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Resumen
Resumen
From experienced distance educators comes this comprehensive collection of strategies for teaching effectively online. Beginning with pre-instruction preparation and progressing through actual online teaching, 147 Practical Tips for Teaching Online Groups will help you feel more comfortable and competent heading into an online course, whether you're a new instructor or an experienced professor. The authors dispel popular myths in online education and anticipate the potential problems you might face teaching in the online medium. They also advise you on how to set up and implement your online course, and make the course discussions as interactive as those you have in the traditional face-to-face classroom setting. If you're involved in web-based education -- or if you're about to be -- 147 Practical Tips for Teaching Online Groups will become one of your most trusted resources.
Tabla de contenido
Acknowledgments | p. ix |
Foreword | p. xi |
Preface | p. xiii |
A Unique Look at the Authors | p. xiii |
Why This Book? | p. xvi |
The Web-based Environment | p. xvii |
Synchronous and Asynchronous Learning | p. xvii |
The Addition of Technology to the Teacher, Learner, and Content of the Classroom | p. xviii |
The Context of This Book | p. xix |
Chapter 1 Before You Begin | p. 1 |
1. Know yourself | p. 1 |
2. Determine your philosophy of teaching and learning | p. 2 |
Teacher-centered | p. 2 |
Learner-centered | p. 2 |
Learning community-centered | p. 3 |
Technology-driven | p. 3 |
3. Be a team player | p. 4 |
Instructor | p. 4 |
Coordinator | p. 4 |
Learner liaison | p. 5 |
Instructional designer | p. 5 |
Graphic designer | p. 5 |
Technology personnel | p. 5 |
Resource personnel | p. 5 |
Administrative personnel | p. 6 |
4. Learn new skills for teaching online | p. 6 |
5. Understand your audience | p. 6 |
6. Understand the online environment | p. 7 |
7. Learn about the technology | p. 7 |
8. Learn about your resources | p. 7 |
9. Recognize the absence of physical presence | p. 8 |
10. Create multiple spaces for work, interaction, and socializing | p. 9 |
11. Include multiple types of interactions | p. 9 |
12. Consider which interactions to include | p. 10 |
13. Consider learner-to-teacher interaction | p. 10 |
14. Consider learner-to-learner interaction | p. 10 |
15. Learner-to-expert interaction | p. 10 |
16. Learner-to-content interaction | p. 12 |
17. Learner-to-technology interaction | p. 12 |
18. Establish the preferred class size | p. 12 |
19. Consider team-based learning | p. 13 |
20. Form personal relationships online | p. 13 |
21. Develop learning communities | p. 14 |
22. Learn through dialogue | p. 14 |
23. Be prepared and flexible | p. 15 |
24. Define your role in the online classroom | p. 15 |
25. Clarify your expectations of learners' roles | p. 16 |
26. Expect learners to be present online and to avoid passively observing | p. 16 |
27. Expect learners to create, share, and hold knowledge and experiences | p. 17 |
28. Expect learners to be self-motivated and self-directed | p. 17 |
29. Expect learners to manage their time effectively | p. 18 |
30. Expect learners to be ready to learn | p. 18 |
31. Expect learners to troubleshoot problems | p. 19 |
32. Expect learners to contribute to the class discussions | p. 19 |
33. Expect learners to teach others and facilitate the experience | p. 20 |
34. Expect learners to act as collegial members of the class | p. 20 |
35. Expect learners to review readings and materials thoughtfully and reflectively | p. 20 |
36. Expect learners to provide timely, meaningful feedback to you and their fellow learners | p. 20 |
37. Expect learners to be leaders | p. 21 |
38. Expect learners to "listen" to others | p. 21 |
39. Expect learners to communicate by addressing each other, not just you | p. 21 |
40. Expect learners to be proactive | p. 22 |
41. Expect learners to observe the process | p. 22 |
42. Establish a contingency plan | p. 22 |
Chapter 2 Myths and Constraints of Online Teaching and Learning | p. 23 |
Myths of Online Teaching and Learning | p. 23 |
43. Myth: Learners are unable to adapt to the online environment | p. 23 |
44. Myth: The instructor has to know how to do everything | p. 24 |
45. Myth: Time requirements for teachers are lower in an online environment | p. 24 |
46. Myth: Online classrooms aren't conducive to group interaction and activities | p. 24 |
47. Myth: Online classrooms aren't as social as face-to-face classrooms | p. 25 |
48. Myth: The number of learners in online classrooms can be unlimited | p. 25 |
49. Myth: Technology will always work | p. 26 |
50. Myth: The course will market itself; post it on the web and they will come | p. 26 |
51. Myth: Learners will always understand your intended expectations for them from your clearly written syllabus | p. 27 |
Constraints for Interactive Online Teaching and Learning | p. 27 |
52. Constraint: Fear of technology | p. 27 |
53. Constraint: Different levels of technology skills | p. 28 |
54. Constraint: Literacy levels | p. 28 |
55. Constraint: Ability to type and use the keyboard | p. 28 |
