The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips / Edition 2

by Judith V. Boettcher, Rita-Marie Conrad

Overview

Essential reading for online instructors, updated to cover new and emerging issues and technologies

The 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 strategies

The 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.

Product Details

ISBN-13:	9781119147688
Publisher:	Wiley
Publication date:	09/19/2016
Edition description:	2nd ed.
Pages:	416
Product dimensions:	8.50(w) x 10.80(h) x 0.80(d)

About the Author

Judith V. Boettcher is a nationally known consultant and author on online learning. She has led faculty support organizations at Penn State University, Florida State University, and supported faculty initiatives at the University of Florida and Duquesne University and many other colleges. She is a sought-after speaker on best pedagogical practices in online learning.

Rita-Marie Conrad is an experienced online educator, award-winning author, and digital learning strategist who has had the privilege of working at the University of California-Berkeley, Duke University and The Florida State University to help faculty strengthen their online programs and pedagogies. She is a frequent conference speaker and provides workshops on engaging digital learners.

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Table of Contents

Foreword

Introduction

Part One

Chapter 1: Teaching Online: The Big Picture

Preparing to Teach in the Online and Blended Environments

Oh, Oh. What Did I Say I Would Do?

Is This You?

The Definition of a Course

How Do Online and Blended Courses Differ from Traditional Courses?

Types of Online and Blended Courses

The Four Stages of a Course

Learning Theories and Theorists

Lev Vygotsky (1896–1934): Theory of Social Development

John Dewey (1859–1952): Experiential Learning

Jean Piaget (1896–1980): Theory of Genetic Epistemology or Origins of Thinking

Jerome Bruner (1915–): Constructivism

John Seely Brown (1940–): Cognitive Apprenticeship

Roger Schank (1946–): Schema Theory

Albert Bandura (1925–): Social Learning Theory

Jean Lave (1939–): Situated Learning Theory

K. Anders Ericsson (1946–): Expert Performance Theory

Ellen Langer (1947–): Theory of Mindful Learning

Daniel Goleman (1947–): Theory of Emotional Intelligence

Other Theorists and Influencers

Summary—And What’s Next

Chapter 2: Pedagogical Principles for Effective Teaching and Learning: Ten Core Learning Principles

Background of the Ten Core Learning Principles

Ten Core Learning Principles

Principle 1: Every Structured Learning Experience Has Four Elements with the Learner at the Center

Principle 2: Learners Bring Their Own Personalized and Customized Knowledge, Skills, and Attitudes to the Learning Experience

Principle 3: Faculty Mentors Are the Directors of the Learning Experience

Principle 4: All Learners Do Not Need to Learn All Course Content; All Learners Do Need to Learn the Core Concepts

Principle 5: Every Learning Experience Includes the Environment or Context in Which the Learner Interacts

Principle 6: Every Learner Has a Zone of Proximal Development That Defines the Space That a Learner Is Ready to Develop into Useful Knowledge

Principle 7: Concepts Are Not Words But Organized and Interconnected Knowledge Clusters

Principle 8: Different Instruction Is Required for Different Learning Outcomes

Principle 9: Everything Else Being Equal, More Time on Task Equals More Learning

Principle 10: We Shape Our Tools, and Our Tools Shape Us

Summary—and What’s Next”?

Chapter 3: Best Practices for Teaching Online: Ten Plus Four

Best Practices for Online and Blended Teaching and Learning

Best Practice 1: Be Present at Your Course

Three Types of Presence

Best Practice 2: Create a Supportive Online Course Community

Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself

Best Practice 4: Use a Variety of Large Group, Small Group, and Individual Work Experiences

Best Practice 5: Use Synchronous and Asynchronous Activities

Best Practice 6: Ask for Informal Feedback Early in the Term

Best Practice 7: Prepare Discussion Posts That Invite Responses, Questions, Discussions, and Reflections

Best Practice 8: Think Digital for All Course Content

Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning

Best Practice 10: Plan a Good Closing and Wrap Activity for the Course

Four More Best Practices for Online and Blended Teaching and Learning

Best Practice 11: Assess as You Go by Gathering Evidences of Learning

Best Practice 12: Rigorously Connect Content to Core Concepts and Learning Outcomes

Best Practice 13: Develop and Use a Content Frame for the Course

Best Practice 14: Design Experiences to Help Learners Make Progress on Their Novice-to-Expert Journey

Conclusion

Summary—and What’s Next

Chapter 4: Technology Tools to Support Teaching and Learning

Guidelines for Choosing and Using Technology Tools

Guideline 1: Pedagogy First, Technology Second

Guideline 2: Keep It Simple

Guideline 3: Involve Your Learners in Choices and Use of Digital Tools and Resources

