SLOAN Online Teaching Certificate Final Presentation

Frauke Hachtmann, Ph.D. Associate Professor

SLOAN Consortium Certificate Program

Final Presentation

Profile Course

Syllabus Key Concepts

Reflection

1/22/13 SLOAN-C Certificate Program

¡ Associate Professor ¡ Advertising and

Public Relations ¡ Focus in OTC

program: § time management § mobile learning § assessment

Profile



Seven principles for good practice

(Chickering & Gamson, 1991)

¡ Encourages student/faculty contact ¡ Encourages cooperation among students ¡ Encourages active learning ¡ Gives prompt feedback ¡ Emphasizes time on task ¡ Communicates high expectations ¡ Respects diverse talents and ways of learning


The Course

¡ How to develop strategic advertising and public relations campaigns in different countries around the globe

¡ seniors and graduate students ¡ elective in the ADPR major ¡ general education course; certified

for “global awareness” outcome ¡ converted from synchronous into

asynchronous course in 2009


ADPR 438/838 Global Advertising


The syllabus

Foundational Course


Seven Key Concepts

SLOAN-C Certificate Program

1. Scaffolding learner experiences

•  Salmon’s (2002) Five-Stage Model

•  Scaffolding affective and cognitive learning experiences

•  Reserving the first week for addressing social and technical aspects of the course

Critical course components: •  Learning objectives •  Assessment and

measurement •  Resources and materials •  Learner engagement •  Course technology


2. Alignment 1.1 Instructions make clear how to get started and where to find various course components.1.2 Students are introduced to the purpose and structure of the course.1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.1.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided.1.5 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.1.6 Minimum technical skills expected of the student are clearly stated.1.7 The self-introduction by the instructor is appropriate and available online.1.8 Students are asked to introduce themselves to the class.

2.1 The course learning objectives describe outcomes that are measurable.2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.2.3 All learning objectives are stated clearly and written from the students’ perspective.2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly.2.5 The learning objectives are appropriately designed for the level of the course.

3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources.3.2 The course grading policy is stated clearly.3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation and are tied to the course grading policy.3.4 The assessment instruments selected are sequenced, varied, and appropriate to the student work being assessed.3.5 Students have multiple opportunities to measure their own learning progress.

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.4.3 All resources and materials used in the course are appropriately cited.4.4 The instructional materials are current.4.5 The instructional materials present a variety of perspectives on the course content.4.6 The distinction between required and optional materials is clearly explained.

5.1 The learning activities promote the achievement of the stated learning objectives.5.2 Learning activities provide opportunities for interaction that support active learning.5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated.5.4 The requirements for student interaction are clearly articulated.

6.1 The tools and media support the course learning objectives.6.2 Course tools and media support student engagement and guide the student to become an active learner.6.3 Navigation throughout the online components of the course is logical, consistent, and efficient.6.4 Students can readily access the technologies required in the course.6.5 The course technologies are current.

7.1 The course instructions articulate or link to a clear description of the technical support offered and how to access it.7.2 Course instructions articulate or link to the institution’s accessibility policies and services.7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help

students succeed in the course and how students can access the services.7.4 Course instructions articulate or link to an explanation of how the institution’s student support services can help students succeed and

how students can access the services.

8.1 The course employs accessible technologies and provides guidance on how to obtain accommodation.8.2 The course contains equivalent alternatives to auditory and visual content.8.3 The course design facilitates readability and minimizes distractions.8.4 The course design accommodates the use of assistive technologies.

