The online teaching survival guide : simple and practical pedagogical tips /: simple and practical pedagogical tips. (2016)

• Record Type: Book
• Further Information: Note: Judith V. Boettcher, Rita-Marie Conrad.
• Authors: Boettcher, Judith V; Conrad, Rita-Marie
• Contents: Foreword Introduction Part One Chapter 1: Teaching Online: The Big Picture Preparing to Teach in the Online and Blended Environments Oh, Oh. What Did I Say I Would Do? Is This You? The Definition of a Course How Do Online and Blended Courses Differ from Traditional Courses? Types of Online and Blended Courses The Four Stages of a Course Learning Theories and Theorists Lev Vygotsky (1896–1934): Theory of Social Development John Dewey (1859–1952): Experiential Learning Jean Piaget (1896–1980): Theory of Genetic Epistemology or Origins of Thinking Jerome Bruner (1915–): Constructivism John Seely Brown (1940–): Cognitive Apprenticeship Roger Schank (1946–): Schema Theory Albert Bandura (1925–): Social Learning Theory Jean Lave (1939–): Situated Learning Theory K. Anders Ericsson (1946–): Expert Performance Theory Ellen Langer (1947–): Theory of Mindful Learning Daniel Goleman (1947–): Theory of Emotional Intelligence Other Theorists and Influencers Summary—And What’s Next Chapter 2: Pedagogical Principles for Effective Teaching and Learning: Ten Core Learning Principles Background of the Ten Core Learning Principles Ten Core Learning Principles Principle 1: Every Structured Learning Experience Has Four Elements with the Learner at the Center Principle 2: Learners Bring Their Own Personalized and Customized Knowledge, Skills, and Attitudes to the Learning Experience Principle 3: Faculty Mentors Are the Directors of the Learning Experience Principle 4: All Learners Do Not Need to Learn All Course Content; All Learners Do Need to Learn the Core Concepts Principle 5: Every Learning Experience Includes the Environment or Context in Which the Learner Interacts Principle 6: Every Learner Has a Zone of Proximal Development That Defines the Space That a Learner Is Ready to Develop into Useful Knowledge Principle 7: Concepts Are Not Words But Organized and Interconnected Knowledge Clusters Principle 8: Different Instruction Is Required for Different Learning Outcomes Principle 9: Everything Else Being Equal, More Time on Task Equals More Learning Principle 10: We Shape Our Tools, and Our Tools Shape Us Summary—and What’s Next”? Chapter 3: Best Practices for Teaching Online: Ten Plus Four Best Practices for Online and Blended Teaching and Learning Best Practice 1: Be Present at Your Course Three Types of Presence Best Practice 2: Create a Supportive Online Course Community Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself Best Practice 4: Use a Variety of Large Group, Small Group, and Individual Work Experiences Best Practice 5: Use Synchronous and Asynchronous Activities Best Practice 6: Ask for Informal Feedback Early in the Term Best Practice 7: Prepare Discussion Posts That Invite Responses, Questions, Discussions, and Reflections Best Practice 8: Think Digital for All Course Content Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning Best Practice 10: Plan a Good Closing and Wrap Activity for the Course Four More Best Practices for Online and Blended Teaching and Learning Best Practice 11: Assess as You Go by Gathering Evidences of Learning Best Practice 12: Rigorously Connect Content to Core Concepts and Learning Outcomes Best Practice 13: Develop and Use a Content Frame for the Course Best Practice 14: Design Experiences to Help Learners Make Progress on Their Novice-to-Expert Journey Conclusion Summary—and What’s Next Chapter 4: Technology Tools to Support Teaching and Learning Guidelines for Choosing and Using Technology Tools Guideline 1: Pedagogy First, Technology Second Guideline 2: Keep It Simple Guideline 3: Involve Your Learners in Choices and Use of Digital Tools and Resources Guideline 