Below are three checklists and some
additional resources to help you as you begin your journey as an online
instructor.
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Designing Instruction Checklist
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Determine
learning goals and expectations (Simonson, et. al., 2012).
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Create
a preliminary timeline, flowchart, or storyboard outlining the flow of the
course (Simonson,
et. al., 2012).
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Plan
methods by which you will provide timely, systematic and specific evaluation
and feedback (Morrison,
2007).
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Become
aware of copyright and privacy laws prior to creating, enhancing, initiating,
and facilitating your online classroom (Smith Nash, 2005).
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Plan
for authentic assessment that includes creative, non-linear responses to discussion
questions and assignments such as advance organizers, blogs, prezis, or other web 2.0
tools (Lim, 2004, p. 18) (Dede, 2005) (Mertler, 2001) (Simonson, et. al.,
2012).
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Plan
for learner collaboration, perhaps using a wiki or skype (Mertler, 2001)
(Dede, 2005) (Moller, 2008) (Skype, 2013).
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Plan
for learner discussion, perhaps using an online discussion board (Mertler,
2001) (Dede, 2005) (Moller, 2008).
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Plan
to provide learners with extra resources to help them use web 2.0 tools (Simonson, et. al., 2012).
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Plan
to provide learners with tips on how to be a successful online learner (Simonson, et. al., 2012).
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As
you structure the online environment, be sure to plan to give specific
instructions on the flow of the course.
Learners should never feel lost (Simonson, et. al., 2012).
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Beta
test: test, test, and retest before your course goes live (Simonson, et. al., 2012).
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Facilitating Instruction Checklist
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Communicate
learning goals and expectations in multiple locations, in multiple formats,
and at multiple times throughout the course (Simonson, et. al., 2012) (Allen,
et. al., 2007).
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Provide
rubrics and examples alongside any and all learning activities (Simonson, et. al.,
2012).
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Keep
learners active by encouraging them to communicate effectively and frequently
(Simonson, et. al., 2012).
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Keep
learners learning deeply by providing timely, systematic and specific
evaluation and feedback (Morrison, 2007).
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Provide
learners with accountability through participating in discussion boards,
sending emails, and otherwise encouraging your students (Smith Nash, 2005).
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Create
an online community learning environment by offering opportunities for the you to
get to know your learners, for the learners to get to know you, and for the
learners to get to know each other (Simonson, et. al., 2012).
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Make
yourself available to the learners to answer questions and to help with
technology issues (Simonson,
et. al., 2012).
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Assess
Instruction and Learning
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Plan
for authentic assessment that includes creative, non-linear responses to discussion
questions and assignments such as advance organizers, blogs, prezis, or other web
2.0 tools (Lim, 2004, p. 18) (Dede, 2005) (Mertler, 2001) (Simonson, et. al.,
2012).
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Keep
learners learning deeply by providing timely, systematic and specific
evaluation and feedback (Morrison, 2007).
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Incorporate
an end of course reflection (Simonson, et. al., 2012).
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Incorporate
an end of course evaluation or survey (Simonson, et. al., 2012).
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If
possible, incorporate a reflection, evaluation, and/or survey for learners to
complete 3 months to a year after the course has been completed (Simonson,
et. al., 2012).
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Additional Resources
Follow
this link to an inspirational video outlining the importance of encouraging
creativity during instruction.
Follow
this link to find ideas on engaging students using online chats, discussions,
and blogs.
Follow
this link to hear a TED talk given by a Stanford professor who decided to teach
his Artificial Intelligence course in an open source online format.
References
Allen, I.E., Seaman, J., &
Garrett, R. (2007). Blending in: The extent and promise of blended education in
the United States. Sloan-C. Retrieved from: sloanconsortium.org/publications/survey/pdf/Blending_In.pdfDede,
C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), 7–12.
Gilbert, E. (2013). Your
elusive creative genius. Retrieved
from http://www.youtube.com/watch?v=86x-u-tz0MA
Kelly, R. (2013). Synchronous
and Asynchronous Learning Tools.
Retrieved from http://www.cincinnatistate.edu/online/faculty-resources/15%20Strategies%20for%20engaging%20online%20students%20using%20real-time%20chat-%20threaded%20discussions%20and%20blogs.pdf
Lim, C. P. (2004). Engaging
learners in online learning environments. TechTrends: Linking Research and
Practice to Improve Learning, 48(4), 16–23.
Mertler,
C. A. (2001). Designing scoring rubrics for your classroom. Practical
Assessment, Research, & Evaluation, 7(25). Retrieved from http://pareonline.net/getvn.asp?v=7&n=25
Moller, L., Foshay, W.,
& Huett, J. (2008). The evolution of distance education: Implications for
instructional design on the potential of the web (Part 1: Training and
development). TechTrends, 52(3), 70–75.
Moller, L., Foshay, W.,
& Huett, J. (2008). The evolution of distance education: Implications for
instructional design on the potential of the web (Part 2: Higher education). TechTrends,
52(4), 66-70.
Morrison, G. R., Ross, S. M.,
Kalman, H. K., & Kemp, J. E. (2007). Designing effective instruction
(6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Norvig, P. (2012). The 100,000 student classroom. Retrieved
from http://www.youtube.com/watch?v=tYclUdcsdeo
Simonson, M., Smaldino,
S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Skype. (2013). Teachinghistory.org.
Retrieved May 25, 2013, from
http://teachinghistory.org/digital-classroom/tech-for-teachers/23569
Smith Nash, S. (2005).
Learning objects, learning object repositories, and learning theory:
preliminary best practices for online courses. Interdisciplinary Journal of
Knowledge and Learning Objects, 1. Retrieved from
http://www.ijello.org/Volume1/v1p217-228Nash.pdf
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