Course Description
Theories, models and strategies are applied to inform best-practice in online communication. Synchronous and asynchronous environments are examined. Tools, platforms and applications are explored to scaffold learning. Strategies for moderating and facilitating effective online learning are presented. Communities of practice are established and applied to student achievement.
course Learning OUtcomes
- Become familiar with common terms, definitions and elements related to online environments
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
- Plan learning opportunities most suitable to the strengths and challenges of a variety of environments
- Develop and design intentional learning activities suitable for the appropriate environment and the learner
- Select strategies and resources appropriate for environment, learners and learning outcomes
- Design inclusive learning environments
- Share engagement strategies and tips
- Undertake engagement with environments through online facilitation for effective learning
- Moderation and mediation
- Understand how to build rapport and manage groups
- engage in building learning communities and communities of practice
- Critically assess and evaluate resources for best practice in online learning
- Consider responsibility, accountibility and civility in online environments
- Examine current research around best practices and emerging practices
Evidence Of Learning #1: seminar experiences
|
|
Online Teaching in Action--Seminar Experiences
OLTD Learning Outcomes Addressed:
In this piece of evidence I chose to add two key items from the seminar facilitation experiences--my own experience facilitating a seminar and my experience as a participant in the seminars.
In this week-long seminar my partner, Breanne and I were to capture the big ideas from Chapter 3 of Karen Kear’s (2011), Online and Social Networking Communities: A Best Practice Guide for Educators. In Chapter 3, “Tools for Online Learning Communities,” the author discusses both asynchronous and synchronous tools for online learning, and focuses on ways in which these tools can be utilized for learning. Our seminar directed participants to demonstrate their understanding of these tools through research, reflection, sharing and discussion with other members of the online community. The activities were strictly asynchronous due to specific circumstances, and when mentioned to members of our online community, they seemed agreeable and open to an asynchronous medium as it provided them with some flexibility throughout the week. I must also mention that during the planning phase of this seminar, I was the hospital giving birth and Breanne did all the planning work. It was a very busy time with a new baby and having to facilitate the seminar, but luckily for me, Breanne and Kim were very forgiving. I had almost considered throwing in the towel on the program, but I persevered and here I am today--done.
My next piece of evidence was my reflection on the shared seminar experiences--this was what I experienced and what I "over-heard" during my time in seminar. I had several inspiring experiences that have broadened my view of online teaching and learning. In reading and listening to a number of intelligent, creative and knowledgeable individuals, I recognize that sometimes your best ideas come from someone else, or as Thomas Carlyle eloquently states, “The lightning spark of thought generated in the solitary mind awakens its likeness in another mind.” In reading Kear’s (2011) work, she notes that teaching has moved away from “delivery of content” to “support for learning” where the teacher’s role is stimulate and encourage the “intellectual and social needs” of the learner, while “helping [the learner] develop a positive and open attitude to learning” (Ch. 9, p. 2). I would say that the seminar experiences helped to illustrate these learning design principles. In mulling-over my experiences in the seminar forum, several stand out for various reasons: the technological wizardry that was utilized, the creativity, organization and planning that went into the design, and the thoughtful articulation of ideas that were presented.
- Facilitation: Demonstrate basic competency with design and implementation within a variety of online learning environments and tools; Develop and design intentional learning activities, inclusive learning environments and develop strategies suitable for the appropriate environment and the learner; undertake engagement with environments through online facilitation for effective learning, such as moderation and mediation; building rapport and managing groups; engaging in building learning communities and communities of practice
- Participation: Consider responsibility; accountability, responsibility and civility in online environments
- Reflection: Examine current research around best practices and emerging practices; critically assess and evaluate resources for best practices in online learning
In this piece of evidence I chose to add two key items from the seminar facilitation experiences--my own experience facilitating a seminar and my experience as a participant in the seminars.
In this week-long seminar my partner, Breanne and I were to capture the big ideas from Chapter 3 of Karen Kear’s (2011), Online and Social Networking Communities: A Best Practice Guide for Educators. In Chapter 3, “Tools for Online Learning Communities,” the author discusses both asynchronous and synchronous tools for online learning, and focuses on ways in which these tools can be utilized for learning. Our seminar directed participants to demonstrate their understanding of these tools through research, reflection, sharing and discussion with other members of the online community. The activities were strictly asynchronous due to specific circumstances, and when mentioned to members of our online community, they seemed agreeable and open to an asynchronous medium as it provided them with some flexibility throughout the week. I must also mention that during the planning phase of this seminar, I was the hospital giving birth and Breanne did all the planning work. It was a very busy time with a new baby and having to facilitate the seminar, but luckily for me, Breanne and Kim were very forgiving. I had almost considered throwing in the towel on the program, but I persevered and here I am today--done.
My next piece of evidence was my reflection on the shared seminar experiences--this was what I experienced and what I "over-heard" during my time in seminar. I had several inspiring experiences that have broadened my view of online teaching and learning. In reading and listening to a number of intelligent, creative and knowledgeable individuals, I recognize that sometimes your best ideas come from someone else, or as Thomas Carlyle eloquently states, “The lightning spark of thought generated in the solitary mind awakens its likeness in another mind.” In reading Kear’s (2011) work, she notes that teaching has moved away from “delivery of content” to “support for learning” where the teacher’s role is stimulate and encourage the “intellectual and social needs” of the learner, while “helping [the learner] develop a positive and open attitude to learning” (Ch. 9, p. 2). I would say that the seminar experiences helped to illustrate these learning design principles. In mulling-over my experiences in the seminar forum, several stand out for various reasons: the technological wizardry that was utilized, the creativity, organization and planning that went into the design, and the thoughtful articulation of ideas that were presented.
eVidence Of Learning #2: Closing the circle~A Summary
Prezi Presentation~A summary of learning
Learning Outcomes Addressed:
- Critically assess and evaluate resources for best practices in online learning
- Consider responsibility, accountability and civility in online environments
- Examine current research around best practices and emerging practices