4: Have Choices and Backups for When the Cloud Disappears Guideline 5: Review Your Technology Tool Set Every Two to Three Years Basic Set of Technology Tools for Online and Blended Teaching and Learning Basic Set of Digital Technology Tools with Their Teaching and Learning Purposes Communication Tools in the Learning Management System More Thoughts on the Basic Tools Tools for Practicing Contextual Knowledge and Exploring Possibilities Staying in Sync with Tools Chapter 5: Four Phases of a Course: Themes and Happenings Phase 1, Course Beginnings: Starting Off on the Right Foot Course Beginnings: Themes What’s Happening in Course Beginnings Phase 2, Early Middle: Keeping the Ball Rolling Early Middle: Themes, Best Practices, and Principles What’s Happening in the Early Middle Phase 3, Late Middle: Letting Go of the Power Late Middle: Themes, Best Practices, and Principles Cognitive Presence What’s Happening in the Late Middle Phase 4, Closing Weeks: Pruning, Reflecting, and Wrapping Up Closing Weeks: Themes, Best Practices, and Principles What’s Happening in the Closing Weeks Summary—and What’s Next Part Two: Simple, Practical, and Pedagogically Based Tips Chapter 6: Phase 1: Course Beginnings Course Beginnings Tips Tips for the Course Beginnings Getting Started—Preparing Your Syllabus and Course Site Getting Started—Launching Your Course Creating and Designing Discussions Getting Started—Preparing Your Syllabus and Course Site CB Tip 1: Essential Elements of an Online or Blended Course Syllabus and Course Site CB Tip 2: More on the Significant Elements of an Online or Blended Syllabus CB Tip 3: Creating a Syllabus that Jump-Starts Learning CB Tip 4: Using “Bookending” to Add Structure and Meaning to Your Course CB Tip 5: Generating Energy and Purpose with Specific Learning Goals Getting Started—Launching Your Course CB Tip 6: Hitting the Ground Running: How Not to Lose the First Week CB Tip 7: Launching Your Social and Cognitive Presence CB Tip 8: Getting to Know Students’ Minds: The Vygotsky Zone of Proximal Development CB Tip 9: Getting Into the Swing of a Course: Is There an Ideal Weekly Rhythm? Creating and Managing Discussion Posts CB Tip 10: The Why and How of Discussion Boards: Their Role in the Online Course CB Tip 11: Characteristics of Good Discussion Questions CB Tip 12: Power Questioning for Meaningful Discussions CB Tip 13: Response Posts—A Three-Part Structure CB Tip 14: Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thoughts? CB Tip 15: Managing and Evaluating Discussion Postings CB Tip 16: Feedback in Discussion Posts—How Soon, How Much, and Wrapping Up CB Tip 17: The Faculty Role in the First Weeks: Required and Recommended Actions Summary—and What’s Next Chapter 7: Phase 2: Keeping the Ball Rolling in the Early Middle Tips for the Early Middle Managing Your Course Building Cognitive Presence Strategies and Tools for Building Community Managing Your Course EM Tip 1: Tools for Teaching Presence: E-mail, Announcements, and Discussion Forums E-mail, Announcements, and Discussion Forums Text Messaging, Tweeting, and Whatever Short Messaging System Is Next Making a Choice EM Tip 2: Monitoring Student Progress Using Learning Management Systems Monitoring Student Engagement and Progress EM Tip 3: Early Feedback Loop from Learners to You Using a Survey Can Students’ Responses Be Anonymous? EM Tip 4: Early Feedback Tools: Rubrics, Quizzes, and Peer Review Rubrics Quizzes &l
• Edition: Second edition
• Publisher Details: San Francisco : Jossey-Bass
• Publication Date: 2016
• Extent: 1 online resource, illustrations
• Subjects: 378.17344678; Web-based instruction; Distance education; College teaching
• Languages: English
• ISBNs: 9781119147701; 9781119147695
• Related ISBNs: 9781119147688
• Notes: Note: Includes bibliographical references and index.; Note: Description based on CIP data; item not viewed.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.