Difference between revisions of "Course:OL Delivery:OTL101"

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== Creating a Positive Presence in Your Virtual Classroom ==
 
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This course focuses on the creation of a “Teaching Presence” with building knowledge and skills required to  create a positive learning environment and bring the human touch to the virtual class while developing and evaluating strategies for efficient time management.
 
  
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==What is ''Teaching Presence''?==
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==Overview==
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From the [http://coi.athabascau.ca Community of Inquiry] website at Athabasca University, ''teaching presence is defined as the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educational worthwhile learning outcomes.''
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This course 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.
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==Outcomes==
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==Intended Learning Outcomes==
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# analyze the characteristics of ‘cognitive presence’ in an effective online learning environment
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===You will be able to===
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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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# analyze the characteristics of ‘teaching presence’ in an effective distance learning environment;
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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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# critique your teaching presence in light of the characteristics of effective distance learning environments;
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# analyze learning activities and their effectiveness to promote deep approaches to learning
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# evaluate the ways that interactions occur in a distance learning environment and develop ideas to encourage high quality educative interactions;
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# provide high quality feedback using appropriate tools to promote deep approaches to learning.
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# devise, implement, and reflect on the effect of these strategies for efficient time management;
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# create an environment that supports and enhances deeper approaches to learning in your courses
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# explore the use of digital tools to enhance teaching presence and promote student learning;
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# monitor your progress towards achieving your goals resulting in an improved and enhanced cognitive presence in your courses.
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# identify gaps in your current practice and establish relevant goals related to improving and enhancing your teaching presence in your courses;
 
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# monitor your progress towards achieving your goals resulting in an improved and enhanced teaching presence in your courses.
 
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==Module 1==
 
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===Welcome===
 
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Hello and welcome to OTL101, 'Creating a Positive Presence in your Virtual Classroom'. We trust that this will be an enriching and challenging course for you that will help you to understand more deeply how you can encourage deep, meaningful learning experiences for your students. This course is one of three courses offered by Thompson Rivers University Open Learning's Program Delivery department and is based on the venerable [http://www.coi.athabascau.ca Community of Inquiry (CoI)] model of teaching and learning described by Randy Garrison, Terry Anderson and Walter Archer in their article ''[http://www.sciencedirect.com/science/article/pii/S1096751600000166 Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education]''.
 
  
  
  
 
[[Course:OL Delivery:OTL101:Planning|Planning]]
 
[[Course:OL Delivery:OTL101:Planning|Planning]]

Revision as of 14:16, 4 July 2014

Overview

This course 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

  1. analyze the characteristics of ‘cognitive presence’ in an effective online learning environment
  2. explain the importance of deep approaches to learning in relation to assessment, feedback and student attainment of learning outcomes.
  3. evaluate the quality of the feedback that they provide for students in light of relevant evidence-based research (SOLO Taxomony and Hattie & Timperley.
  4. analyze learning activities and their effectiveness to promote deep approaches to learning
  5. provide high quality feedback using appropriate tools to promote deep approaches to learning.
  6. create an environment that supports and enhances deeper approaches to learning in your courses
  7. monitor your progress towards achieving your goals resulting in an improved and enhanced cognitive presence in your courses.


Planning

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