So, monitor it and get in there every once in a while
but just don’t derail it by putting someone down and telling them they did something wrong
in front of the whole class. Just like in a face-to-face class you might pull someone
aside. Do the same thing in a discussion board. 13:39 – And then lastly the student to resource.
Obviously that will be their textbook, whatever the publisher provides if you are using a
publisher provided book. That was the obvious one. And we want to make sure that we hear
from them and them from us. 14:03 – Best practice number three, develop
expectations for you and your students. I talked about this one a little bit earlier.
We need to be very clear in communicating what our students can expect from us. A couple
of things to think about: how will you communicate or do you prefer email or messages on the
discussion board or private messages within your learning management system. So, the how
is pretty important. 14:29 – How much time students should be working
on the course each week. I have this on page one of my syllabus. You will spend X number
of hours per week in this class. I tell my students also on page 1 all of the different
ways that I will let them communicate with me. I do not give them my home phone number
but I have discovered a really cool thing called Google voice. For those of you who
have not heard of it, here is why I really like this tool. I do not want to give them
my cell phone number so that they can interrupt me at any time but I do want to give them
the means to text me because that is how students like to communicate. I give them a Google
voice number. But that is is a fake phone number that goes to an email account and I
actually have it go to my phone, just like all of the rest of my email goes. And so if
I am in between different things I can go check it like I would check email. I check
it just like a regular email account. And when I replied to that it goes back to the
phone that they texted me from. So I get to be uninterrupted and they get to be texting.
It is kind of a win-win situation. 16:21 – , When you will be present and when
you will not print we talked about that earlier. For the most part stick to it. And then I’m
going to skip down to the last bullet point. The response time, within 24 hours during
the week for that as an example but it can easily be modified. Most teachers that I have
heard say 24 hours is pretty standard. It is not officially standard but that is what
a lot of people go by. And when I say it can be easily modified, I mean if you tell them
that you have something going on and you will not be able to get back to them they really
appreciate your honesty. 17:33 – There are sometimes the day before
a test for me I will just get flooded with emails. I will go through them and see which
ones are the test is tomorrow related. And the other ones I will say I got your email
and it will get back to you in a day or two depending upon how flooded I got with other
emails. And they appreciate having an acknowledgment. And it saves duplicate emails from them wondering
if I got the email or not. So that is important. 18:17 – Setting regular times can be invaluable.
And this can be in a number of ways that if you tell them I will be here every Monday
Wednesday Friday afternoons. So if they are wanting to catch you, it is almost like virtual
office hours. If you can have a virtual office hours that would be awesome. But if you at
least let them know you can usually catch me on these days at this time that would be
great. Then they know what to expect. 19:22 – I have an iPhone so I can talk into
it and insert text messages and it automatically puts in capitalization and punctuation for
me. So I really like that. 19:41 – (inaudible) 19:50 – The question for the online community
is do they see your phone number when I respond in Google voice. The answer is no, they do
not see it. It just looks like a text. It responds like email. 20:41 – If you use it in your phone it does
go against your data usage so if you have limited data usage that will count against
her data you should so that is something you need to take into account as well. 20:46 – (inaudible) 21:32 – What I have been told is that anything
having to do with grades must be communicated through the school email her but if it is
anything else, it is just like having a conversation with a student in a classroom then it doesn’t
matter if there’s any record of it or not. What matters is I do not tell anyone their
grade through a Yahoo account or their Google voice. It has to go through our schools private
email accounts. I think it depends upon your district. 21:32 – (inaudible) 22:02 – I am sharing grades only through the
email that is housed on the campus server. I do not share them in any public type of
email account. 22:50 – (inaudible) 23:13 – The question was how do we manage
all of those options that we give to our students? In my opinion it doesn’t really matter if
it is coming through line item 3 or line item 4, on my phone, I am still getting messages.
I still have to look at my phone or my email or log into my school campus email and answer
those. Go into Google voice and answer those. Yes, it is time-consuming. And I have to allocate
that time and that is the most time-consuming thing that I do. 23:56 – I will one last question and then
move on. Because we’re only on best practice number three. 23:56 – (inaudible) 24:17 – The expectation for students, how
much time they need to be online, etc. I break it down, this is the number of hours they
are expected to be in class for on-campus students. Therefore, for my online students,
the discussions and tests they get a certain amount of time could and add it to be the
same number. For my students who think taking an online course will take them less time
than an on-campus course I let them know right at the beginning that know that is not the
case. I said those expectations on day one and break it down for them. 25:05 – I have another question for you (on
the board) (reading). 26:28 – Best practice number four, use a variety
of experiences. This is because we’re catering to so many different kinds of students. We
need large group, small group, individual work experiences. We want a variety. Some
people will really excelled by themselves and some people will really excel in small
groups. We want to give them an opportunity to excel in the area that might be right for
them. Some students are best on their own. We want to provide them with options. Sometimes
they will work together and sometimes they will work individually. It is really about
a variety. Another way to facilitate online is hold another hour of class. I was actually
going to do a separate presentation for that hour and I will probably do that next year.
