UAlbany School of Education CDIT online degree program

UAlbany’s School of Education Offers Cutting-Edge Online Master’s degree and Certificate Program

UAlbany’s master’s degree in Curriculum Development and Instructional Technology (CDIT) and the Certificate of Graduate Study in Online Learning and Teaching (COLT) put opportunities in technology-infused 21st century teaching and learning environments within reach.

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June 11

Online Faculty Development Process: a step by step process: readings and resources

Online Course Development: at-a-glance

You use these steps to guide your online course development.

PROCESS

ACTIVITIES

1. Reflect:

Process: Explore, Consider Possibilities, Question Assumptions, Observe Exemplar Online Courses, Air Concerns, Get Answers.

-Create a Course Profile – example
-Detail Course Information – example
-Use the course review checklists to guide your course design and development.
-View:

Did you Know? Howie DiBlasi, YouTube April 2008, http://www.youtube.com/watch?v=rjKBsfk_O8c
Social Media Revolution 2 (Refresh) Socialnomics09/Eric Qualman, YouTube May 2010, http://www.youtube.com/watch?v=lFZ0z5Fm-Ng-Read:
Ten Ways Online Education Matches, or Surpasses, Face-to-Face Learning, Kassop, Mark – The Technology Source Archives, at the University of North Carolina, May/June 2003, http://technologysource.org/article/ten_ways_online_education_matches_or_surpasses_facetoface_learning/
Minds on Fire: Open Education, the Long Tail, and Learning 2.0, John Seeley Brown & Richard P. Adler (2008), Educause Review, vol. 43, issue 1. http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireOpenEducationt/45823 or http://www.educause.edu/ir/library/pdf/ERM0811.pdf

2. Connect:

Process: Draw Connections, Consider Differences, Reconceptualize Learning Activities for the Online Environment.

-Create an orientation to your course in your course development tool.*
-Use the checklist as a formative guide for steps 1 and 2 in the design of your online course.
-View:What Works?: LD Basics for the Online Classroom presented by Alexandra M. Pickett (Duration: 00:59:24)
-Read:

a series of unfortunate online events and how to avoid them , Alejandra M. Pickett (2006).
“Do online students dream of electric teachers?” Jason Scorza (2005). Journal of Asynchronous Learning Networks, Vol. 9, issue 2.

3. Organize:

Process: Chunk and Sequence Content, Draft Structure.

-Set up Modules in your course development tool.
-View:Keys to Success: Are You Ready to Develop an Online Course? presented by Alexandra Pickett (Duration: 00:35:00)
-Read:

(My) Three Principles of Effective Online Pedagogy, William E. Pelz, JALN, Volume 8, Issue 3 – June 2004.
The Role of Questions in Teaching, Thinking and Learning, Foundation for Critical Thinking, 2007. http://www.criticalthinking.org/page.cfm?PageID=524&CategoryID=68
A Preliminary Investigation of ‘Teaching Presence’ in the SUNY Learning Network ,Shea, P., Fredericksen, E., Pickett, A., Pelz, W., (2003) Elements of Quality Online Education, Needham, MA.-View:Competencies for Online Teaching Success (COTS) – Experts discussing the competencies needed to be successful in an online teaching environment, by Penn State World Campus.

4. Build: Process:

Consider the options and limitations of the online teaching and learning environment, Move from theory to effective design and practices.

-Climb the learning curve in your course development tool.
-Design Learning Activities for each Module.
-View: Teaching Presence and Class Community presented by Alexandra Pickett (Duration: 00:66:05)
-Use the checklist as a formative guide for steps 3 and 4 in the design of your online course.
-Create ways to Collect Descriptive Feedback from your students and Create a Culminating Activity
-Read:

Teaching Presence in the SUNY Learning Network.pdf A Follow-up Investigation of “Teaching Presence” in the SUNY Learning Network, JALN_,_ Volume 7, Issue 2 – July 2003, Peter J. Shea, Alexandra M. Pickett, and William E. Pelz.

5. Refine:

Process: Review-revise-refine, critique, Take the Student Perspective.

-Review and walk through your course and make revisions.
-Use the Course Review Rubric to conduct a formal course review of your course.
-Read:

Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues , D.R. Garrison.

6. Implement:

Process: Prepare to Pilot your Course.

-Learn and practice course management skills.
-Read:

Assessment and Online Teaching, Australian Flexible Learning Quick Guide Series, also available at http://pre2005.flexiblelearning.net.au/guides/assessment.pdf
Seven Principles of Effective Teaching – A Practical Lens for Evaluating Online Courses, Charles Graham, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy , The Technology Source, March/April 2001.
Strategies for Managing Workload, Experts discussing different strategies to managing the online workload in an online teaching environment, by Penn State World Campus.

7. Evolve:

Process: Commit to Iteration.

–Review, evaluate, and revise your course.
-Take the teaching presence online self-assessment survey and then revise your course accordingly .
-View:

A Vision of Students Today, Michael Wesch, YouTube October 2007, http://youtube.com/watch?v=dGCJ46vyR9o
The Machine is (Changing) Us: YouTube and the Politics of Authenticity, YouTube, July 16, 2009 http://www.youtube.com/watch?v=09gR6VPVrpw

*course development tool: e.g., Moodle, BlackBoard, WebCT, ANGEL, etc.

Culminating Resources:

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