The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips

Cover
Title Page
Copyright
Contents
Foreword
Introduction
Chapter 1 Teaching Online: The Big Picture
	Preparing to Teach in the Online and Blended Environments
	Uh-Oh. What Did I Say I Would Do?
	Is This You?
	The Definition of a Course
	How Do Online and Blended Courses Differ from Traditional Courses?
	Types of Online and Blended Courses
	The Four Phases of a Course
	Learning Theories and Theorists
		Lev Vygotsky (1896–1934): Theory of Social Development
		John Dewey (1859–1952): Experiential Learning
		Jean Piaget (1896–1980): Theory of Genetic Epistemology or Origins of Thinking
		Jerome Bruner (1915–2016): Constructivism
		John Seely Brown (1940–): Cognitive Apprenticeship
		Roger Schank (1946–): Schema Theory
		Albert Bandura (1925–): Social Learning Theory
		Jean Lave (1939–): Situated Learning Theory
		K. Anders Ericsson (1946–2020): Expert Performance Theory
		Ellen Langer (1947–): Theory of Mindful Learning
		Daniel Goleman (1946–): Theory of Emotional Intelligence
		Other Theorists and Influencers
	Summary—and What's Next
Chapter 2 Pedagogical Principles for Effective Teaching and Learning: 10 Core Learning Principles
	Background of the 10 Core Learning Principles
	Ten Core Learning Principles
		Principle 1: Every Structured Learning Experience Has Four Elements, with the Learner at the Center
		Principle 2: Learners Bring Their Own Personalized and Customized Knowledge, Skills, and Attitudes to the Learning Experience
		Principle 3: Faculty Mentors Are the Directors of the Learning Experience
		Principle 4: All Learners Do Not Need to Learn All Course Content; All Learners Do Need to Learn the Core Concepts
		Principle 5: Every Learning Experience Includes the Environment or Context in Which the Learner Interacts
		Principle 6: Every Learner Has a Zone of Proximal Development That Defines the Space That a Learner Is Ready to Develop into Useful Knowledge
		Principle 7: Concepts Are Not Words but Organized and Interconnected Knowledge Clusters
		Principle 8: Different Instruction Is Required for Different Learning Outcomes
		Principle 9: Everything Else Being Equal, More Time on Task Equals More Learning
		Principle 10: We Shape Our Tools, and Our Tools Shape Us
	Summary—and What's Next
Chapter 3 Best Practices for Teaching Online: 10 Plus 4
	Best Practices for Online and Blended Teaching and Learning
		Best Practice 1: Be Present at Your Course
		Best Practice 2: Create a Supportive Online Course Community
		Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself
		Best Practice 4: Use a Variety of Large Group, Small Group, and Individual Work Experiences
		Best Practice 5: Use Synchronous and Asynchronous Activities
		Best Practice 6: Ask for Informal Feedback Early in the Term
		Best Practice 7: Prepare Discussion Posts That Invite Responses, Questions, Discussions, and Reflections
		Best Practice 8: Think Digital and Mobile for All Course Content
		Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning
		Best Practice 10: Plan a Good Closing and Wrap Activity for the Course
	Four More Best Practices for Online and Blended Teaching and Learning
		Best Practice 11: Assess as You Go by Gathering Evidences of Learning
		Best Practice 12: Rigorously Connect Content to Core Concepts and Learning Outcomes
		Best Practice 13: Develop and Use a Content Frame for the Course
		Best Practice 14: Design Experiences to Help Learners Make Progress on Their Novice-to-Expert Journey
	Conclusion
	Summary—and What's Next
Chapter 4 Technology Tools to Support Teaching and Learning
	Guidelines for Choosing and Using Technology Tools
		Guideline 1: Pedagogy First, Technology Second
		Guideline 2: Keep It Simple
		Guideline 3: Involve Your Learners in Choices and Use of Digital Tools and Resources