Guideline 4: Have Choices and Backups for When the Cloud Disappears

Guideline 5: Review Your Technology Tool Set Every Two to Three Years

Basic Set of Technology Tools for Online and Blended Teaching and Learning

Basic Set of Digital Technology Tools with Their Teaching and Learning Purposes

Communication Tools in the Learning Management System

More Thoughts on the Basic Tools

Tools for Practicing Contextual Knowledge and Exploring Possibilities

Staying in Sync with Tools

Chapter 5: Four Phases of a Course: Themes and Happenings

Phase 1, Course Beginnings: Starting Off on the Right Foot

Course Beginnings: Themes

What’s Happening in Course Beginnings

Phase 2, Early Middle: Keeping the Ball Rolling

Early Middle: Themes, Best Practices, and Principles

What’s Happening in the Early Middle

Phase 3, Late Middle: Letting Go of the Power

Late Middle: Themes, Best Practices, and Principles

Cognitive Presence

What’s Happening in the Late Middle

Phase 4, Closing Weeks: Pruning, Reflecting, and Wrapping Up

Closing Weeks: Themes, Best Practices, and Principles

What’s Happening in the Closing Weeks

Summary—and What’s Next

Part Two: Simple, Practical, and Pedagogically Based Tips

Chapter 6: Phase 1: Course Beginnings

Course Beginnings Tips

Tips for the Course Beginnings

Getting Started—Preparing Your Syllabus and Course Site

Getting Started—Launching Your Course

Creating and Designing Discussions

Getting Started—Preparing Your Syllabus and Course Site

CB Tip 1: Essential Elements of an Online or Blended Course Syllabus and Course Site

CB Tip 2: More on the Significant Elements of an Online or Blended Syllabus

CB Tip 3: Creating a Syllabus that Jump-Starts Learning

CB Tip 4: Using “Bookending” to Add Structure and Meaning to Your Course

CB Tip 5: Generating Energy and Purpose with Specific Learning Goals

Getting Started—Launching Your Course

CB Tip 6: Hitting the Ground Running: How Not to Lose the First Week

CB Tip 7: Launching Your Social and Cognitive Presence

CB Tip 8: Getting to Know Students’ Minds: The Vygotsky Zone of Proximal Development

CB Tip 9: Getting Into the Swing of a Course: Is There an Ideal Weekly Rhythm?

Creating and Managing Discussion Posts

CB Tip 10: The Why and How of Discussion Boards: Their Role in the Online Course

CB Tip 11: Characteristics of Good Discussion Questions

CB Tip 12: Power Questioning for Meaningful Discussions

CB Tip 13: Response Posts—A Three-Part Structure

CB Tip 14: Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thoughts?

CB Tip 15: Managing and Evaluating Discussion Postings

CB Tip 16: Feedback in Discussion Posts—How Soon, How Much, and Wrapping Up

CB Tip 17: The Faculty Role in the First Weeks: Required and Recommended Actions

Summary—and What’s Next

Chapter 7: Phase 2: Keeping the Ball Rolling in the Early Middle

Tips for the Early Middle

Managing Your Course

Building Cognitive Presence

Strategies and Tools for Building Community

Managing Your Course

EM Tip 1: Tools for Teaching Presence: E-mail, Announcements, and Discussion Forums

E-mail, Announcements, and Discussion Forums

Text Messaging, Tweeting, and Whatever Short Messaging System Is Next

Making a Choice

EM Tip 2: Monitoring Student Progress Using Learning Management Systems

Monitoring Student Engagement and Progress

EM Tip 3: Early Feedback Loop from Learners to You

Using a Survey

Can Students’ Responses Be Anonymous?

EM Tip 4: Early Feedback Tools: Rubrics, Quizzes, and Peer Review

Rubrics

Quizzes

Peer Review

EM Tip 5: Steps in Memory-Making: What Teaching Behaviors Make a Difference

Using a Memory Process Model to Increase Learning

A Look at a Memory-Making Process Model

Teaching Strategies with the Memory-Making Model

Can Sleeping Help the Encoding of Memories?

Summary

EM Tip 6: Tips for Making Your Grading Time Efficient and Formative for Learners

How to Make Grading Pleasant, Fast, and Effective

A Checklist for Students

Conclusion

EM Tip 7: Dealing with Difficult Students—What Do You Do?

Types of Difficult Students

Unique Challenges of Difficult Students Online

Building Cognitive Presence

EM Tip 8: Building Cognitive Presence Using the Practical Inquiry Model

Striving for Cognitive Presence

EM Tip 9: Core Concepts of a Course—Do You Know Yours?

A Concept Is . . .

Conclusion

EM Tip 10: Designing Assessment Plans for Online and Blended Courses

Designing Assessment Plans

The Assessment Plan

A Three-Step Process for Developing Your Assessment Plan

An Assessment Plan That Is Distributed and Continuous

EM Tip 11: Three Best Assessment Practices

Best Practice in Assessment 1: Assess Across the Six Levels of Cognitive Skills of Bloom’s Taxonomy

Best Practice in Assessment 2: Assess the Core Concepts in Your Course

Best Practice in Assessment 3: Help Students Succeed on Assessment Tasks

Classic Resources on Assessment

EM Tip 12: Assignments for the Evaluating and Creating Levels of Bloom’s Taxonomy

Three Taxonomies—Cognitive, Affective, and Psychomotor

Evaluating and Creating—Cognitive Processes

What Does Evaluating Demand of Learners?