Setting up those groups is going to be an important part of class if you are teaching
the class of 90 students. It is not going to be reasonable for comments from all 90
students to be read on discussion board. I teach an accounting class where the drop rate
is at least 2%. Which is pretty standard for math and accounting classes. So I may start
out with 45 students but I usually end up with quite a few less than that. I used to
have 90 students in my class and I told them I am not willing to do that anymore because
it is too hard for me to manage all of that. It is just too overwhelming for the students
to do that as well. 28:21 – Here is my next question (on the board)
(reading). 28:56 – How many think A? B? C? D? 29:20 – Another big part of this is what you
require from your students. We will get into that. 29:24 – Next best practice, best practice
number five-(inaudible)-that is a really good point. She said there are some students who
just won’t participate. I used to break my groups into about 10-15 but because we have
such a big dropout rate and lack of participation when we have students not participating that
is just not fun. They need to hear more from more people. So I think it depends upon what
you’re asking other students. 30:07 – (inaudible) 30:14 – Good point. She said she likes small
groups because fewer people can skate by and not do anything. 30:30 – There are a couple of different options.
You can have them self select. And it depends upon your LMS how you are going to do that.
Or you can decide alphabetically to group them together, or use some other way to do
that. I think it depends upon the context. 31:01 – Best practice number five is used
both synchronous and asynchronous activities. For those of you who do not know what that
means, that means are they live right now likely are with CCC confer, but some people
who are here today in another class because we ran out of room will be watching this later.
So those are two different options. You can do exactly what we are doing right now. Can
be teaching our online campus class and it is being recorded for your online students.
They can watch it live and participate like our online audience is right now, where they
can watch it later. I have found this to be really helpful for my students who speak English
as a second language. A lot of times some of the students can be afraid to ask me to
repeat something or are they are afraid to say something in class. So these students
told me that the recordings are really helpful for them because they can watch it and rewind
and watch it over and over again. So, if you have a chance to do this, a lot of your students
may really benefit from this ability to listen over and over again until they can understand
the comments. 32:57 – I recommend a headset microphone.
I was doing that I would just put the headset on my neck and put the little boom on the
recording right here so that way the recording would pick up my voice. 33:41 – This is a tangent on video making
preview want to make a quick minute video there are a lot of opportunities online to
be able to do that. Screencast is one way to do this. I think we have a few seminars
on video making as well as we can. Another one is Jing. 34:18 – I would say provide a variety. A variety
of experiences and ways for them to get the content. The more variety provide the more
chance you are the content is going to end up in their head. Another thing is more collaborative
and more reflective activities. The more you can have them think about it, and this goes
back to Bloom’s taxonomy. You do not want them to just regurgitate information. You
want them to think about it. 35:05 – There was a discussion board class
just prior to this one in a highly recommended. If you did not get a chance to attend that
one I highly recommend watching the recording of it. It was in recorded just like this one.
It was one of the best discussion board seminars I have ever been to. 35:24 – If I’m going to be on the computer
monitoring this it is a little bit harder, but I have this. I also run some webinars
where I am also monitoring the chat discussion and what is going on. And in a workshop we
can go fast and it is really hard to monitor that. When there is only a classroom of 20
or 30 or 40 then it can be easier preserve you can do real-time interactive discussions
with your online students it makes them feel like they are light in the classroom. 35:47 – Things that we want to really make
sure that we cover easily want to think, plan, write and summarize is always better. Just
think about your classes. Some examples are real-time problem solving and question-and-answer
review sessions. This is really great if you have an LMS that has a chat option on it.
Or if you have the opportunity to use Google hangout which may be limited by your school.
I have just recently been using Google hangout for the past year and it is all videos so
it feels like you are live and in person. It does have a limitation for the number of
people that you can include but it may be an opportunity for you to have kind of live
office hours-excuse me I mean live virtual office hours. 36:51 – We only have about 5-10 minutes and
we are only on best practice number five. I knew that was going to happen because I
have done this before because we spend a lot of time on the first 4 and the rest of them
are pretty quick. 37:05 – Best practice number six, ask for
early informal feedback. This is something I just put into practice this semester. This
is when you want to ask them how do you think the course is going for do have any suggestions.
