Introduction to
Online Teaching – May, 2012: End of Part II – Lessons 7-10 Update
In addition to the concepts and experiences learned in part
I of this course, I have also:
·
Reviewed learning theory and how the section of
learning theory influences online course design and delivery
·
Looked at online pedagogy and considered what
changes in teaching practices an instructor may need to make when moving from a
traditional (face-to-face) environment to an online environment
·
Explore the current state of the art
instructional technology available for use in web-enhanced, hybrid and fully
operating online courses.
·
Explore the technology of online learning and
consider the factors and constraints for the delivery of technology needed for
an online learning environment.
·
Launched an electronic portfolio to include an
overview of the online to teaching and learning reflection, presentation of
individual and group work.
Electronic
Portfolio:
The first topic reviewed and discussed in lesson 6 and the
second half of the semester was the use of an electronic portfolios as a
learning and assessment tool. Although
the technology to support the e-portfolio is new, the concept of the portfolio
is not. I submitted and defended a paper
portfolio for partial fulfillment of requirements for my Doctorial degree at
Loyola University - Chicago. It is
believed that the e-portfolio will impact higher education unlike any other
technology. There seems to be three
immerging trends as I researched the electronic portfolio. First, student work is in electronic form and
is easy to send through the internet.
Second, access to the web is virtually everywhere. Third, databases are available through web
sites, which will encourage students to manage and store large volumes of data
and access through a dynamic website.
Lastly, because student work is transportable and widely acceptable, the
e-portfolio may impact curriculum, faculty evaluations, assessment and
validation of student work.
Learning
Theory and Online Learning Environment:
The next topic reviewed and discussed included learning theory
and the application of the online learning environment. Early in the first course, we reviewed the
literature which pertained to the learning theories of the behaviorist, cognitivist
and constructivist. The literature
supporting learning theory continues to grow at a rapid rate. Additionally, as technology continues to
evolve, online learning will also increase.
Through our readings we discovered the many benefits associated with online learning.
We discovered that the online learning technology is a good
vehicle for all three learning theories.
The benefits of online learning for me included my ability to deliver
instruction at anytime and in any place which had access to the internet. My students and I will benefit from an asynchronous
learning environment. Learning will
begin when students are ready and at any location with an internet connection
and computer. Curriculum and materials
that can be updated to include the latest research because the printed textbook
reflects research which is nearly two years old when it published. I will be able to direct students to
preselected research materials and readings and will require that each of them
add to the foundation which I provided.
Online learning enhances the behaviorist model because the
response to a stimulus can be observed immediately, even in the absence of the
instructor. As an instructor, I can
apply the congnitivist model to online learning. I can develop strategies that allow learners
to transfer their knowledge of the materials from their senses (sight and
hearing) to their sensory store and then to their working memory. I plan to create lessons which will include
internal processing, thinking, reflection, abstraction, self-motivation and
cognition. This learning experience,
will evolve through "thought provoking" questions that will include
real-life case studies. Students will be
asked to provide solutions to modern day teaching and learning problems and
discuss/defend them in online discussions with other student members.
Although online
learning seems to be relatively new, Wilson (1997), the research shows three functions
of good educational theory which applies to the online learning
environment. As suggested in the
research, "Theory" helps to envision how education can best take
advantage of enhanced communication, information retrieval and management
capability provided by the internet.
Second, theory helps to choose resources as needed to maximize
efficiency of our curriculum delivery.
Good theory helps to develop the "big picture" in a time when
resources are scare. Third theory helps
to build upon what is known and plans for additional action.
An example of theory application is the online learning
model found in Chapter 2 - Toward a Theory of Online Learning by Anderson
(2004). The model considers the
interactions of student-content, student-instructor and student-student. The model also considers the concept of asynchronous
and synchronous communication strategies.
Instructional and assessment approaches and other key variable are
considered. It was interesting that this
model is not part of any systematic research.
It appears there are many opportunities for research in the field of
online pedagogy. The completion of
systematic research of the online learning model could result in potential
improvements in the professional practice of higher education.
