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![Overarching Research questions I am refining and
developing
• Higher Education Spaces
• What are best practices in online (literacy) teacher education?
• How can online teacher education programs stay relevant, current, and find a
“niche”?(sustainability of online teacher education programs)
• K-12 Spaces
• What is the role of mobile learning in K-12 and how can teacher education programs
model and mentor teacher candidates to employ this type of learning/practice?
• In what ways are non-digital literacy practices becoming obsolete? (obsolescence)
• What types of DIY professional development digital learning opportunities and
networks are informing K-12 teacher practice? [unsanctioned learning opportunities]
• Both (aligning practices)
• What are current technology integration practices in K-12 and how can teacher
education best align our practices?](https://image.slidesharecdn.com/utaustinpresentationonteachingonlinesemingson-190115154133/75/UT-Austin-Presentation-on-Teaching-Online-48-2048.jpg)
Uploaded byPeggy Semingson
UT Austin Presentation on Teaching Online
This document summarizes a presentation about designing and delivering engaging online classes. It discusses establishing an instructor presence through various technologies like YouTube, podcasting, and microlectures. It also covers establishing a community through activities like discussion boards and building a professional learning network. Several frameworks for online pedagogy are presented, like communities of inquiry and transactional distance theory. The document emphasizes principles like aligning assessments to objectives, providing clear communication, and creating flexible content using tools like Adobe Spark.
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UT Austin Presentation on Teaching Online
- 1. Designing and Delivering Online*Classes for Student Engagement and Learning Peggy Semingson, Ph.D., [email protected] The University of Texas at Arlington College of Education, Department of Curriculum and Instruction Twitter: @PeggySemingson The University of Texas at Austin January 14, 2019
- 2. Key Ideas active learning flexiblelearning instructor presence personalized learning principles of teaching and learning online Presentation Focus: Building community with online students We will have dialogue along the way!
- 3. Plan • My journeyinto online teaching and how I learned • Dialogue • Big ideas and frameworks • Principles of teaching online 3
- 4. Context: Growth inOnline learning at UT Arlington
- 5. Bio: Associate Professorof Curriculum and Instruction at UTA since 2008 • Ph.D., Curriculum and Instruction (Language and Literacy Studies Focus), University of Texas at Austin, 2008. • Public school teacher for eight years (bilingual/ESL and reading specialist focus) • Teaching or other awards: • ILA Jerry Johns Outstanding Teacher Educator in Reading Award, 2017 • United States Distance Learning Association (USDLA), 2013 • Regents’ Outstanding Teaching Award, (UT System), 2013 • President’s Award for Distance Education (UTA) (2010) • Jeanne S. Chall Visiting Researcher Grant (Harvard), 2009-2010
- 6. Background/Digital Interests Teaching atUTA since 2008 Teaching all online since 2013 Within online teaching, interests in: • Personalized learning • Digital outreach • Mobile learning and microlearning • Multimodal ways of learning (e.g., YouTube, podcasts) • Digital mentoring • Webinars and synchronous • Predictive analytics and nudges (Civitas/Inspire for Faculty) • Professional learning communities
- 7. Goals: Public intellectual Share knowledge openly Movefield of online (literacy) teacher education forward MM.DD.20XXADD A FOOTER7
- 8. Challenges • Staying currentwith technology (staying relevant) • Teaching to scale (high enrollment courses) • Differing perspectives about online/resistance • Helping students feel connected to the course and the university. • Course design can take time 8
- 9. I love usingYouTube for teaching and learning! 9 3,100+ subscribers 1.7 million + minutes viewed
- 10. This is myvirtual “classroom”! MM.DD.20XXADD A FOOTER10
- 11. Opening Dialogue: Discussany of these in a small group of peers MM.DD.20XXADD A FOOTER11 • What comes to mind when you think about online learning? What are sources of information to learn more about online learning? • How does it benefit students? What are disadvantages, constraints, or cautionary notes? • How widespread is online learning and will it continue to grow? • What’s trending now in online learning? • How does online teaching differ from face to face teaching? • BONUS: What major theoretical frameworks inform online teaching and learning?
- 12. Foundations and StartingOut: Center for distance education at UTA -Workshop and tutoring from Scott Massey and Erika Beljaars-Harris Models of personalized learning!
- 13. Growing and GettingNurtured in Learning: Foundations and networks: LINK Lab and PLC
- 14. Networks: OLC; UTAlibrary; self-study; QM; mastermind group; scholarship, etc.