How many of you give it end of the course evaluations? If you don’t, I recommend that
you do with not only at the end but also in the middle. If you do it at the end it is
kind of too late to fix a problem. So, we might need to be corrected. Even we don’t
realize that this particular thing we’re asking our students to do just isn’t working. So
maybe we need to adjust our courses. For this to it I’m spent eight hours a week providing
for them, no one uses it and so I’m not going to provide it anymore for them. 38:01 – I use survey monkey. I do an early
feedback survey to find out what is working well and what might make it better. 39:40 – I actually ended up making about four
changes this last semester based on comments that I did in my early feedback survey. And
students really appreciate that and they feel like I really am listening to them when I
make changes and make things better based on their comments. 39:55 – Best practice number seven is prepared
discussion posts that invite responses. Our goal is we want them to ask questions, we
want them to have discussions, we want them to have reflections. We don’t want just regurgitation
of knowledge. That is boring. So, we don’t want to lead them down a boring path so we
do not want to pose questions soliciting basic facts right out of the textbook. Or questions
for which there is an obvious yes or no response. We want to use open-ended questions. And we
need to be very thoughtful in the way that we ask the questions. If you have the type
of content that allows for opinions then ask them opinions. We want to model good probing
and follow-up questions bridges so this is telling them how to respond. I think if you
have too much in your syllabus it becomes overwhelming so I put a little bit of information
in the syllabus upfront that I put a lot more information and announcements throughout the
semester for things that I want them to know. Part of my requirement is to reply to two
students when they read the discussions. I don’t want them to say yes I agree. I want
them to say that is a really good idea, what about this. Or I thought of this this way.
Or here is a follow-up question. I want to model that for them. I do that for the first
two weeks and then I say it now you have it in you are going to do this all by yourself.
And if they don’t, I am always monitoring what they say. 42:00 – (inaudible) 42:34 – You can tell them to have Socratic
feedback, which means they are going to make the person think about it and create further
discussions. 42:54 – A great question. How many pages is
my syllabus and how do I get students to read it. I’ve just started using a program that
makes my syllabus look like a magazine. I have it about seven pages. But it has a lot
of pictures in it. I make it a little more appealing to the eye. And the way I make my
students read it is using a syllabus quiz worth 20 points. So, the rule is, if you make
it points they will do it. What is that movie, if you build it they will come? 43:53 – I have in the front of my syllabus
kind of like a frequently asked questions list so that it tells them where to find the
answer. It is almost like a table of contents. 43:53 – Sadistic couple of things about my
syllabus. 44:06 – So, just a couple of things about
my syllabus. (inaudible). I have had some classes that are not very active and their
other students who just take the ball and run with it. And they may not need any help
at all or very little redirection. And when I do redirection it is something that I need
to tell them they are doing it wrong and I will send them a private message. Publicly
I only tell them great job, I really like that answer. I would say they might hear from
me at least, three or four times if there are 20 posts. In my post show up in bright
yellow so they will see me in there. 45:16 – One more question in the back. (inaudible).
That is a great question. She was talking about accessibility. I make a PDF document
out of it, and I’m not sure about accessibility for that. I will have to check that out. Is
every PDF document accessible? Thanks for increasing my to do list. (laughing). 46:34 – That’s a really good point. Without
public correction, students are really hesitant to take other students answers. I will send
them a private message to their post doesn’t meet requirements. But if someone just said
something completely wrong I will instead of saying you are wrong I will just ask if
anyone else has any feedback on it. And it will give them a chance to correct each other.
And a lot of times they will correct each other. And if nobody does that then at the
end it will go in and say this is what I was really looking for under that topic. This
is something that would be more appropriate for that. 47:26 – Sorry but we have to move on. I have
like two minutes to cover 8, 9, and 10. 47:43 – Here is another question (on the board)
(reading). There is a pretty big makes on your opinions on which one is the correct
answer here. 48:23 – We don’t have time for that. Could
you contact me via email because I think we are out of time. 48:30 – Let me at least get you eight, nine,
and 10. Best practice eight, use digital content resources (on the board) (reading). If you
provide current news events they like to know that what they are learning is real and not
just something from school. Go find a video that describes this on YouTube. Let your students
go find it. Make your job easier. Assignments and discussions-I do not have time to get
into that. 49:21 – Best practice number nine. Use core
concept, customize, and personalized learning. I will give you a chance to read through these
things on your own. We talk about you need options and choices in assignments. 49:40 – And the last best practice was plan
a good closing activity for the course. This one I thought was really good and I didn’t
think about it until one of the last publications. Students are stressed. Help reduce their stress
with a to do list and schedule. A lot of
them are so stressed out they cannot do it for themselves. They need a little bit of
handholding to remind them what to
do and what is next. What are you taking away from this course would be a great discussion
question for
the last week. Remind them of the core concepts and remind them of what’s next in the due
dates. 50:26 – That is all the time we had great if
you have more questions, please email me,
and also evaluations. Do not forget about them. I will put my contact information up there.
Thank you very much.

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