Nov 22, · The 27 th International Conference on Neural Information Processing (ICONIP) aims to provide a leading international forum for researchers, scientists, and industry professionals who are working in neuroscience, neural networks, deep learning, and related fields to share their new ideas, progresses and achievements. ICONIP will be held online instead of physically in Bangkok, Mar 15, · Instructors also can use inquiry-based learning (IBL), which requires students to investigate questions they have concerning the content. One strategy that online instructors can implement to establish IBL is through the implementation of Jun 10, · A crisis, as the saying goes, is a terrible thing to waste, and the tech utopians have wasted little time in promoting the move to online teaching as a
Online learning is not the future of higher education (opinion)
Steps for success include involving the learner, making collaboration work, devising a consistent structure and revising based on evaluation. Teaching in a fully online environment can be daunting even for seasoned online instructors when they have to prep a new course. However, with a few simple strategies, the process can be smooth and enjoyable.
Here are four strategies that any instructor can use to successfully build an online course. A common perception is that online courses require students to just read or view videos, and then regurgitate the information in an essay or simple discussion post.
However, this is false because there are numerous activities that fully engage online students. Students should demonstrate their understanding of the content as well as heighten their engagement with the content throughout any course. Instructors can incorporate authentic activities that connect real-world relevance and content knowledge. Authentic activities can range from examining case studies to creating problem-based scenarios in which the students research the problem and create solutions or address gaps within the problem.
Borup, J. West, and C. Dixson, M. Herrington, J. Oliver, and T. Kim, J, dissertation proposal workshop institute of international studies uc berkeley. Kwon, and D. Simon, H. Instructors also can use inquiry-based learning IBLwhich requires students to investigate questions they have concerning the content. One strategy that online instructors can implement to establish IBL is through the implementation of Know, Want to Know, and Learned KWL charts.
Utilizing KWL charts can initiate exploration of the content as students identify what they know and what they want to know about the topic.
Inquiry begins when students explore areas they are unfamiliar with and develop questions to guide them in this exploration. A final project based on their questions in the KWL chart will guide their learning. However, before students start their final project, they should submit a proposal to the instructor on how they will present dissertation proposal workshop institute of international studies uc berkeley material learned in order to ensure content focus.
Final projects can range from, but not limited to, research, scholarly or applied, extensive discussion-based role playing and enactment of practice. No matter the method of engagement, it is imperative that instructors reinforce learning with every section and continue to foster interaction.
According to research, students feel a heightened level of engagement when they receive regular updates about current and upcoming content. Any attempt to increase social presence creates a simulative environment of a real-world experience for students, dissertation proposal workshop institute of international studies uc berkeley.
One way to implement this would be through, depending on the design of the course, weekly or bi-weekly email updates. Sending announcements through the Learning Management System LMS about due dates or highlights of upcoming assignments is another effective strategy.
Instructors also can send video recordings of themselves giving brief announcements, which reduces the sense of isolation because it simulates face-to-face instruction. Implementing methods to increase social presence can translate virtual experiences into tangible connections for online students.
After integrating student involvement in the course and with the instructor, the next phase is to increase collaboration between peers. Often times, instructors feel that collaboration in an online environment is challenging or near impossible.
However, through the use of simple strategies, collaboration can be a seamless and beneficial approach to course design. One method is the implementation of Professional Dissertation proposal workshop institute of international studies uc berkeley Communities PLCwhich are groups of students who collaborate regularly through emails, discussion boards, video conferencing, group phone calls, etc.
to work on issues or topics related to the content. Instructors can assign roles within the PLC to assist with active participation of all students. PLCs are useful for collaboration with authentic activities and assisting with peer scaffolding to support students who are reluctant to participate.
If instructors prefer to use group assignments not associated with PLCs, they should provide clearly defined expectations. Prior to starting the assignment, groups should determine who will handle what aspects of the assignment and indicate when each component will be completed. To assist students, instructors can provide a chart that outlines sections of the assignment, so students can select a specific area for contribution.
Students can use emerging technology tools such as wikis, blogs and podcasts to further collaborate. Often times instructors have a lot of information that needs to be crammed into the online learning environment, which can create a disinviting learning environment. In order to create an intentionally inviting online environment, courses need to have a clear and consistent structure that offers intuitive navigation.
