Staying RelevantTeam ALinda Sauerbrun, Kimberly Johnson, Rache Russell, Brenda WareAET/541Dr. Linda JustusOctober 13, 2014

By PresenterMedia.com

•Summary – Team A PresentationTeam ‘A’ - An Online Learner’s Perfect Online Course

Design and Create the Perfect Online Course for the Online Learner

Team Collaboration Referencing Course Material for Effective Online Teaching

Expectations

Strategy

Recommendations

• Consider Characteristics of the Online Learner

• Consider Preferences of the Online Learner

• Consider the Challenges for the Online Learner

• Learning Theories• Foundations of Learning

Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. San Francisco, CA: Jossey-Bass

• Quality learning experience requires the Instructor to know the online audience.

• Facilitate engagement.• Non-Traditional classroom requiring ongoing approaches to

facilitator support. • Understand diversity of the student

• (Primary) age, gender and culture• (Secondary) occupation, income, education etc.

Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. San Francisco, CA: Jossey-Bass

Profile of the Online Learner – Know the AudiencePhase One

• Learn the learning style of the online learner.• Target pedagogy to meet unique needs of the online learner.• Fine tune impact and motivation• Self Directed Students will be more successful.• Explicit and clear instructions • Discover:

• Self-Concept – Adults may resist having another adult tell them what to do

• Experience – Adult learners want to share his or her life experiences.• Readiness to Learn - The need to solve problems.• Orientation to Learn - Apply to life events.• Motivation to learn – Internal motivators are most important.

Learning Attributes – Learning Style of the Online Learner•Phase Two

Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. San Francisco, CA: Jossey-Bass

Multimedia Technology in Online Learning Environment•Phase Three• Educators’ use of multimedia will enhance the online learning experience by presenting

content in a combination of audio, video, graphics, and text in various formats to address a range of student learning styles.

• Instructors can integrate multimedia content into course materials that students can access online, or they can transfer the material to CDs or DVDs that students can view off-line.

• When an instructor uses multimedia, content delivery often is more efficient and dynamic.

• The materials must be in a format that can • Engage students• Maintain their interest• Meet their learning needs

• Students can control when and how often they access content• Presenting course materials through multimedia engages students in ways that are not

possible with a textbook alone.

(Buckley & Smith, 2007)

•Phase Three - Continued

Everyone takes in information through their senses. Our five senses are the only way we interact with the world outside ourselves. However, we all process that information in our own way. Multimedia helps reach all the learning styles in one environment.

(Baxter, 2014)

• It is essential that Online Facilitators develop a sense of community that promotes learners to feel comfortable to share their personal thoughts and views in order to build understanding and more knowledge in the subject. Here are some examples of how this can be done in an Online community:

• Create open ended discussion questions that encourage students to use higher order thinking and

allows students to respectively respond to other learners in the community.

• Provide learners a chance to work on projects together collaboratively, so they can develop

interpersonal relationships have an opportunity to learn from each other

and engage in discussions that will enhance learning objectives.

• Create learning opportunities that encourage learners to be motivated

intrinsically.

• Encourage students to participate and go in-depth with discussion, by

participating , responding to key points and asking reflective questions to better understanding.

• Allow the opportunity for the course to be fun and interactive and allowing a social

presence that can build a sense of community.

Community with Collaboration and Participation•Phase Four

An effective online learning community should follow the following E-learning map in order to become a meaningful learning community (Andante, 2008).

•Phase Four - Continued

Ways to Promote ParticipationSocial NetworkingDiscussion BoardsLearning TeamsEmail

•Phase Four - Continued

Ways to Promote KnowledgeProvide effective and timely feedbackConnect learning experiences with previous knowledgeUse critical and high order thinking

Strategies to useProvide engaging materialsBe active in the learning environmentCreate stimulating opportunities for interactionsModel and guide the learning process

Ways to Promote CollaborationUse collaborative learning strategiesUse and provide constructive feedback Build assignments around real world applicationUse clear team guideline and expectations

Starvredes, 2011.

Feedback and Communication :• Are effective in building a interactive learning community where learners are able to overcome various issues while improving

their performance.

• Encourages open student forums that promotes and engages students in discussions.

• Allows for sharing of clear expectations from Facilitator and Student.

• Requires the setting up of introductions by presenting overviews of course topics.

• Consist of using various types of templates for grading, assignments an d discussions.

• Promotes an array of Socratic questioning methods that promotes critical thoughts and ideals.

• Creates an environment that promotes reflection and motivation.

Facilitator Feedback and Consistent Communication•Phase Five

• Feedback and Communication :• Allows the learner to ask questions to receive answers for

clarification.• Looks at how students demonstrate what they have learned,

practiced and obtained by using various reflection platforms.

Facilitator Feedback and Consistent Communication

•Phase Five - Continued

• The rubric provides performance expectations of Team A.

• The rubric will provide a clear picture of the strengths and weaknesses of the participates.

Importance of a Rubric•Rubric

Rubric for Team A Presentation•Rubric

Week 6 Staying Relevant Presentation

Organization and Content

80 PercentThe presentation includes important elements of the components available for an online classroom (Team A).

35%

The presentation includes reference that support each weeks readings.

35%

The presentation includes strategies for the designer that support student learning and preserve shelf life of the design.

10%

Mechanics 

20 PercentThe presentation includes a title page and a reference page, which follow APA guidelines for format. Citations are included and follow APA guidelines.

10%

Rules of grammar, usage, spelling, and punctuation are followed.

5%

Use of technology was appropriate to present presentation through this format.

5%

Percent Earned  X  10

Points Possible

Total 100 Percent

Percent Earned Comments:

Points Possible: 10 Points earned:

Percent Possible: Percent Earned: Comments:

Percent Earned Comments: 

• Keep it Relevant• Content should be up to date• Routine reviews to ensure the course is remaining relevant• Evaluate tools available to extend shelf life.

Accuracy and Updates•Shelf Life – Course Development

ConclusionDelivery of a quality online learning experience for adult learners requires a unique understanding of the learner and a sustainable teaching environment.

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•References• Andante. 2008. Online learning communities. Retrieved from

http://metcarolann.wordpress.com/tag/online-learning/.

• Baxter, S. (2014). Learning styles: Three ways to process information. Retrieved from http://elementary-science-software-review.toptenreviews.com/learning-styles-three-ways-to-process-information.html.

• Buckley, W., & Smith, A. (2008). Application of multimedia technologies to enhance distance learning. RE:view:Rehabilitation education for blindness and visual impairment, 39 (2), 57-65. Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/docview/222962615?accountid+35812.

• http://www.business2community.com/online-communities/your-online-community-has-something-tell-you-are-you-listening-0296157

• http://institute.onlinelearningconsortium.org/

• Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Fransisco, CA: Jossey-Bass.