bsu research and teaching talk
TRANSCRIPT
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Teaching & Learning in
Online Learning
Environments
Patrick R. Lowenthal Boise State University
@plowenthal
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slides @ patricklowenthal.com
Overview
Scholarship Teaching Q&A
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slides @ patricklowenthal.com
my.Scholarship
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slides @ patricklowenthal.com
Guiding Questions
• Can he publish?
• Can he conduct high quality research?
• Can he eventually make tenure?
• Can he improve the department’s
reputation?
• Can he collaborate with others?
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slides @ patricklowenthal.com
Background
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slides @ patricklowenthal.com
Refereed
Publications24
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slides @ patricklowenthal.com
Notable Journals
Internet and Higher Education 1.015 impact factor SSCI (JCR)
Distance Education 0.974 impact factor SSCI (JCR)
Review of Higher Education1.324 impact factor SSCI (JCR)
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slides @ patricklowenthal.com
Acceptance RatesJournal Acceptance
RatePrestige Rating
Distance Education 21-30%
4 of 59
Internet and Higher Education 21-30%
29 of 59
TechTrends 35% 14 of 59
Journal of Online Learning and Teaching
45% 38 of 59
EDUCAUSE Quarterly 25% n/a
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slides @ patricklowenthal.com
Non-Refereed
Publications31
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slides @ patricklowenthal.com
Other Measures of Impact
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slides @ patricklowenthal.com
Other Measures of Impact
Articles Visits
Horton Hears a Tweet. EDUCAUSE Quarterly 7,830
Death to the Digital Dropbox: Rethinking Student Privacy and Public Performance. EDUCAUSE Quarterly
7,068
Situational qualities Exhibited by exceptional presenters. ECAR Research Bulletin
1,906
Remake / remodel: Using eportfolios and a system of gates to improve student assessment and program evaluation. International Journal of ePortfolio
1,306
Defeating the Kobayashi Maru: Supporting Student Retention by Balancing the Needs of the Many and the One. EDUCAUSE Quarterly
1,654
Online faculty development and storytelling: An unlikely solution to improving teacher quality. Journal of Online Learning and Teaching
1,046
Digital campfires: Innovations in helping faculty explore the online learning wildness. Journal of Online Learning and Teaching
789
Intentional web presence: Ten SEO strategies every academic should know. EDUCAUSE Review Online
781
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slides @ patricklowenthal.com
First
Author%55
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slides @ patricklowenthal.com
Different
co-authors25
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slides @ patricklowenthal.com
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slides @ patricklowenthal.com
Quotes• “I use this a lot by the way… One fellow ID called it a
brilliant idea!”
• “Patrick has the unique ability to dive into research questions and elucidate them more clearly for all parties. I have collaborated with Patrick on a number of articles and presentations. On my own work, Patrick helped me see many areas for improvement. He delved into my areas of research (literacy) and found connections that I had not seen. Conversely, Patrick brought me in on a few pieces on which he was working (he is obviously great at collaborating) and readily integrated my ideas and used my constructive criticism.”
• “There is no question that I like writing with you – if I could just find the time to do it – you inspire me, your enthusiasm is infectious”
![Page 16: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/16.jpg)
slides @ patricklowenthal.com
Quotes• “I use this a lot by the way… One fellow ID called it a
brilliant idea!”
• “Patrick has the unique ability to dive into research questions and elucidate them more clearly for all parties. I have collaborated with Patrick on a number of articles and presentations. On my own work, Patrick helped me see many areas for improvement. He delved into my areas of research (literacy) and found connections that I had not seen. Conversely, Patrick brought me in on a few pieces on which he was working (he is obviously great at collaborating) and readily integrated my ideas and used my constructive criticism.”
• “There is no question that I like writing with you – if I could just find the time to do it – you inspire me, your enthusiasm is infectious”
![Page 17: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/17.jpg)
slides @ patricklowenthal.com
Quotes• “I use this a lot by the way… One fellow ID called it a
brilliant idea!”
• “Patrick has the unique ability to dive into research questions and elucidate them more clearly for all parties. I have collaborated with Patrick on a number of articles and presentations. On my own work, Patrick helped me see many areas for improvement. He delved into my areas of research (literacy) and found connections that I had not seen. Conversely, Patrick brought me in on a few pieces on which he was working (he is obviously great at collaborating) and readily integrated my ideas and used my constructive criticism.”
• “There is no question that I like writing with you – if I could just find the time to do it – you inspire me, your enthusiasm is infectious”
![Page 18: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/18.jpg)
slides @ patricklowenthal.com
Sole
Author%20
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Focus of My Scholarship
Research
Practice
Theory
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slides @ patricklowenthal.com
Research Focus
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slides @ patricklowenthal.com
Labels???