Each module should have the same structure. The location of reading materials, assignments, tasks, collaborative opportunities, etc. always should be in the same location and format.
In addition, each module should look like the previous modules, with updated content and learning outcomes. When thinking about course design and usability for learners, an effective approach is to ensure all resources utilized throughout the course are contained within the LMS. Dissertation proposal workshop institute of international studies uc berkeley course design can play a huge role in usability and student success. One strategy for engaging learners is through the integration of microlearning, which is a trend in online learning.
Microlearning involves presenting content through mediated micro levels so students are exposed to small learning units on short-term assignments. Microlearning is based on H. This approach translates into online course development through the use of learning modules. An effective way to develop learning modules is by planning backwards.
Instructors can look at all the content they want to cover, and then identify thematic chunks of information. The thematic chunks become units or learning modules that are a short-term approach to long-term planning. Within the learning modules, instructors provide tasks, assignments and supplemental resources, and tools to enhance content mastery. An effective strategy for module development is to begin with an overview page that outlines all readings, tasks and assignments required for the module, along with corresponding due dates for each item.
Depending on the LMS, instructors can hyperlink items in the overview page directly to the assignments, which provides a clean and organized feel to the course. It is imperative to have precise instructions for expectations of all aspects of learning outcomes within the learning modules. An example of EPSS within the online learning environment is the use of job aids, which offer a summary of steps or a checklist of how to complete a task.
Job aids reduce mistakes and potential follow-up questions because they provide clear performance expectations and correct common misconceptions. Assignments that require students to complete a specific task can include a job aid to increase student success. Along with job aids, rubrics posted with each assignment also foster open communication and clear expectations.
Students easily can read the assignment narrative and still not comprehend what is expected; rubrics provide additional clarity. Students are more successful on assignments when they know exactly what will be expected for assignment grading.
According to academic dissertation proposal workshop institute of international studies uc berkeley and excellence in teaching narratives, a reflective practitioner is a successful practitioner, dissertation proposal workshop institute of international studies uc berkeley. There are several strategies that instructors can use to practice reflective strategies in order to improve the learning environment for students.
Successful instructional course design needs a performance evaluation process that has flexible guidelines. One evaluation framework is ADDIE, dissertation proposal workshop institute of international studies uc berkeley, which has five phases that are the basis of content design: analyze, design, develop, implement and evaluate.
Reflective practitioners use the evaluation phase to review their courses through the lens of best practices.
A few ways to reflect upon course designs is through student feedback and by keeping a design journal of things that come up during a semester. Finally, there are course design rubrics, such as from Quality Matters, dissertation proposal workshop institute of international studies uc berkeley, which can assess course design according to research-based rubrics.
We have retired comments and introduced Letters to the Editor. Share your thoughts ». Expand comments Hide comments. View the discussion thread. Advertise About Contact Subscribe. Enable Javascript to log in Become an Insider Log In My Dashboard Menu Search. Coronavirus Live Updates - July 30, Amy Rottmann and Salena Rabidoux. March 15, Strategy 1: Involve the Learner A common perception is that online courses require students to just read or view videos, and then regurgitate the information in an essay or simple discussion post.
Key References Borup, J. Bio Salena Rabidoux is teaching program coordinator and instructional designer at the University North Carolina at Wilmington. Amy Rottmann is assistant professor of dissertation proposal workshop institute of international studies uc berkeley at Lenoir-Rhyne University. Read more Amy Rottmann and Salena Rabidoux. Getting to Green Getty Gettysburg College GI Bill Gillespie St. Joseph's Global GlobalHigherEd Golden Gate University Google Books google glass Gordon College Gordon College Gordon State College Goshen College Goucher College Gov.
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, time: 50:404 Expert Strategies for Designing an Online Course
Nov 22, · The 27 th International Conference on Neural Information Processing (ICONIP) aims to provide a leading international forum for researchers, scientists, and industry professionals who are working in neuroscience, neural networks, deep learning, and related fields to share their new ideas, progresses and achievements. ICONIP will be held online instead of physically in Bangkok, Jun 10, · A crisis, as the saying goes, is a terrible thing to waste, and the tech utopians have wasted little time in promoting the move to online teaching as a Mar 15, · Instructors also can use inquiry-based learning (IBL), which requires students to investigate questions they have concerning the content. One strategy that online instructors can implement to establish IBL is through the implementation of
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