Online Pedagogy
and Research:
The reading for this lesson focused on the introduction and
application of the Seven Principles for Good Undergraduate Education. Chickering and Gamson (1987) presented the
seven principles with examples of each principle. The American Association of Higher Education
and Education Commission of the States and the Johnson Foundation presented an
implementation study of the seven principles for good practice in undergraduate
education. The seven principles promote
good practice to encourage the following; 1) Student-Faculty Contact, 2)
Cooperation Among Students, 3) Active Learning, 4) Giving Prompt Feedback, 5)
Emphasizes Time on Task, 6) High Expectations, 7) Respects Diverse Talents and
Ways of Learning.
Rubric Development and Annotated Bibliography:
During the last three weeks of this first course we reviewed
the literature pertaining to rubrics and development of an annotated
bibliography. As a member and team
captain, I participated in the development of a rubric using the Wet Paint Wiki
Tool. Our rubric was designed to
identify exemplary websites which we could use in future course that we might
teach. Using the wet paint tool we developed
our rubric and assembled our annotated bibliography of exemplary websites as
defined in our rubric. I believe the
wiki collaboration tool was more effective than our prior experience with the
e-mail tool.
My Electronic Portfolio Submission:
The assignment included the development of an electronic
portfolio. My portfolio represents
selected work from this first course.
After reviewing the lesson materials and instructions, the process for
creating my e-portfolio was relatively simple.
My newly launched electronic portfolio can be viewed at http://drdavecorbin.wetpaint.com/
The following items are a demonstration of achieved learning
objectives for part II:
Posted this professional blog-"My Thought of Online Learning"
and Intro to Online Teaching - Part I & II
Launched version 1 of my e-portfolio at http://drdavecorbin.wetpaint.com/
Participated in over 100 online discussions with students
enrolled in the ONTL 650 course.
Participated in a group project to produce the online unit -
Civil Rights Movement 1954 - 1964.
Please view this project at http://attachments.wetpaintser.us/OFE_EMShtbFoVpOcMZtGvg19600744
Participated in second group project to produce a rubric and
annotated bibliography of exemplary instructional websites using a wet paint
collaboration tool. This can be viewed
at http://group3ontl605.wetpaint.com/page/introduction
Bibliography
Ally, Mohamed (2004) Chpater 1 - "Foundations of Educational Theory
for Online Learning", Theory and Practice of Online Learning - digital
textbook. Retrieved on May 4, 2012 from:
http://cde.athabascau.ca/online_book/ch.1html
Anderson, Terry (2004) Chapter 2 - Toward a Theory of Online Learning -
digital textbook. Retrieved on May 4,
2012 from http://cde.athabascau.ca/online_book/ch2.html
Chickering, Arthur and Gamson, Zalda. (1987), "Seven Principles for
Good Practice in Undergraduate Education".
The Wingspread Journal, Vol. 9, No. 2. Published by the Johnson
Foundation P.O. Box 547, Racine, WI
Felder, R. M. (2010). Learning Styles and Strategies. Retrieved
February 5, 2012, from NCSU Felder:
http://www4.ncsu.edu/felder-public/ILSdir/styles.htm
Grasha, R. (2010). Grasha 5-Teaching Styles Inventory, accessed online.
Retrieved February 26, 2012, from Grasha 5-Teaching Styles Inventory from
http://fcrc.indstate.edu/tstyles3.html
Hrastinski, Stefan, "Asynchrononus, Synchronous Elearning; A study of asynchronous and synchronous
elearning methods discovered that each supports different purposes" Educause Quarterly, Number 4, 2008, p. 51-55
McMahon, J. a. (2000). "High touch and hig tech". ALN
National Conferences, University of Maryland . University College. Sloan-C
View. Retriefed February 2, 2012 from
http://www.sloan-c.org/publications/view/v2n7/hightouch.htm
Schmidt, K. (2010). A Model to Integrate Online Teaching and Learning
Tools into the Classroom. The Journal of Technology Studies , 86-91.
Retrieved February 21, 2012 from
http://www.scholar.lib.vt.edu/ejournals/JOTS/v30/v30n2/pdf/schmidt.pdf
Twigg, C. A. (2003, September/October). "Improving Learning and
Reducing Costs: New Models for Online Learning:. Retrieved February 21,
2012, from http://net.educause.edu/ir/library/PDF/ERMo352.pdf
Wilson, B. (1997) "Thoughts on Theory in Educational
Technology." Educational Technology, 37, (10) p. 22-26Wingard, R. G. (2004) "Classroom Teaching Changes in Web-Enhanced Courses: A Multi-Instructional Study", Educourse Quarterly, 26-30
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