• Online Teaching and Learning
• (Social & Teaching) Presence
• Computer-mediated Communication
• (instructional) Discourse
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slides @ patricklowenthal.com
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slides @ patricklowenthal.com
Labels???
• Communicating w/ Emerging Technologies in 21st Learning Environments
• Online Teaching and Learning
• (Social and Teaching) Presence
• Computer-mediated Communication
• (instructional) Discourse
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Why does connecting matter?
slides @ patricklowenthal.com
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Theory of Social Presence
For more info:The evolution and influence of social presence theory on online learning
Social presence is the degree of salience (i.e., quality or state of being there) between two communicators using a communication medium.
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It’s a quality of a communication medium.
Some media (e.g., video) have higher social presence than other media (e.g., audio)
Media w/ high social presence are sociable, warm, and personal; media w/ low social presence are as less personal.
What does all this mean?
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It’s a quality of a communication medium.
Some media (e.g., video) have higher social presence than other media (e.g., audio)
Media w/ high social presence are sociable, warm, and personal; media w/ low social presence are as less personal.
What does all this mean?
![Page 28: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/28.jpg)
It’s a quality of a communication medium.
Some media (e.g., video) have higher social presence than other media (e.g., audio)
Media w/ high social presence are sociable, warm, and personal; media w/ low social presence are as less personal.
What does all this mean?
![Page 29: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/29.jpg)
slides @ patricklowenthal.com
Community of Inquiry (CoI)
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slides @ patricklowenthal.com
Types of Questions
• What does social presence look like?
• How do we establish social presence in online learning environments?
• What are the best strategies to establish social presence?
• How do we measure social presence?
• What is instructor social presence?
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slides @ patricklowenthal.com
1st Example
The Changing Nature of Online Communities of Inquiry: An Analysis of How Discourse and Time Shapes Students' Perceptions of Presence• Investigate how students’ perceptions of each of
the elements of the CoI framework differ across different discourse communities (specifically, business, education, computer science, and humanities) in accelerated online programs
• 406 students were surveyed using the CoIQ
• No statistical difference across discourse communities
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slides @ patricklowenthal.com
1st Example
The Changing Nature of Online Communities of Inquiry: An Analysis of How Discourse and Time Shapes Students' Perceptions of Presence• Investigate how students’ perceptions of each of
the elements of the CoI framework differ across different discourse communities (specifically, business, education, computer science, and humanities) in an accelerated online programs
• 406 students were surveyed using the CoIQ
• No statistical difference across discourse communities
![Page 33: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/33.jpg)
slides @ patricklowenthal.com
2nd Example
Investigating Instructor Social Presence in Accelerated Online Courses• A mixed methods exploratory methodology
utilizing both quantitative and qualitative methods was used to explore how instructors establish their social presence in accelerated online courses.
• The course discussions from three courses were analyzed using content analysis and constant comparative analysis.
![Page 34: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/34.jpg)
slides @ patricklowenthal.com
2nd Example
Investigating Instructor Social Presence in Accelerated Online Courses• A mixed methods exploratory methodology
utilizing both quantitative and qualitative methods was used to explore how instructors establish their social presence in accelerated online courses.
• The course discussions from three courses were analyzed using content analysis and constant comparative analysis.
![Page 35: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/35.jpg)
slides @ patricklowenthal.com
3rd ExampleInvestigating Students' Perceptions of Instructional Strategies to Establish Social Presence Multi-phased mixed methods study:
• Phase One: Sought feedback on different instructional strategies (e.g., Twitter)
• Phase Two: Constructed a survey to investigate students’ perceptions of the tools, technologies, and instructional strategies used to establish and maintain social presence in online courses. Administered this survey to four sections of courses.
• Phase Three: Conducted semi-structured interviews with a subset of the students from phase 2.
![Page 36: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/36.jpg)
slides @ patricklowenthal.com
3rd ExampleInvestigating Students' Perceptions of Instructional Strategies to Establish Social Presence Multi-phased mixed methods study:
• Phase One: Sought feedback on different instructional strategies (e.g., Twitter)
• Phase Two: Constructed a survey to investigate students’ perceptions of the tools, technologies, and instructional strategies used to establish and maintain social presence in online courses. Administered this survey to four sections of courses.
• Phase Three: Conducted semi-structured interviews with a subset of the students from phase 2.
![Page 37: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/37.jpg)
slides @ patricklowenthal.com
4th ExampleSocial Presence: What is it? How do we measure it?• A mixed-methods exploratory study;
employed both quantitative and qualitative methods to investigate the question: How does social presence manifest in an asynchronous, online graduate-education course?