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- 17. Additional Projects andparticipation in online teaching: Learning by doing *no one way to teach online *support matters
- 18. Integrated scholarship: Rationale Thishelped me in the tenure process!!! • Desire to learn evidence-based practice (Scholarship of Teaching and Learning) • The idea of “emergence” in theoretical frameworks is needed • Idea of being a pioneer or “early adopter” (Rogers, 2003) • Practical and helped me to develop my own practice and influence the practice of others (becoming an expert by default) • Expansion of Professional Learning Network (PLN) • Integration of teaching and research agendas • Social capital
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- 20. Questions? Comments soFar? MM.DD.20XXADD A FOOTER20 Next: Overarching Frameworks for Digital Pedagogies
- 21. Personalized online learning:“Big ideas” • Community building, e.g., Community of Inquiry (Garrison & Arbaugh, 2007) • Just-in-time learning (Krutka, et al., 2014; Novak, Patterson, Gavrin, & Christina, 1999) • Digital Mentoring (Murphy, et. Al, 2005) • Theory of Transactional Distance (e.g., Moore, 1993)
- 22. Diffusion of innovation Source: https://upload.wikimedia.org/wikipedia/en/4/45/DiffusionOfInnovation.png Rogers,E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
- 23. What is personalizedlearning? Community of Inquiry framework Source: https://en.wikipedia.org/wiki/Community_of_inquiry#/media/File:Community_of_inquiry _model.svg Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet & Higher Education, 10(3), 157-172.
- 24. Principles of CourseDesign • Timeline • Student engagement with the course is crucial • Not so much about content only but about transformative learning • Entire course should be planned up front. • Cognitive overload theory (don’t bombard students) • Think modules; it helps if the entire program has the same or similar modules. • The course is pretty transparent and others will see it (e.g., instructional designers, supervisors, etc.) • Asynchronous versus synchronous 26
- 25. Principles of Assessment MM.DD.20XXADDA FOOTER27 • Alignment is key: objectives, instruction, assessment • Students dislike busy work and tasks • Some assignments are just for participation: e.g., discussion boards or peer feedback • Practice assignments for no grade • Dialogue is key: blogging, journals, discussions • Consider public assignments such as editing a Wikipedia page • Rubrics are key! • Learning pathways (e.g., Matt Crosslin and others) • Gamification of learning
- 26. Principles of Communicatingwith Students • Send weekly reminders and overview each week • Be clear and explicit. One typo can cause mayhem. • Virtual office hours (synchronous/asynchronous) • Podcast or video to introduce each module • Backchannel and/or Question/answer board • Webinars are helpful • Respond within 24-48 hours to email if not sooner • Netiquette guidelines • Provide tech support info for students and screenshots if needed. 28
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- 28. Creating Content • Alignwith teaching objectives, outcomes, etc. • Multimedia • Accessibility and Flexibility (Universal Design for Learning principles) • Reuse • Remix • Rebuild • Open educational resources 30
- 29. Creating Content • Becautious about copyright, especially with images! I use Pexels for good royalty free images • Adobe Spark for creating visual content • Keep multimedia content short (~5 minutes max) • Use a high definition webcam and do light editing to tighten it up. • Consider getting a green sheet from a fabric store to do green screen videos. 31
- 30. Video-based Social Media ThePower of YouTube Type of videos o Modeling and demonstration o Microlectures and lecture content o Dialogue-based videos (using synchronous learning) o Video series (connected & coherent on a topic) Advantages: o Instructor presence o A type of digital mentoring o Inspiring students to create their own channels 32 UT System Student Success Summit 2018 September 20, 2018
- 31.
- 32. Short podcasts (micropodcasts) •Lectures (1-5 minutes) with links to web- based content • Dialogue-style micropodcasts • Reminder or overview micropodcasts Mine are also open access You can locate, remix, or build your own content!
- 33. Microlectures • SoundCloud • Instructor-authored content •Playlists • Mobile app • Three hours of free content • Easy to upload
- 34. Dialogue/interview style micropodcasts •Non-scripted • Can be focused with course content • Can be mentor-focused • Video can be used or audio- only • Consider doing a series • Podcast mic and Zoom or phone (voice memo feature)
- 35. Connections to yourcourse (varying purposes) Media Type Purposes Podcasts and Micropodcasts Introduction to course or instructor bio/intro Microlearning on a concept Overview of an assignment Commentary on a debated issue (stimulus for class discussion) Video Introduction to course or instructor bio/intro Microlearning on a concept Overview of an assignment Commentary on a debated issue (stimulus for class discussion) Dialogue video with colleague (with zoom) Screencast Overview of an assignment Elaboration on a website/websites/resource Lecture with short PowerPoint
- 36. Social Learning • DiscussionBoards • Social Media • Online book clubs • Blogging • Service Learning • What else? 38
- 37. Example Assignment: Students Buildinga Professional Learning Network 39 ADD A FOOTER MM.DD.20XX PART 1: “LIKE” AND FOLLOW THE FOLLOWING LITERACY ORGANIZATIONS ON SOCIAL MEDIA Also, choose at least three children's authors to follow on Facebook and/or Twitter. Which children's authors you choose are up to you! Optional: Locate your favorite children's authors who have a blog. Recommendations for author blogs: Seymour Simon and Mo Willems. Do a bit of Googling to find children's authors who blog and/or are on social media.
