um3d ignite series: preparing to teach your first online course

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Leonia Houston Instructional Designer [email protected] UM3D Ignite Series: Preparing to Teach Your First Online Course

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Leonia HoustonInstructional Designer

[email protected]

UM3D Ignite Series:

Preparing to Teach Your First Online Course

Common Concerns for Online Faculty

How do I begin? How can I get to know my students? How do I communicate my expectations

to students? How do I resolve performance problems? How do I motivate students?

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Deciding Where to Begin

Initiate Instructor Presence

Establish Rapport Involve Students

Quickly Reveal Something Establish Your

Credibility

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Establish Course Ground Rules

Set Communication Guidelines

Specify Assessment Expectations

Identify the Value/Importance of the Course

How will you create a positive learning environment from the

very beginning?

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Getting To Know Your Students

Share information that will personalize you

Create activities periodically that grants students opportunities to share

Consider traditional classroom management techniques: Polls Group activities Synchronous communication (chat,

video conferencing)

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

What are some interesting ways you can think of to get to know your

students?

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Communicating Expectations

Provide Clear instructions Expectations for attendance, grading

and academic honesty Requirements for discussion Active participation Respect

Use Multiple Forms of Delivery

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

How will you manage student expectations for active engagement

in your online course?

Managing Performance Problems

Provide timely grading and feedback 24-48 hours after submission Rubrics

Allow practice assignments Additional quiz attempts Self Assessments

Contact low performers Target missed/late assignment

submitters Engage students who are not

actively involved in class activitiesCenter for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Motivating Students

Use a variety of assessment activities Set realistic performance goals Place appropriate emphasis on testing

and grading Praise first. Constructively criticize

second. Give students as much control over

their success in the course as possible

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Before the First Day

Update Course Information

Send Course Welcome

Email/ Intro Video

Update Course Content and Dates

Navigate Course as Student

Transfer Content

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Prepare Your Content

Transfer Content if you have used a Development Course or previous semester’s course to create the content you will use this semester. The steps are:

1. Enter Destination Course2. Click Edit Course3. Click Import/Export/Copy

Components4. Copy Components from

another Org Unit5. Include Protected Resources6. Search for Offering7. Copy All Components8. Click Done

Update Course Information

Change Content Verify Grading Edit Dates

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Update the course syllabus and course schedule to reflect the current semester and course facilitator.

Verify that grades listed in the gradebook match the course syllabus and individual assessments.

Update the course calendar and course schedule to reflect the current semester’s dates and deadlines.

Send Course Welcome Email

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

The course welcome email should be sent prior to the beginning of the semester and it should include information students will need to get started with the course. Examples of this information are:

Course Name Course Start Date Faculty Information Textbook Information

Create Course Introduction Video

Consider creating a brief video introducing yourself and welcoming students to the course. The video does not have to be instructional but should be informational.

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Navigate the Course As Student

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Once the content is updated in the course, use the eCourseware role change feature to view your completed course as a student.

Resources

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact

Lyons, R., McIntosh, M., & Kysilka, M. (2003). Teaching college in an age of accountability. Boston: Allyn and Bacon.

Provitera McGlynn, A. (2001.) Successful beginnings for college teaching: Engaging students from the first day. Madison, WI: Atwood Publishing.

McKeachie, W. (2002). Teaching Tips 11th ed. Boston: Houghton-Mifflin.

Davis, B.G. (1993). Tools for Teaching . San Francisco: Jossey-Bass.

Nilson, L. (2003). Teaching at its best: A research-based resource for college instructors (2nd ed.). Bolton, MA: Anker Publishing.

Center for Innovative Teaching & Learningmemphis.edu/instructionalimpact