Goals of PTOL Workshop Provide a focus for developing an online course Develop understanding of the online course environment Identify goals for an.

Goals of PTOL Workshop

• Provide a focus for developing an online course

• Develop understanding of the online course environment

• Identify goals for an online course• Identify online teaching strategy and tools• Help participant develop a course site map

to organize online course curriculum

What is Distance Education?

•What is online education?•What is computer-based instruction?

•What is outcomes-based education?

•What is assessment? •What is quality education?

Quality Teaching and Quality Teaching and LearningLearning

Instructors Committed to Instructors Committed to Curriculum Curriculum

Instructors Connected to Instructors Connected to StudentsStudents

Quality Communication between Quality Communication between Students and InstructorsStudents and Instructors

Well-defined ObjectivesWell-defined Objectives Meaningful AssessmentMeaningful Assessment Access to Useful Resources and Access to Useful Resources and ToolsTools

Courseware Features

•Control Panel

•Presentation Tools

•Communication Tools

•Assessment Tools

Control Panel

Presentation Tools

Communication Tools

Assessment Tools

What are the similarities and differences between on campus and

online courses?

Similarities and Differences

• Similarities • Same Objectives,

Content, Resources,• Same Learning Cycle • Communication • Assessment• Course orientation

and course contract

Differences• Reach students and

teach students differently

• Flexible class schedule• Asynchronous

communication cycles• Communication is less

verbal, more written• Classroom is fragmented

by types of activity• More planning, less

spontaneity

Goal Setting - Placing Your Course in a Context.

Why will your course benefit from articulated performance

goals?

• External Pressures • Student Accountability • Course Design

What Do You Want to Accomplish?

•Personal/Professional Goals

•Curriculum/Program Goals

•Course Goals

•Student Goals

Personal/Professional Goals - AW

•Use technology to reach & teach more and better students.

•Independence and flexibility in my work schedule.

•Continue to innovate in response to a changing environment.

Curriculum/Program Goals - AW

• Prepare students for transfer to upper division business programs

• Prepare students for careers and employment in a financial position

• Provide accounting component to a variety of prof/tech programs

Course Goals - Financial Accounting #1 - AW

• College Wide Abilities• Specific Course Objectives• Specific Unit Objectiveshttp://www.cce.edcc.edu/cce/awillia

/201Web/CourseObjectives.html

Student Goals- Financial Accounting #1 - AW

• Prepare for future studies in accounting and finance

• Build foundation in business and economics education

• Improve technical skills• Pass the class!

At what level do you the expect the student to learn?

• Absolute knowing: Knows the facts and can answer questions like how, what, where, and when.  What? Corresponds to Bloom’s Knowledge, Comprehension.

• Transitional knowing: Can apply the methods or knowledge to specified situations and can compare and contrast methods.  How? Corresponds to Bloom’s Application.

At what level do you the expect the student to learn?

Independent knowing:  Uses the knowledge to form opinions in nonspecific situations and can answer the question why. Why? Corresponds to Bloom’s Analysis, Synthesis.

• Contextual knowing:  Integrates the knowledge into a broad context and is able to evaluate perspectives to make reasoned decisions and policies using this knowledge. What if? - Corresponds to Bloom’s Evaluation.

What is your definition of a successful

student?

“A successful student in my online course can demonstrate the achievement of (insert learning objectives) at (insert learning levels) of knowledge.”

Definition of a successful student…

“A successful student in my online course can distinguish between and apply the four different methods of inventory valuation, demonstrating a transitional level of knowledge.”

Goal Congruence?Goal Congruence?

Student Assumptions

Faculty Expectations

Online Learning Activities

What activities can you use to help

the student achieve the objectives at

the appropriate knowledge level?

Online Learning Activities

• Lecture• Discussion• Practice • Research• Other?

Online Teaching Resources

• Instructor-generated web pages and digitized content

• Textbook and other publisher resources • Web-based field trips and resources• Library resources• Student-generated resources• Other?

QuickTime™ and aPhoto - JPEG decompressor

are needed to see this picture.

Break out Activity •Select your learning activities for a specific learning objective at a given level of learning.

•Identify the materials you will use and create to provide your students with different ways to achieve that learning objective.

Basic Assumption:Basic Assumption:You Get What You Measure!

Definition

“Educational assessment is the systematic collection, interpretation, and use of

information about student characteristics, educational environments, learning

outcomes, and client satisfaction to improve student performance and professional

success.”from the guide commissioned by the AECC,

Assessment for the New Curriculum: A Guide for Professional Accounting Programs

Q: Who was Socrates?

A.Socrates was a famous Greek teacher who went around giving people advice. They killed him. Socrates died from an overdose of wedlock. After his death, his career suffered a dramatic decline.

I went to college

to…...

Assign a Grade to the response,Is it an…...

AB

CD

F

ASSESSMENTS

What assessments can you use to provide evidence that the

student achieved the learning objectives at the level of

knowledge expected?

Examples of Assessment Tools

•Exams•Reports•Research papers •Presentations•Participation•Other?

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are needed to see this picture.

Break out Activity •Create an assessment plan for a specific learning objective at a given level of learning.

•Identify the assessment instruments you will use and create to provide your students with different ways to demonstrate achievement of that learning objective.

Basic Online Course Structure:“Site Mapping”

Course MaterialsClassroom Interactionwelcomewk1wk2wk3wk4introductionsgeneral questionsand commentsoff task chatterwk1wk2wk3syllabuswelcome letterhow to take this classwk 1 assignments1st lecture2nd lecturewk 2 assignments3rd lectureself test4th lecturesmall group Asmall group Bsmall group Csmall group DConsider creating a discussionforum for this.Consider creating a discussion forum for this.A discussion forum, or a “group”area for the whole class.Discussion forums/threads, and/or “group” work areas. You may also want to consider using the “chat” tool at times.

Overcoming Challenges:Work-around strategies

•Technical challenges•Teaching challenges•Institutional challenges

Tips and Tricks

Use Student Contributions As Course Content

Don’t Emphasize the Resources- Emphasize the Work Students Do With Resources

Manage and Organize Your Files!

Let the Students Drive The Technology

Parity of Objectives, Not Parity of Assignments

Online Course Orientation

• Course Survey and Contract Course Survey and Contract • How to Use the Tools and How to Use the Tools and

ResourcesResources• Expectations for Performance and Expectations for Performance and

CommitmentCommitment• Rules of Engagement and Codes of Rules of Engagement and Codes of

ConductConduct• Establishment of Community Establishment of Community • Counseling and AdvisingCounseling and Advising

Are Students Ready to Take an Are Students Ready to Take an Online Course?Online Course?

Learning Styles and Learning Learning Styles and Learning IssuesIssues

Technical IssuesTechnical Issues

EdCC Student Self Assessment

Technical Considerations

Learning Style Considerations

ConclusionsConclusions

• Match Program and Course Goals, Match Program and Course Goals, Learning Activities and Assessment Learning Activities and Assessment ToolsTools

• Clear Expectations and Clear Expectations and CommunicationCommunication

• High-tech Requires High-touch High-tech Requires High-touch • Actively Engage StudentsActively Engage Students• Use Accessible TechnologyUse Accessible Technology