• In order to explore social presence in a specific situated asynchronous learning environment in great detail, I analyzed the online threaded discussions using word count, content analysis, and constant comparison analysis
![Page 38: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/38.jpg)
slides @ patricklowenthal.com
4th ExampleSocial Presence: What is it? How do we measure it?• A mixed-methods exploratory study;
employed both quantitative and qualitative methods to investigate the question: How does social presence manifest in an asynchronous, online graduate-education course?
• In order to explore social presence in a specific situated asynchronous learning environment in great detail, I analyzed the online threaded discussions using word count, content analysis, and constant comparison analysis
![Page 39: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/39.jpg)
slides @ patricklowenthal.com
Future Scholarship
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slides @ patricklowenthal.com
Future Scholarship
• Investigate student perceptions of social presence indicators developed by Rourke et al.
• An analysis of MOOCs for aspects of social presence• Literature review of social presence• Investigate social learning strategies in self-paced
learning• Students’ perceptions of video feedback• Teaching presence and open educational resources• Building presence with mobile devices• Instructors perceptions of social presence• An analysis of popular definitions of social presence
![Page 41: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/41.jpg)
slides @ patricklowenthal.com
Future Scholarship
• Investigate student perceptions of social presence indicators developed by Rourke et al.
• An analysis of MOOCs for aspects of social presence• Literature review of social presence• Investigate social learning strategies in self-paced
learning• Students’ perceptions of video feedback• Teaching presence and open educational resources• Building presence with mobile devices• Instructors perceptions of social presence• An analysis of popular definitions of social presence
![Page 42: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/42.jpg)
slides @ patricklowenthal.com
Future Scholarship
• Investigate student perceptions of social presence indicators developed by Rourke et al.
• An analysis of MOOCs for aspects of social presence• Literature review of social presence• Investigate social learning strategies in self-paced
learning• Students’ perceptions of video feedback• Teaching presence and open educational resources• Building presence with mobile devices• Instructors perceptions of social presence• An analysis of popular definitions of social presence
![Page 43: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/43.jpg)
slides @ patricklowenthal.com
Future Scholarship
• Investigate student perceptions of social presence indicators developed by Rourke et al.
• An analysis of MOOCs for aspects of social presence• Literature review of social presence• Investigate social learning strategies in self-paced
learning• Students’ perceptions of video feedback• Teaching presence and open educational resources• Building presence with mobile devices• Instructors perceptions of social presence• An analysis of popular definitions of social presence
![Page 44: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/44.jpg)
slides @ patricklowenthal.com
Future Scholarship
• Investigate student perceptions of social presence indicators developed by Rourke et al.
• An analysis of MOOCs for aspects of social presence• Literature review of social presence• Investigate social learning strategies in self-paced
learning• Students’ perceptions of video feedback• Teaching presence and open educational resources• Building presence with mobile devices• Instructors perceptions of social presence• An analysis of popular definitions of social presence
![Page 45: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/45.jpg)
slides @ patricklowenthal.com
Future Scholarship
• Investigate student perceptions of social presence indicators developed by Rourke et al.
• An analysis of MOOCs for aspects of social presence• Literature review of social presence• Investigate social learning strategies in self-paced
learning• Students’ perceptions of video feedback• Teaching presence and open educational resources• Building presence with mobile devices• Instructors perceptions of social presence• An analysis of popular definitions of social presence
![Page 46: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/46.jpg)
slides @ patricklowenthal.com
Future Scholarship
• Investigate student perceptions of social presence indicators developed by Rourke et al.
• An analysis of MOOCs for aspects of social presence• Literature review of social presence• Investigate social learning strategies in self-paced
learning• Students’ perceptions of video feedback• Teaching presence and open educational resources• Building presence with mobile devices• Instructors perceptions of social presence• An analysis of popular definitions of social presence
![Page 47: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/47.jpg)
slides @ patricklowenthal.com
Future Scholarship
• Investigate student perceptions of social presence indicators developed by Rourke et al.
• An analysis of MOOCs for aspects of social presence• Literature review of social presence• Investigate social learning strategies in self-paced
learning• Students’ perceptions of video feedback• Teaching presence and open educational resources• Building presence with mobile devices• Instructors perceptions of social presence• An analysis of popular definitions of social presence
![Page 48: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/48.jpg)
slides @ patricklowenthal.com
Future Scholarship
• Investigate student perceptions of social presence indicators developed by Rourke et al.
