ch 8 pp8

Copyright © 2016, 2013, 2010 by Pearson Education, Inc. All Rights Reserved

Integrating Educational Technology into Teaching (7e)

M. D. Roblyer

Chapter 8Online Models, Courses, and

Programs

Developed by:M. D. Roblyer andPaige R. Wiencke

Integrating Educational Technology into Teaching(7e) by M. D. Roblyer

Copyright © 2016, 2013, 2010 by Pearson Education, Inc.All Rights Reserved

1. Models for developing web-based courses

2. Infrastructure requirements for developing web-based courses

3. Procedures for developing web-based courses

4. Best practices for online courses5. Virtual schools6. Virtual reality environments

Chapter 8: Main Concepts



Technology Integration in Action:Virtual Health

Phase 1: Analysis of needsPhase 2: Planning for integrationPhase 3: Post-instruction revisions



Developing Online Courses: Models

Noninteractive online model – Content presentations with built-in assessments

Interactive asynchronous online model – Participants meet and interact in a course space

Interactive online model with synchronous events – Some real-time activities

MOOC – Large-scale participation



Developing Online Courses: Required infrastructure, resources

CMS – e.g., Blackboard or Moodle Course support tools – For

example, video environments Technical support – Troubleshoot

problems, support students Support for students with special

needs – Meet UDL requirements Resources to monitor course

outcomes – e.g., data dashboards



Developing Online Courses: Required infrastructure (continued)

Resources to ensure academic integrity: Online honor codes Information about

plagiarism Student

discussions about academic integrity

Physical monitoring systems



Developing Online Courses: Procedures

Step 1: Select the online model Step 2: Design and Document

Learning Activities – Syllabus should include:

―Instructor name, contact information, office hours

―Catalog description, objectives―Grading procedures―Weekly schedule―Policies and other information



Developing Online Courses: Procedures (continued)

Step 3: Create the course space structure to promote:

―Learner-content interaction

―Learner-instructor interaction

―Learner-learner interaction




Step 4: Create assignments materials

Step 5: Create assessment materials

Step 6: content presentation materials

Step 7: Create small-group activities

Step 8: Create resource links, other materials




Step 9: Decide on and signal the course path

Step 10: Determine/document course logistics and requirements

―Timetable for displaying course contents

―Mid-course feedback procedures―Requirements to visit the

courses space



Best Practices for Effective Online Courses: Teaching

Use tools to monitor progress Have personnel available to

assist struggling students Employ well-trained online

instructors Offer rigorous and engaging

curriculum Provide students with

preparation and clear expectations



Best Practices for Effective Online Courses: Group work Assign a clearly stated problem,

show grading procedures Assign roles and specific

responsibilities for members Have groups agree on “norms” Encourage group cohesion (e.g.,

ask them to agree on a group name)

Monitor all group activities, but intercede only when necessary



Best Practices for Effective Online Courses: Assessment Rubric for Assessing Interactive

Quality of Distance Courses – Assesses: social/rapport-building designs, instructional designs for interaction, interactivity of instructional resources, evidence of learner/instructor engagement

Quality Matters Rubric Rubric for Online Instruction



Virtual SchoolsBackground

Types include (Watson et al, 2013): Single-district programs Blended schools Multidistrict fully online schools Consortium programs State-supported supplemental

options Private/independent schools



Virtual SchoolsBackground (continued)

Trends include: Single-district and

multidistrict online schools growing

Quality-control measures growing

Online-learning graduation requirement trend growing slowly



Virtual SchoolsIssues

Program quality, accountability

Curriculum alignment

Teacher certification Program

accreditation Funding formulas Consequences for

students



Virtual SchoolsResearch

Descriptive reviews of virtual schools – Enrollment growing

Comparing virtual and traditional schools – Students more likely to be white, poorer; virtual student performance and graduation rates lower

Best practices – High levels of interaction, socialization activities needed



Virtual Reality EnvironmentsTypes

Full immersion systems

Multi-user virtual environments (MUVEs)

Web-based VR 3-D models



Virtual Reality EnvironmentsIntegration strategies

Virtual field trips 3-D models to

illustrate how systems work

Immersive practice and exploration

Virtual collaboration and problem solving