		Guideline 4: Have Choices and Backups for When the Cloud Disappears
		Guideline 5: Review Your Technology Tool Set Every Two to Three Terms
	Set One: Basic Technology Tools for Online and Blended Teaching and Learning
		Communication Tools in Learning Management Systems
		More Thoughts on the Basic Tools
	Set Two: Enriched Basic Technology Tools
	Set Three: Tools for Applying Knowledge in Authentic Contexts
	Staying in Sync with Tools
Chapter 5 Four Phases of a Course: Themes and Happenings
	Phase 1 Course Beginnings: Starting Off on the Right Foot
		Course Beginnings: Themes and Best Practices
		What's Happening in Course Beginnings
	Phase 2 Early Middle: Keeping the Ball Rolling
		Early Middle: Themes and Best Practices
		What's Happening in the Early Middle
	Phase 3 Late Middle: Letting Go of the Power
		Late Middle: Themes and Best Practices
		What's Happening in the Late Middle
	Phase 4 Closing Weeks: Pruning, Reflecting, and Wrapping Up
		Closing Weeks: Themes and Best Practices
		What's Happening in the Closing Weeks
	Summary—and What's Next
6 Phase 1: Course Beginnings
	Overview of Tips for Course Beginnings
		Preparing Your Syllabus and Course Site
		Launching Your Course
		Creating Meaningful and Stimulating Discussion Forums
		Managing Discussion Forums
	Preparing Your Syllabus and Course Site
		CB Tip 1: Essential Elements of an Online or Blended Course Syllabus and Course Site
		CB Tip 2: More on the Essential Elements of an Online orBlended Syllabus
		CB Tip 3: Designing Learning for All
		CB Tip 4: Creating a Syllabus That Jump-starts Learning
		CB Tip 5: Using “Bookending” to Add Structureand Meaning
		CB Tip 6: The Faculty Role in Blended and Online Courses
	Launching Your Course
		CB Tip 7: Hitting the Ground Running: How Not to Lose the First Week
		CB Tip 8: Launching Social and Cognitive Presence
		CB Tip 9: Generating Energy and Purpose with Specific Learning Goals
		CB Tip 10: Getting to Know Students' Minds: The Vygotsky Zone of Proximal Development
		CB Tip 11: Getting into the Swing of a Course: Is There an Ideal Weekly Rhythm?
	Creating Meaningful and Stimulating Discussion Forums
		CB Tip 12: The Why and How of Discussion Forums: Their Role in the Online Course
		CB Tip 13: Four Types of Discussion Forums: Purpose, Structure, and Assessment
		CB Tip 14: Characteristics and Examples of Good Discussion Questions
		CB Tip 15: Power Questioning for Meaningful Discussions
		CB Tip 16: Guided Student Response Posts—A Three-Part Structure
	Managing Discussion Forums
		CB Tip 17: Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thoughts?
		CB Tip 18: Using Discussion Postings to Gather Evidence of Learning
		CB Tip 19: Feedback in Discussion Posts—How Soon, How Much, and Wrapping Up
	Summary—and What's Next
Chapter 7 Phase 2: Keeping the Ball Rolling in the Early Middle
	Overview of Tips for the Early Middle
		Monitoring and Managing Communications
		Memory, Metacognition, and Learning Guides
		Building Cognitive Presence
		Strategies and Tools for Building Community
	Monitoring and Managing Communications
		EM Tip 1: Tools for Teaching Presence: Announcements, E-mails, Discussion Forums, and Texting
		EM Tip 2: Monitoring Student Progress Using Analytics
		EM Tip 3: Early Feedback—It's a Two-Way Street
		EM Tip 4: Tips for Making Grading Time Efficient and Formative
		EM Tip 5: Dealing with Difficult Students—What Do You Do?
	Memory, Metacognition, and Learning Skills
		EM Tip 6: Steps in Memory Making: What Behaviors Make a Difference
		EM Tip 7: Promoting Metacognitive Skills—Activities for Thinking About Thinking
		EM Tip 8: Student Guides for Course Reading and Listening Resources
	Building the Cognitive Presence
		EM Tip 9: Building Cognitive Presence Using the Practical Inquiry Model
		Conclusion
		EM Tip 10: Core Concepts of a Course—Do You Know Yours?
