best practices for online teaching

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BEST PRACTICES FOR ONLINE TEACHING. Guidelines ... BBL or KSU email ... Email. • BBL Discussions. • Communicate clear expectations for student work.
Revised 11-12-14

Belinda Boon, KSU School of Library & Information Science

BEST PRACTICES FOR ONLINE TEACHING Guidelines for SLIS Instructors GENERAL RECOMMENDATIONS 1. USE THE SLIS COURSE TEMPLATE IN BLACKBOARD LEARN (BBL) FOR COURSE DESIGN AND TEACHING  Contact the Instructional Design (ID) staff to set this up o Ben Hollis ([email protected]) or Kristen Chorba ([email protected]) 2. DEVELOP ASSIGNMENTS AND LEARNING ACTIVITIES THAT ALIGN WITH STUDENT LEARNING OUTCOMES  VIDEO: Developing Learning Outcomes Learning Outcomes are the knowledge, skills, and abilities that students have attained as a result of their involvement in a particular set of educational experiences. 3. RECORD LECTURES USING VIDEO AND AUDIO  Instructions available at the OCDE Online Teaching Resource Library 4. INCLUDE EXPLICIT INSTRUCTIONS FOR LEARNING ACTIVITIES AND ASSIGNMENTS IN THE SYLLABUS AND IN THE BBL COURSE MODULES

5. SET CLASS NORMS AND NETIQUETTE EXPECTATIONS 6. GO “OUTSIDE THE ASSIGNMENT BOX” TO ENCOURAGE ACTIVE LEARNING WITH YOUR STUDENTS 

EX: use wiki spaces for collaborative activities

7. ENCOURAGE STUDENTS TO BECOME RESPONSIBLE FOR THEIR OWN LEARNING  EX: allow students to teach some of the course topics  EX: include a student cover sheet for written assignment

-1NOTE: The content of this handout was developed using the Community of Inquiry model defined by Taft (2011), Anderson et al. (2001), Garrison et al. (2000), Brook and Oliver (2003), and Fish and Wickersham (2009).

Revised 11-12-14

Belinda Boon, KSU School of Library & Information Science

ESTABLISHING A TEACHING PRESENCE VIDEO: Creating Presence and Community in the Online Classroom Establishing a presence as the instructor of an online course means using effective course development and design, such as providing a clear and specific syllabus, and asserting intellectual leadership to facilitate student learning. Students should feel like they’re being taught!

RECOMMENDED COURSE DEVELOPMENT ACTIVITIES: Online Tools to Use* - consult with the Instructional Designers (Ben & Kristen) to help match tools to outcomes, goals & activities





WHAT TO DO Offer synchronous online office hours to support student learning and knowledge development Engage in personal communication with students, individually or as a group

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Provide recorded lectures and assignment explanations

Provide direct (synchronous instruction)

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ONLINE TOOLS TO USE* Collaborate (Blackboard Learn) Skype KSU Google Hangouts

Email greetings Posted or recorded welcome messages (audio or audio+video) Post announcements on the BBL course page

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BBL or KSU email Blackboard Video Tool Other lecture capture software (e.g. Camtasia, Mediasite)



Audio + video (highly recommended) Audio only (at minimum)

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Develop seminar or lecture courses Facilitate meetings with students Set up student group work space

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Mediasite Audacity (audio only) Screencast-o-matic PowerPoint (with audio) Collaborate (BBL) Google Hangouts

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HOW TO DO IT Face-to-face meetings Telephone consultations Online audio/video



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Revised 11-12-14

Belinda Boon, KSU School of Library & Information Science

RECOMMENDED FACILITATION ACTIVITES: 

WHAT TO DO Interact regularly with students, individually or in groups

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Create a positive learning environment to stimulate learning Communicate clear expectations for student work

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Assist students in knowledge construction (applying, integrating and synthesizing information)

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Diagnose and correct misconceptions by providing direct feedback





Assess students’ learning efficacy*





*The student’s ability to reach goals and complete tasks Provide formative** and/or summative*** feedback on weekly discussions and other assignments



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HOW TO DO IT Email Participate in online group discussions Conduct chat sessions with individuals or groups Show respect for students by your conversational tone and word choice Provide explicit instructions in the syllabus and individual course modules Provide detailed assignment sheets in addition to syllabus descriptions Provide handouts and checklists Act as the intellectual leader in discussions Refer students to new information sources Monitor or facilitate weekly discussions Provide individual or group feedback