Learning Objectives(Competencies)

Assessment and Measurement

InstructionalMaterials

Learner Interaction andEngagement

Course Technology

Learner Support

Accessibility

Quality MattersTM Rubric Standards 2011- 2013 edition with Assigned Point Values

For more information visit www.QMprogram.org or email [email protected]

Course Overview andIntroduction

Standards Points

33221111

33333

33322

332211

3332

33321

332

1

3222

Use of this 2011 Quality MattersTM Rubric document is restricted to institutions that subscribe to the Quality MattersTM Program and may not be copied or duplicated without written permission of MarylandOnline. ©2011 MarylandOnline, Inc. www.qmprogram.org


3. Interactivity builds learning communities

Social presence

Cognitive presence

Teacher presence

•  reciprocal events that require at least two objects and two actions •  interaction occurs when

these objects and events influence one another

INTERACTIVITY

¡ Using a variety of instructional approaches to modify: § Content § Process § Product § Readiness § Interest § Learning profile


4. E-differentiation accommodates multiple intelligences

¡ strong focus on interactivity and constant connection to students and content can lead to burnout

¡ time management § ask students to create some of the content § spend small chunks of time online every day

¡ self-care § spend quality time outside of class § explicitly state “rules” in the syllabus


5. Avoiding faculty burnout with self-care

Evaluation Support/Management Issues “Warning Signs of Job Burnout” quiz Student evaluations: •  mid-point of semester •  end of semester

Elevating other people’s problems above my own Don’t work on the online course at work (do it at a different location) Stick to the two hours-a-day plan!


5. Avoiding Faculty Burnout with Self-Care

¡ mobile learning is more than simply accessing content and connecting with people

¡ contextualized learning enhances and extends to the reach of teaching and learning

6. Mobile learning is contextualized learning

“Mobile devices provide students with an opportunity to overcome physical constraints by having access to people and digital learning resources, regardless of place and time.”

(Kukulska-Hulme, 2010)



SAMR Model (Puentedura, 2010)

Evaluation Support/Management Issues Begin implementation in the modifications stage (opportunity) Assess how many students used their mobile device Assess how they used it

Review/revise assignments to allow for contextualized learning Make sure all students have access to a mobile device; otherwise pair them in small teams




7. Creating value with social media

¡ social media allow both quantitative and qualitative assessment

¡ assessment of how the learner filters and curates information

¡ assessment of how the learner chooses to interact with others

¡ five levels of value creation

(Wenger, Traynor, & De Latt, 2009)

¡ Learning objective § Learners will aggregate examples of Hofstede’s

“Cultural Dimensions” expressed in ads from around the world.

¡ Preparation § read book chapter § create free Pinterest account and review pin etiquette § review “Ads of the World” website for examples


Pinterest example

¡ Directions § After preparing for the assignment, find examples of

Hofstede’s “Cultural Dimensions” expressed in ads from around the world

§ Pin the example(s) on the course Pinterest board and tag it/them with the tags provided in class; write a short caption describing how the dimension is reflected

§ Respond to other students’ pins in the form of a comment; “like” a pin if you think the ad is an appropriate example


Pinterest example


Pinterest example

Objective Assessment Before •  Learners will be able to

create a Pinterest account •  Learners will be able to

pin images on a specific board

•  Social media analytics

immediate value

During •  Learners recognize examples of cultural values in ads and tag them appropriately

•  Rubric

potential value

After •  Learners reflect on the breadth of representation of cultural dimensions after filtering and reviewing tags

•  Rubric

applied value

Evaluation Support/Management Issues Immediate value Potential value Applied value

Steeper learning curve (new tool) for students and instructor


7. Creating value with social media

Reflection



Seven key concepts

1.  Scaffolding learner experiences 2.  Alignment 3.  Interactivity builds learning communities 4.  E-differentiation accommodates multiple

intelligences 5.  Avoiding faculty burnout with self-care 6.  Mobile learning is contextualized learning 7.  Creating value with social media

1.  keep it simple 2.  make assignment purpose and directions

explicit; use rubrics 3.  interactivity creates a lot of data 4.  students love to learn new technology 5.  sticking to the plan is not always easy 6.  mobile technology is more learner-friendly

than teacher-friendly 7.  embrace (don’t fight) social media


Seven lessons learned

Thank you.

SLOAN Online Teaching Certificate Final Presentation

Documents

stated course

course learning objectives

course instructions

course activities

course tools

course technologies

course content

stated learning objectives