Difference between revisions of "Course:OL Delivery:OTL201:Planning"

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== Cognitive Presence - Assessment and Feedback to Maximize Student Learning==
 
  
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== Social Presence: Engaging and Retaining your Students==
 
==Overview==
 
==Overview==
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explores factors that impact the learner’s cognitive presence and sustain deep learning.  You will have opportunities to develop feedback strategies in relation to assessment and those which will encourage deeper student learning. 
 
 
==Outcomes==
 
==Outcomes==
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#analyze the characteristics of ‘cognitive presence’ in an effective online learning environment
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# analyze the characteristics of ‘social presence’ in an effective online learning environment
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#explain the importance of deep approaches to learning in relation to assessment, feedback and student attainment of learning outcomes.
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# identify factors or considerations that contribute to student engagement and retention in distance learning environments.
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#evaluate the quality of the feedback that they provide for students in light of relevant evidence-based research (SOLO Taxomony and [http://%20http://rer.sagepub.com/content/77/1/81.abstract Hattie & Timperley].
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# evaluate effective course facilitation strategies to increase student engagement and retention.
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#analyze learning activities and their effectiveness to promote deep approaches to learning
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# create and implement strategies to maximize student engagement in distance learning courses.
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#provide high quality feedback using appropriate tools to promote deep approaches to learning.
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# identify at-risk students and apply appropriate retention strategies.
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#establish 3 goals related to improving and enhancing deeper approaches to learning in your courses
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# create an environment that supports and enhances social presence in your courses.
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#develop a plan for implementing your goals in improving and enhancing deeper approaches to learning in your courses.
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# monitor your progress towards achieving your goals resulting in an improved and enhanced social presence in your courses.
  
 
==Links==
 
==Links==
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*[[Teaching_and_Learning_Resources_Portal/Distance_Technologies/Feedback|Feedback resources from OLFM Workshop]]
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*[http://nsse.iub.edu NSSE] (does NSSE apply to online?)
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*[http://cmadland.wikispaces.com/Quality+Feedback Outside the Box Feedback]
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*Interaction Equivalency Theorem
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*SOLO Taxonomy
 
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::http://www.johnbiggs.com.au/wp-content/uploads/2013/01/solo_taxonomy.jpg
 
  
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==Course Overview==
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==Course Outline==
 
===Week 1 - Welcome and Intro===
 
===Week 1 - Welcome and Intro===
 
====Outcome====
 
====Outcome====
 
====Activities====
 
====Activities====
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*Draw yourself as...?
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*Instructor to post short video
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* Wordle?
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**outside activities
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**how to contact? (other, later students, social media)
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*Participants to post on challenges they have faced in connecting with students in paced or continuous entry courses.
 +
*reading on social presence
  
 
====Resources====
 
====Resources====
 
====Assessments====
 
====Assessments====
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===Week 2-3 -- ===
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====Outcome====
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2&3
  
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===Week 2-3 - Deep Approaches to Learning===
 
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====Outcome====
 
 
====Activities====
 
====Activities====
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#Analyze and explain how various qualities of feedback might influence student learning
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*lit review (NSSE)
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*identify a MOOC (Coursera, EdX, Udacity...)
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**rate according to initial impressions of engagement and retention strategies
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**identify strategies for improving engagement and retention in distance learning
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*readings on engagement and retention
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**reflect on differences between initial impressions and published strategies and models
  
 
====Resources====
 
====Resources====
 
====Assessments====
 
====Assessments====
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*Blog post #2
  
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===Week 4-5 - SOLO Taxonomy===
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===Week 4-5 -- ===
 
====Outcome====
 
====Outcome====
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4 & 5
 
====Activities====
 
====Activities====
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#analyze feedback on sample student work in light of SOLO and Hattie & Timperley's model.
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*video creation module from CMS
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#analyze one learning activity from one of your courses and explain how it aligns to the intended learning outcomes of the course, how the activity is strucutred to support student learning and what level of the SOLO taxonomy is required in student responses
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*case study
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#*suggest changes to enhance the quality of the activity
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**create video resource explaining suggested strategies to engage with the class depicted in the case study and maximize student retention
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#provide examples of high quality feedback using appropriate tools or media
 
−
 
 
 
====Resources====
 
====Resources====
 
====Assessments====
 
====Assessments====
  
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===Week 6 - Goals for Enhancing Cognitive Presence===
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===Week 6 -- ===
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====Outcome====
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====Outcomes====
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6-7
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====Activities====
 
====Activities====
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*Review and summarize 2-3 current articles on enhancing teaching presence
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*interview a peer or expert
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**analyze peer's engagement strategies
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**based on the research and your analysis of their engagement and retention practices identify 2-3 goals relevant to enhance social presence in your courses.
 +
*Present strategies for achieving your goals...develop a plan
 +
 +
*identify gaps in your current practice and establish relevant goals related to improving and enhancing your social presence in your courses
 +
 
====Resources====
 
====Resources====
 
====Assessments====
 
====Assessments====

Latest revision as of 14:22, 4 July 2014


Social Presence: Engaging and Retaining your Students

Overview

Outcomes

  1. analyze the characteristics of ‘social presence’ in an effective online learning environment
  2. identify factors or considerations that contribute to student engagement and retention in distance learning environments.
  3. evaluate effective course facilitation strategies to increase student engagement and retention.
  4. create and implement strategies to maximize student engagement in distance learning courses.
  5. identify at-risk students and apply appropriate retention strategies.
  6. create an environment that supports and enhances social presence in your courses.
  7. monitor your progress towards achieving your goals resulting in an improved and enhanced social presence in your courses.

Links

  • NSSE (does NSSE apply to online?)
  • Interaction Equivalency Theorem

Course Outline

Week 1 - Welcome and Intro

Outcome

Activities

  • Instructor to post short video
    • outside activities
    • how to contact? (other, later students, social media)
  • Participants to post on challenges they have faced in connecting with students in paced or continuous entry courses.
  • reading on social presence

Resources

Assessments

Week 2-3 --

Outcome

2&3

Activities

  • lit review (NSSE)
  • identify a MOOC (Coursera, EdX, Udacity...)
    • rate according to initial impressions of engagement and retention strategies
    • identify strategies for improving engagement and retention in distance learning
  • readings on engagement and retention
    • reflect on differences between initial impressions and published strategies and models

Resources

Assessments

  • Blog post #2

Week 4-5 --

Outcome

4 & 5

Activities

  • video creation module from CMS
  • case study
    • create video resource explaining suggested strategies to engage with the class depicted in the case study and maximize student retention

Resources

Assessments

Week 6 --

Outcomes

6-7

Activities

  • Review and summarize 2-3 current articles on enhancing teaching presence
  • interview a peer or expert
    • analyze peer's engagement strategies
    • based on the research and your analysis of their engagement and retention practices identify 2-3 goals relevant to enhance social presence in your courses.
  • Present strategies for achieving your goals...develop a plan
  • identify gaps in your current practice and establish relevant goals related to improving and enhancing your social presence in your courses

Resources

Assessments

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