Contact students who haven’t logged onto the course page within 2 days of the start date Respond to questions within 24 hrs. Communicate with students, individually or in groups Record responses to student comments in your weekly lectures

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ONLINE TOOLS TO USE Collaborate (Blackboard Learn) KSU Google Hangouts BBL Discussions

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Email BBL Discussions BBL Rubrics



Varying (consult with ID staff for options based on case)

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BBL Rubrics BBL Grade Center BBL Assessments BBL Discussions BBL Announcements KSU Email

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BBL Rubrics BBL Grade Center BBL Announcements

-3**Formative feedback is usually done “on the fly” to catch and correct deficiencies in students’ understanding of the course content. ***Summative feedback is normally provided at the end of a course to assess the students’ overall ability to meet the course outcomes.

Revised 11-12-14

Belinda Boon, KSU School of Library & Information Science

ESTABLISHING A SOCIAL PRESENCE When both the instructor and the student engage socially and emotionally with each other and the course content they are establishing a social presence. Following are recommended activities to help encourage interactions student interactions with the instructor (Student-Instructor), between students (Student-Student) and between students and the content (Student-Content) RECOMMENDED STUDENT-INSTRUCTOR & STUDENT-STUDENT ACTIVITIES: 

WHAT TO DO Introduce yourself and share aspects of your own personality with students

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HOW TO DO IT Create an instructor bio Record a welcome video Include photos or videos of yourself in non-work settings

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Give students an opportunity to introduce themselves and share aspects of their own personalities

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Allow or require student bios Use social networking tools

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Give students the opportunity to interview each other



Students conduct individual or group interviews Incorporate “ice breaking” activities Have students work in groups of 1-3 or 4-6



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Give students opportunities to complete large- and small-scale projects together



TIP: Maintain the same group memberships for 7-week courses; group members may switch in a 10or15-week course

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TOOLS TO USE Mediasite iSpring, Articulate (PPT + audio) Camtasia (record screen) YouTube mywebcam (record self via webcam) BBL Discussions BBL Blogs YouTube mywebcam Collaborate (Blackboard Learn) KSU Google Hangouts BBL Discussions BBL Groups KSU Google Docs Collaborate (Blackboard Learn) KSU Google Hangouts BBL Discussions KSU Presenter

Revised 11-12-14

Belinda Boon, KSU School of Library & Information Science

RECOMMENDED STUDENT-CONTENT ACTIVITIES: 









WHAT TO DO Provide practice options such as worksheets, hands-on activities and exercises Incorporate case studies in your classes

Use annotated bibliographies

Develop formal student assessments

Demonstrate activities

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HOW TO DO IT Worksheets Hands-on activities Exercises

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Have students write summaries Have students discuss in groups

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Provide them as handouts Have students develop their own

Develop quizzes, tests, exams Develop critiques for student presentations Record video lectures Create screencast tutorials

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Provide interactive study guides



Include hyperlinked resources



Facilitate field trips



On-site or virtual (e.g. video tours)

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TOOLS TO USE BBL Assignments, Assessments, Journals, Discussions KSU Google Docs BBL Assignments, Assessments, Journals, Discussions KSU Google Docs BBL Assignments, Assessments, Journals, Discussions KSU Google Docs BBL Assignments, Assessments, Journals, Discussions KSU Google Docs Mediasite iSpring, Articulate (PPT + audio) Camtasia (record screen) YouTube mywebcam (record self via webcam) BBL Items BBL Links Mediasite iSpring, Articulate (PPT + audio) Camtasia (record screen) YouTube mywebcam (record self via webcam)

Revised 11-12-14



Guest lectures (live or recorded)

Belinda Boon, KSU School of Library & Information Science



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Guest interviews (live or recorded) NOTE: Either students or the instructor may arrange for guest speakers



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Allow students to ask questions during or after the presentation (e.g. Mediasite, email, discussion boards on BBL) Require students to provide written or oral feedback (e.g. discussion posts or videos) Interview a guest speaker (optional: prepare and send questions to the speaker in advance) Allow students to be guest speakers to share their expertise Allow individual or small groups of students to interview the guest speaker

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BBL Assignments, Assessments, Journals, Discussions KSU Google Docs

Collaborate (Blackboard Learn) KSU Google Hangouts Mediasite iSpring, Articulate (PPT + audio) Camtasia (record screen) YouTube mywebcam (record self via webcam)