56. Constraint: Access to a computer and an internet connection | p. 28 |
57. Constraint: The comfort of physical work space | p. 29 |
58. Constraint: Having a disability | p. 29 |
59. Constraint: Not being able to correspond in the language of the course | p. 30 |
60. Constraint: Reaching across multiple time zones | p. 30 |
Chapter 3 Organizing the Online Course | p. 31 |
61. Identify the course design | p. 31 |
62. Consider course goals and objectives | p. 31 |
63. Consider content | p. 32 |
64. Consider readings | p. 32 |
65. Consider resources | p. 32 |
66. Copyright issues | p. 32 |
67. Determine methods of delivery | p. 33 |
68. Consider interactive applications | p. 33 |
69. Consider non-interactive applications | p. 34 |
70. Give learners appropriate advance information | p. 34 |
71. Tell learners about the computer hardware and software they'll need | p. 34 |
72. Tell learners about the level of computing proficiency | p. 35 |
73. Tell learners about the level of course content and the course's time expectations | p. 35 |
74. Decide and communicate what's private and what's public | p. 35 |
75. Develop course details | p. 36 |
76. Establish discussion guidelines | p. 36 |
77. Develop a flexible syllabus | p. 36 |
78. Organize content into modules or units | p. 36 |
79. Create a timeline | p. 37 |
80. Develop assignments | p. 37 |
81. Decide about evaluation techniques to use | p. 38 |
82. Evaluate your learners | p. 38 |
83. Assess course effectiveness | p. 39 |
Strategies for Evaluating Learning | p. 39 |
84. Use quizzes | p. 40 |
85. Use essays | p. 40 |
86. Use portfolios | p. 40 |
87. Use performance evaluation | p. 41 |
88. Use interviews | p. 41 |
89. Use journals | p. 42 |
90. Use reflective papers | p. 42 |
91. Use web site development | p. 43 |
92. Use learner participation figures | p. 43 |
93. Use peer assessment | p. 43 |
94. Use learner self-assessment | p. 44 |
95. Consider how you'll grade assignments | p. 44 |
96. Develop a way to evaluate group projects | p. 44 |
97. Develop a way to grade portfolios | p. 45 |
98. Develop a way to grade reflective papers | p. 46 |
99. Consider strategies for course improvement | p. 46 |
100. Use the one-minute assessment | p. 46 |
101. Use a pretest/post-test approach | p. 47 |
102. Use a learner tryout | p. 47 |
103. Use direct observation | p. 47 |
104. Ask learners for their reflections | p. 48 |
105. Conduct peer reviews | p. 48 |
106. Do a teacher preview | p. 48 |
107. Reflect on your experiences | p. 48 |
Chapter 4 Beginning Instruction in the Online Course: Implementing the Course Design | p. 51 |
108. Create a space for learning | p. 51 |
109. Design strategies for assessing learners' characteristics and building learners' self-knowledge | p. 51 |
110. Design strategies to introduce learners to each other | p. 52 |
111. Use effective teaching strategies | p. 53 |
112. Gain agreement with the learners about rules, norms, and procedures for discussion--and do so from the start | p. 53 |
113. Use a freeflowing and interactive content and structure | p. 53 |
114. Develop team-building activities | p. 54 |
115. Share biographical information or stories | p. 54 |
116. Share course assignments | p. 55 |
117. Create a social space | p. 55 |
118. Involve learners in team projects | p. 55 |
119. Develop asynchronous group discussions | p. 56 |
120. Develop challenging problems | p. 56 |
121. Promote critical thinking | p. 56 |
122. Encourage learners to evaluate information | p. 57 |
123. Encourage learners to analyze information | p. 57 |
124. Encourage learners to connect information | p. 57 |
125. Promote self-regulating learning | p. 57 |
126. Build collaborative skills | p. 58 |
127. Create a loose framework for exploring topics | p. 58 |
128. Create opportunities for learners to teach and to facilitate discussions | p. 58 |
129. Add games and fun activities into the learning mix | p. 59 |
130. Use existing software applications creatively | p. 59 |
131. Use case studies | p. 60 |
132. Use simulations as opportunities for learning by doing | p. 60 |
133. Use external communities, people, and resources to build content knowledge | p. 61 |
134. Create opportunities for reflection on the course, technology, content, and process | p. 61 |
135. Help your learners manage information | p. 61 |
136. Encourage substantive feedback from learners--including yourself | p. 61 |
137. Motivate your learners to participate | p. 62 |
138. Give learners roles during discussions | p. 62 |
139. Make learners facilitators | p. 62 |
140. Make learners process observers | p. 63 |
141. Make learners information networkers/summarizers | p. 63 |
142. Consider online office hours | p. 63 |
143. Take advantage of opportunities for continuous learning | p. 63 |
The Last Word(s) | p. 64 |
144. Read all you can about online learning | p. 64 |
145. Understand that you're not the only one who feels overwhelmed once in a while | p. 64 |
146. Know that sometime, someday you'll struggle with the technology | p. 64 |
147. Enjoy yourself! | p. 65 |
Postscript: Some Final Words | p. 67 |
Appendix A Online Classroom Software | p. 68 |
Appendix B Online Resources | p. 70 |
Bibliography | p. 71 |