• An analysis of MOOCs for aspects of social presence• Literature review of social presence• Investigate social learning strategies in self-paced
learning• Students’ perceptions of video feedback• Teaching presence and open educational resources• Building presence with mobile devices• Instructors perceptions of social presence• An analysis of popular definitions of social presence
![Page 49: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/49.jpg)
slides @ patricklowenthal.com
Future ScholarshipAECT Proposals• Lessons from the field: An analysis of online instructors
lessons learned about teaching online• Educational Technology Professionals Perceptions of Open
Access Journals• Getting Graphic about Infographics: An analysis of popular
infographics• Visions of the alternative dissertation in educational
technology: Perspectives of the community• Orienting Online Students During the First Week of Class
and Beyond• Design is Design is Design: What We’ve Learned from
Designers about Preparing Instructional Designers• In search of quality: An analysis of MOOC course structure
and design This might be my favorite. Which one do you like?
![Page 50: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/50.jpg)
slides @ patricklowenthal.com
Future ScholarshipAECT Proposals• Lessons from the field: An analysis of online instructors
lessons learned about teaching online• Educational Technology Professionals Perceptions of Open
Access Journals• Getting Graphic about Infographics: An analysis of popular
infographics• Visions of the alternative dissertation in educational
technology: Perspectives of the community• Orienting Online Students During the First Week of Class
and Beyond• Design is Design is Design: What We’ve Learned from
Designers about Preparing Instructional Designers• In search of quality: An analysis of MOOC course structure
and design This might be my favorite. Which one do you like?
![Page 51: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/51.jpg)
slides @ patricklowenthal.com
Future ScholarshipAECT Proposals• Lessons from the field: An analysis of online instructors
lessons learned about teaching online• Educational Technology Professionals Perceptions of Open
Access Journals• Getting Graphic about Infographics: An analysis of popular
infographics• Visions of the alternative dissertation in educational
technology: Perspectives of the community• Orienting Online Students During the First Week of Class
and Beyond• Design is Design is Design: What We’ve Learned from
Designers about Preparing Instructional Designers• In search of quality: An analysis of MOOC course structure
and design This might be my favorite. Which one do you like?
![Page 52: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/52.jpg)
slides @ patricklowenthal.com
Future ScholarshipAECT Proposals• Lessons from the field: An analysis of online instructors
lessons learned about teaching online• Educational Technology Professionals Perceptions of Open
Access Journals• Getting Graphic about Infographics: An analysis of popular
infographics• Visions of the alternative dissertation in educational
technology: Perspectives of the community• Orienting Online Students During the First Week of Class
and Beyond• Design is Design is Design: What We’ve Learned from
Designers about Preparing Instructional Designers• In search of quality: An analysis of MOOC course structure
and design This might be my favorite. Which one do you like?
![Page 53: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/53.jpg)
slides @ patricklowenthal.com
Future ScholarshipAECT Proposals• Lessons from the field: An analysis of online instructors
lessons learned about teaching online• Educational Technology Professionals Perceptions of Open
Access Journals• Getting Graphic about Infographics: An analysis of popular
infographics• Visions of the alternative dissertation in educational
technology: Perspectives of the community• Orienting Online Students During the First Week of Class
and Beyond• Design is Design is Design: What We’ve Learned from
Designers about Preparing Instructional Designers• In search of quality: An analysis of MOOC course structure
and design This might be my favorite. Which one do you like?
![Page 54: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/54.jpg)
slides @ patricklowenthal.com
Future ScholarshipAECT Proposals• Lessons from the field: An analysis of online instructors
lessons learned about teaching online• Educational Technology Professionals Perceptions of Open
Access Journals• Getting Graphic about Infographics: An analysis of popular
infographics• Visions of the alternative dissertation in educational
technology: Perspectives of the community• Orienting Online Students During the First Week of Class
and Beyond• Design is Design is Design: What We’ve Learned from
Designers about Preparing Instructional Designers• In search of quality: An analysis of MOOC course structure
and design This might be my favorite. Which one do you like?
![Page 55: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/55.jpg)
slides @ patricklowenthal.com
Future ScholarshipAECT Proposals• Lessons from the field: An analysis of online instructors
lessons learned about teaching online• Educational Technology Professionals Perceptions of Open
Access Journals• Getting Graphic about Infographics: An analysis of popular
infographics• Visions of the alternative dissertation in educational
technology: Perspectives of the community• Orienting Online Students During the First Week of Class
and Beyond• Design is Design is Design: What We’ve Learned from
Designers about Preparing Instructional Designers• In search of quality: An analysis of MOOC course structure
and design This might be my favorite. Which one do you like?