		EM Tip 11: Assessment Plans for Online and Blended Courses
		An Assessment Plan That Is Distributed and Continuous
		EM Tip 12: Three Best Assessment Practices
		EM Tip 13: Assignments for the Evaluating and Creating Levels of Bloom's Taxonomy
	Strategies and Tools for Building Community
		EM Tip 14: Collaborating with Groups of Two or Three—Micro-Teaming
		EM Tip 15: Projects in Online Courses: Setting Up and Structuring Groups
		EM Tip 16: Using Synchronous Gathering Apps
		EM Tip 17: Using Audio and Video to Create Engaging Learning Experiences
		Summary—and What's Next
Chapter 8 Phase 3: Letting Go of Power in the Late Middle
	Overview of Tips for the Late Middle
		Going Deeper: Leveraging the Power of Questions
		Feedback for Cognitive Growth
		Assessing Learning as You Go with Projects
		Community Empowerment and Social Networking
	Going Deeper: Leveraging the Power of Questions
		LM Tip 1: Questions and Answers: Upside Down and Inside Out
		LM Tip 2: Three Techniques for Making Your Students' Knowledge Visible
		LM Tip 3: Developing Rigor in Questioning: Eight Intellectual Standards
		LM Tip 4: Moving Beyond Knowledge Integration to Defining Problems and Finding Solutions
	Feedback for Cognitive Growth
		LM Tip 5: Timely Feedback on Assignments and Using Rubrics
		LM TIP 6: Substantive Feedback: Doing It Wisely and Well
		LM Tip 7: Rubrics for Analyzing Critical Thinking
	Assessing Learning as You Go with Projects
		LM Tip 8: Customizing and Personalizing Projects
		LM Tip 9: Managing and Facilitating Group Projects
		LM Tip 10: Assessing Group Projects
		LM Tip 11: Four Coaching Practices During Project Time
	Community Empowerment and Social Networking
		LM Tip 12: Course Middles and Muddles: Souped-Up Conversations to Spark Energy
		LM Tip 13: Using Social Networking to Build Community
		LM Tip 14: Experts: A Touch of Spice
	Summary—and What's Next
Chapter 9 Phase 4: Pruning, Reflecting, and Wrapping Up
	Overview of Tips for the Closing Weeks
		Meaningful Projects and Presentations
		Preparing for the Course Wrap
	Meaningful Projects and Presentations
		CW Tip 1: Using What-If Scenarios: Flexing Our Minds with Possibilities
		CW Tip 2: Stage 3 of a Learning Community: Stimulating and Comfortable Camaraderie
		CW Tip 3: Learners as Leaders
		CW Tip 4: Course Wrapping with Concept Mapping: Capturing Course Content Meaningfully
		CW Tip 5: Using Case Studies: Making Content Real
	Preparing for the Course Wrap
		CW Tip 6: Pausing, Reflecting, and Pruning Strategies
		CW Tip 7: Gaming Activities for Energy, Learning, and Engagement
		CW Tip 8: Closing Experiences: Wrapping Up a Course with Style
		CW Tip 9: Debriefing Techniques: What One Change Would Students Recommend?
	Conclusion—and What's Next
Chapter 10 Teaching Accelerated Intensive Courses
	Overview of Tips for Intensive Courses (IC)
		IC Tip 1: Designing Intensive Courses Using Content Framing and Case Studies
		IC Tip 2: High-Impact Practices for Short Courses: Reflections, Patterns, and Relationships
		IC Tip 3: Developing Expertise in Intensive Courses: Can It Be Done?
	Conclusion—and What's Next
Chapter 11 Flexible Learning Models and Experiences
	Overview of Tips for Flexible Learning Designs (FL)
		What Are Flexible Learning Designs?
		FL Tip 1: Incorporating Online Elements Quickly—Five Essentials
		FL Tip 2: Making Large Online Classes Feel Small
		FL Tip 3: Structuring the Synchronous Online Class Meeting
	Conclusion—and What's Next
Chapter 12 What's Next: Reflecting and Looking Forward
	Reflecting and Looking Forward Using the Four Course Phases
		Design and Preparation Phase
		Reflecting on Phase One, Course Beginnings
		Reflecting on Phase Two, Early Middle
		Reflecting on Phase Three, Late Middle
		Reflecting on Phase Four, Closing Weeks
	Reflecting and Looking Forward with the Learning Experiences Framework
		Learner
		Faculty Mentor
		Content and Knowledge Resources and Goals
		Environment and Context
	Advice from Fellow Online Instructors
		Advice 1: Just Do Your Best
		Advice 2: It's Kind of Fun to Do the Impossible!
		Advice 3: Be Prepared to Learn a Lot
		Advice 4: Don't Underestimate the Value of Connection
		Advice 5: Let Go of What Used to Be
	Conclusion: Innovation as a Three-Phase Process
References
Index
EULA