- 38. PART 2: Follow,Connect, and Learn from Experts FOLLOW THESE POSTS REGULARLY THROUGHOUT THE SEMESTER. YOU CAN GO BEYOND THE ABOVE REQUIRED ASPECTS AND FOLLOW OTHER CHILDREN'S AUTHORS OR LITERACY-FOCUSED SOCIAL MEDIA ORGANIZATIONS. Twitter, Facebook, YouTube, and Instagram 40 ADD A FOOTER MM.DD.20XX
- 39. PART 3: ATTHE END OF THE SEMESTER, SUBMIT YOUR WRITTEN REFLECTION DESCRIBING WHO/WHAT ORGANIZATIONS YOU FOLLOWED ON SOCIAL MEDIA. USE MM.DD.20XXADD A FOOTER41 Synthesizing, Reflecting, Seeing Value in Mobile-Driven PLN Student Written Reflection: 1. What children’s authors did you follow? What did you learn from each of their social media postings over the semester? 2. What did you learn, overall, from following the literacy and education organizations through social media? If you participated in a Twitter chat, describe how that went. 3. How can you continue to use social media to learn about literacy to expand your professional learning network (PLN)? 4. Include at least one screen shot of your participation in leaving comments on one of the social media pages. 5. What other comments do you have about this assignment?
- 40. Connecting social media tothe LMS (discussion boards, specifically) MM.DD.20XXADD A FOOTER42 oSidneyeve Matrix "Using the LMS as a Social Network in a Supersized Course" http://www.educause.edu/blogs/nhay s/using-lms-social-network- supersized-course.
- 41. Modeling with Pinterest MM.DD.20XXADD A FOOTER43 Curatedprofessional content boards
- 42. Future Directions MM.DD.20XXADD A FOOTER44 Heavieruse of Instagram for modeling and having students connect to “real teachers”
- 43. other future projectsfor teaching • YouTube (show analytics screenshot)-future goals • Analytics and other metrics • Tutorials • Research on online literacy-focused teacher educators • Column and future research on Booktubers (youth who talk about books on YouTube)
- 44. Future goals withmobile learning (continued): • Build students’ confidence and awareness of possibilities of social media for professional use (modeling and practice) • Ideas on right from Dr. Kathryn Pole (UTA) • What are your future goals with mobile learning?
- 45. Continued use ofsynchronous learning
- 46. Predictive Analytics andNudge Emails Nudge: Improving Decisions About Health, Wealth, and Happiness by Richard H. Thaler and Cass R. Sunstein Goals: Database of “nudge” email templates; use of analytics to create multi-modal tutorials and differentiated learning
- 47. MM.DD.20XXADD A FOOTER49 •Need to teach critical thinking • Rethink discussions: include student-curated content • Focus on networked knowledge and social networks (Siemens, 2005) • Mobile-driven learning • Need to model this for our students; therefore, we need to productively participate in social media professionally • Focus on one thing at a time; don’t over do it or bombard. Summary/Advice for Social Learning
- 48. Overarching Research questionsI am refining and developing • Higher Education Spaces • What are best practices in online (literacy) teacher education? • How can online teacher education programs stay relevant, current, and find a “niche”?(sustainability of online teacher education programs) • K-12 Spaces • What is the role of mobile learning in K-12 and how can teacher education programs model and mentor teacher candidates to employ this type of learning/practice? • In what ways are non-digital literacy practices becoming obsolete? (obsolescence) • What types of DIY professional development digital learning opportunities and networks are informing K-12 teacher practice? [unsanctioned learning opportunities] • Both (aligning practices) • What are current technology integration practices in K-12 and how can teacher education best align our practices?
- 49. Community of InquiryFramework • Teacher presence–Front-end design of blog, setup, interaction(s) with students, direction instruction. • Social presence-e.g., lots of sharing of emotions, e.g., fears of not knowing enough about the topic yet, fears of not knowing what to do in the future classroom, sharing of vignettes of personal encounters with assessment. • Cognitive presence- problem-solving, evaluating ideas.
- 50. Creating an onlinecommunity • Start with the social aspects of online communication • Design open-ended topics with a problem-solving focus • Encourage teachers to share resources and “what works” • Embed multimedia such as videos, podcasts, and links to useful websites • Share your own experiences or “go first” on the forum. Use lots of positive reinforcement for others who share knowledge and expertise.
- 51. Photo by EwaRozkosz - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/55715448@N07 Created with Haiku Deck
- 52. Photo by Jamiesrabbits- Creative Commons Attribution License https://www.flickr.com/photos/38389073@N04 Created with Haiku Deck
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