Example of Evaluating Assignment in a Leadership Course

What Does Creating Demand of Learners?

Examples of Creating Projects

Rubrics

Strategies and Tools for Building Community

EM Tip 13: Collaborating with Groups of Two or Three—Casual Grouping

Get Started on Teaming with Dyads and Triads

Start Casually!

Three Casual Grouping Opportunities

Ways of Pairing or Grouping Learners

Learning Power of Groups

EM Tip 14: Group Projects in Online Courses: Setting Up and Structuring Groups

Setting Up Group Projects

Additional Considerations for Setting Up Groups

A Note about Post-Millennial Students

EM Tip 15: Using Synchronous Collaboration Tools

Web Conferencing Tools

Mixing and Matching for Spontaneous and Customizable Instant Collaboration

EM Tip 16: Using Audio and Video Resources to Create a More Engaging Course

Strategies for Getting Started

Summary—And What’s Next

Chapter 8: Phase 3: Letting Go of Power in the Late Middle

Overview of Late Middle Tips

Going Deeper: Leveraging the Power of Questions

Feedback for Cognitive Growth

Assessing Learning as You Go with Projects

Community Empowerment and Social Networking

Going Deeper: Leveraging the Power of Questions

LM Tip 1: Questions and Answers: Upside Down and Inside Out

LM Tip 2: Three Techniques for Making Your Students’ Knowledge Visible

LM Tip 3: Developing Rigor in Our Questioning: Eight Intellectual Standards

LM Tip 4: Moving Beyond Knowledge Integration to Defining Problems and Finding Solutions

Feedback for Cognitive Growth

LM Tip 5: “Are You Reading My Postings? Do You Know Who I Am?” Simple Rules for Feedback in Online Learning

LM Tip 6: Feedback on Assignments: Being Timely and Efficient

LM TIP 7 Substantive Feedback: Doing It Wisely and Well

LM Tip 8: Rubrics for Analyzing Critical Thinking

Assessing Learning as You Go With Projects

LM Tip 9: Customizing and Personalizing Learning Projects

LM Tip 10: Managing and Facilitating Group Projects

LM Tip 11: Assessing Group Projects

LM Tip 12: Four Effective Practices During Project Time

Community Empowerment and Social Networking

LM Tip 13: Course Middles and Muddles: Souped-Up Conversations That Help Build Community

LM Tip 14: Using Social Networking Techniques to Build a Learning Community

LM Tip 15: Experts: A Touch of Spice

Summary—and What’s Next

Chapter 9: Phase 4: Pruning, Reflecting, and Wrapping Up

Tips for the Closing Weeks

Meaningful Projects and Presentations

Preparing for the Course Wrap

Meaningful Projects and Presentations

CW Tip 1: Using What-If Scenarios: Flexing Our Minds with Possibilities

CW Tip 2: Stage 3 of a Learning Community: Stimulating and Comfortable Camaraderie

CW Tip 3: Learners as Leaders

CW Tip 4: Course Wrapping with Concept Mapping: Capturing Course Content Meaningfully

CW Tip 5: Using Case Studies in Online Courses: Making Content Real

Preparing for the Course Wrap

CW Tip 6: Pausing, Reflecting, and Pruning Strategies

CW Tip 7: Closing Experiences: Wrapping Up a Course with Style

CW Tip 8: Real-Time Closing Gatherings: Stories and Suggestions

CW Tip 9: Debriefing Techniques: What One Change Would Students Recommend?

Conclusion—and What’s Next

Chapter 10: Teaching Accelerated Intensive Courses

Tips for Intensive Courses (IC)

IC Tip 1: Designing for Intensive Courses Using Content Framing and Case Studies

Design Strategy 1: Create a Visual Frame of the Core Concepts

Design Strategy 2: Place Case Studies with Consequences at Course Center

IC Tip 2: High-Impact Practices for Short Courses: Reflections, Patterns, and Relationships

Reflection Practices

What Places Are Good for Reflection?

Pattern Practices

IC Tip 3: Developing Expertise in Short Courses: Can It Be Done?

How Expert Resources Can Provide Deliberate Practice

What Does This Mean for My Course Assignments?

TED Conferences and Discussions: Ideas Worth Spreading

Background and Theory on Deliberate Practice

Conclusion—and What’s Next

Part Three

Chapter 11: What’s Next: Reflecting and Looking Forward

Reflecting and Looking Forward Using the Four Course Phases

Design and Preparation Phase

Reflecting on Phase 1, Course Beginnings

Reflecting on Phase 2, Early Middle

Reflecting on Phase 3, Late Middle

Reflecting on Phase 4, Closing Weeks

Reflecting and Looking Forward with the Learning Experiences Framework

Learner

Faculty Mentor

Content and Knowledge Resources and Goals

Environment and Context

Advice from Fellow Online Instructors

Advice 1: Just Do Your Best

Advice 2: It’s Kind of Fun to Do the Impossible!

Advice 3: Begin with the End in Mind

Advice 4: New to Online Teaching? Get to Know Your Students

Conclusion: Innovation as a Three-Phase Process

Index