Planning your online class Video Lecture | Teach Online: A Comprehensive Approach for Teaching Online - Professional Skills

this episode examines the key
considerations when planning your online
or blended class we discuss the
importance of considering pedagogy
before technology some useful strategies
when deciding which components are
better suited to the online learning
environment a lining assessment with
learning outcomes and digital literacy
and information engagement the video
discusses these in the broader context
whereas the PDF examines them in far
greater detail starting with the basics
of effective teaching and curriculum
design regardless of the technology that
you want to use when it's mainly about
technology or access or management
issues then the eye is off the ball it's
that sharp focus on what is it that they
want students to be doing experiencing
taking away the biggest pitfall when you
start teaching online is to think that
the technology is going to somehow solve
problems for you or that the technology
should be your main focus I've seen some
casualties along the way and so have
students so I think it is important to
be aware of the importance of
communicating with students why things
might be changing what's in it for them
how will they how will it benefit their
learning
start slowly in our experience we
started with one course we ran the
course we analyzed the course evaluated
the course we built two more we do the
same with those and certainly the
curriculum needs to be developed in such
a way that students don't miss out on
quality learning experiences develop
content for courses that is specific to
online delivery and it's not a case of
taking what already exists you know in a
face-to-face scenario and try to sort of
shoehorn it into an online delivery
package does what you're doing actually
gain from happening online if it doesn't
don't do online move all the stuff that
doesn't work very well in a face-to-face
setting to the Internet and then enrich
and develop the key activities when
having people together makes the
difference the way that people behave in
a face-to-face context and the way they
behave in an online context are two
totally different things and content
should be tailor-made to suit those
differences focus on how students learn
and in particular they're the
development of their cognitive abilities
the exploration of ideas and techniques
and if you design your units that way
then you can start to see how the
technology will allow you to do things
which you otherwise couldn't if you
didn't have it
what you say how the assignment is
presented how the activities are
designed and guess what how the
assessment is done and the assessment
part of it is the one that's been left
out to a large degree in that alignment
process we we focus on what's the the
main assignment and we designed that
then we design the supplementary
assignments that support it or draw on
it and only then do we start to plan how
will we get students talking and
thinking and reading about the subject
matter of the unit when it comes to
assessment it is online they can log in
they can do self assess things against
those criteria and then they can get the
feedback online as well
information engagement is often
overlooked because the students just
seem to be so really competent at it but
I think that our technological
competency often masks a shallow
understanding of what information is
where it comes from how to use it in
what context it should be used and so on
and so on
you can't assume for all the talk of the
net generation that your students have
that digital literacy that that media
online savvy so you need to build into
your units of study either sufficient
scaffolding to help them to learn that
or perhaps over a series of units
develop their skill so that maybe by
third year or fourth year they've got
that really sophisticated awareness that
you need for them to become excellent
users of the internet for their learning
and get some assistance you know where
this is not an innate ability you know
it's good to get assistance that you got
in your universities from instructional
designers in particular looking at
examples that are on the web talking to
people who are doing it already it's not
algorithmic there isn't rules that you
have to follow what you need to do is
get lots of different perspectives on
what people are doing
you