![Page 56: BSU Research and Teaching Talk](https://reader035.vdocuments.net/reader035/viewer/2022062513/555637e7d8b42a5b528b5307/html5/thumbnails/56.jpg)
Collaborate• Dr. Chareen Snelson
• Dr. Kerry Rice
• Dr. Youngkyun Baek
• Dr. Yu-Hui Ching
• Dr. Chris Haskell
• Dr. Yu-Chang Hsu
• Dr. Jui-long Hung
• Dr. Ross Perkins
• Dr. Barbara Schroeder
• Dr. Dazhi Yang
• Dr. Lee Ann Tysselingslides @ patricklowenthal.com
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slides @ patricklowenthal.com
my.Teaching
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slides @ patricklowenthal.com
Guiding Questions
• What experience does he have teaching
online?
• Would he be happy only teaching online?
• Will he need a lot of mentoring?
• What courses can he teach?
• Will students like him?
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Values
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Philosophy
• You can learn more from a wrong answer than a right one
• Online learning can be better than F2F• Face-to-face isn’t the gold standard• Just because you can doesn’t mean you
should• Students’ need choice• Instructors’ need to remain flexible• Students’ need feedback• Formal education is social and emotional
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Social Presence Strategies
Bio strategies
Orientation strategies
Reconnecting strategies
Feedback strategies
Discussion strategies
Small group strategies
Organic interaction strategies
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Teacher Bios
For more info:Intentional Web Presence: 10 SEO Strategies Every Academic Needs to Know
Sharing Scholarship
Sharing Teaching Philosophy
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Digital Bios
For more info:From Pixel on a Screen to Real Person in Your Students’ Lives: Establishing Social Presence using Digital Storytelling
Digital Stories
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Orientation Strategies
Detailed Announcements & Emails
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Orientation StrategiesOrientation Videos
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Feedback StrategiesVideo Feedback
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Reconnecting StrategiesSoundtrack of your life
For more info:Hot for teacher: Using digital music to enhance student’s experience in online courses
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Organic Interaction Strategies
For more info:Tweeting the night away: Using Twitter to enhance social presence
Social Media
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slides @ patricklowenthal.com
Evidence
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Regis Evaluations
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Regis Comments• “…incredibly patient!”• “…very knowledgeable”• “…incredible”• “… instructor made it a very relaxed
atmosphere”• “…went above and beyond to make sure
everyone understood”• “…very organized & focused on how to relate
the course material to teaching” • “…the best instructor I've had yet in the step
program”
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UCD Evaluations
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BSU Evaluations
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BSU Comments• “one of my favorite classes…the class challenged
me…”• “…was amazing. When I felt like I was struggling…
he took the time to help me…and gave me great feedback”
• “did an outstanding job…was very responsive to the students and their needs…was genuine and honest with…I would definitely take another course with Mr. Lowenthal…”
• “…was very prompt in response to questions, concerns and feedback for submitted assignments. I would highly recommend him to future students and believe he is a true asset to the BSU staff. I would also take any course he would teach”
• “…Video updates were helpful for keeping close…contact”
• “…a very personable instructor who obviously loves his subject and takes time to help students.”
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slides @ patricklowenthal.com
BSU Comments• “…knowledgeable and focused…truly cares about
his students”• “a great instructor…always took time for his
students…was well-informed on the subject and always willing to help. I would definitely take another class with him...”
• “a great online instructor, he is organized and interactive.”
• “Awesome! I have had about 7 professors so far…Patrick will stand out to me as one of my favorites. He would create special videos for me just to answer my questions about fireworks. This was so helpful!! There were times that I knew he spent a lot of time figuring out things that I was asking. He is such a great teacher. Before I took this class I heard so many wonderful things about him and everyone was right."
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Teaching Interests
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Preferred Courses• 502 Internet for Educators• 504 Theoretical Foundations of Educational
Technology• 506 Graphic Design for Learning• 511 Interactive Courseware Development• 512 Online Course Design• 513 Multimedia• 522 Online Teaching for Adult Learners• 523 Advance Online Teaching• 602 Emerging Trends in Ed Tech• 652 Qualitative Research Methods• 663 Adv. Qualitative Research Methods• 672 Design-based Research
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slides @ patricklowenthal.com
Topics Courses• Social presence and online learning• History of Distance Education• Digital Storytelling in the Classroom• Learning in Synchronous Environments• Rapid Development Authoring Tools (captivate, articulate
storyline)
• Academic Writing• Delivering Effective Online Presentations• Mixed Methods Research• Researching in Online Environments• Designing and Delivering Professional Development• Data Visualization• Creative Design of Instructional Materials
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slides @ patricklowenthal.com
&Q A
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