Training In-Service Teachers to be Online Instructors and Online Course Developers Texas Education Agency 21st Century Skills for the Digital Learner February 8, 2010 Richard A. Smith Clinical Associate Professor & Caroline M. Crawford Associate Professor Instructional Technology Program School of Education
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Training In-Service Teachers to be Online Instructors and Online Course Developers
This slide show on preparing online teachers and online course developers was presented at the Texas Education Agency conference, "21st Century Skills for the Digital Learner" held in Austin, Texas February 8, 2010
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Training In-Service Teachers to be Online Instructors and Online Course Developers
Texas Education Agency
21st Century Skills for the Digital Learner February 8, 2010
Richard A. SmithClinical Associate Professor
&
Caroline M. CrawfordAssociate Professor
Instructional Technology Program
School of Education
Typical University Distance Ed Courses
– Offered online• Occasionally face-to-
face
– Concentration upon discussion activities for transmission of course information
– Few external applications taught
– Not linked directly to a particular course management system
– Little, if any, hands-on experience in building and teaching a real course
reviewer
Uhm ... but ours is focused upon Moodle ....
reviewer
This is unclear. The way I read it was that the list is focused upon commonalities between our & other certificate programs ... but this isn't true. Perhaps a better title would help with understanding?
University of Houston-Clear LakeInstructional Technology Program
• Offers a 36 hour Master’s of Science degree in Instructional Design and Technology, and the– Online Distance Educator Professional
Development Certificate (9 hours)• Can be a component of the instructional
technology master’s degree course of study• All UHCL DE certificate courses approved for
professional development by the Texas Virtual School Network
reviewer
We have more options than only this, correct?Dumb question ... is this the TxVSN certificate? It's not clear.
UHCL New Model
• Courses1. Required Core: Interactive Distance
Learning
2. Elective Course Options (two required):a) Technology and eLearning
b) Multimedia Design Applications
c) Advanced Technology Applications
reviewer
Is this a better representation, to your liking? It makes more sense to me.
Underlying Philosophy
Enable students to Create high quality distance education courses upon program
completion Hit the ground running
Provide students with A comprehensive background in instructional design History of distance education Use of web based applications Professional outlook
Produce students who are In control of web page design Can understand and apply html to the design of web-based teaching
reviewer
Make more sense, the way I formatted this?
Typical Course Structure
Professional Standards Addressed
– iNACOL – International Association for K-12 Online Learninghttp://www.inacol.org/
• Interesting requirements
– International Society for Technology in Educationhttp://www.iste.org/
There are several others, although not directly addressed within the courses. Should we include them, to "show" that we know what's going on within the disted milieu?
• As students develop resources they are integrated into Interactive Distance Learning– Students serve as distance education
• peer tutors • role models
Course Methods
• Explain how to design a Moodle-based course– Integrate design principles
• Use of the Author-Editor model– Roles are switched
• Heavy emphasis on evaluation of the course design
• Evaluations are assessed and graded• Weekly discussions
– Including a help discussion
Moodle Features Studied
• Lessons• Assignments• Quizzes• Managing the class• Forums, Chats, and
Messaging
• Glossaries• Blogs• Databases• Grades• Surveys and Choices
reviewer
I removed previous slide 16 & integrated into this slide. It makes more sense to me, and lessens the slide-by-slide confusion. Okay?
Technology and eLearning
• Links current understanding of human cognition with advances in computer technologies
• Addresses how technology-rich learning environments are based upon a firm grounding in educational psychology and cognitive science
• Focuses upon distance learning instructional enhancements within the Moodle environment
Technology and eLearning: Course of Study
• Belief systems– learning styles – Instructional
(teaching) styles
• Developing communities of learners
• Multimedia representations of information– Graphic– Audio– Video– Synchronous Events and
Web Conferencing– Assistive and Adaptive
Accessibility Support
• Formative and Summative Evaluations
reviewer
I deleted slide 18, because (to me) it maks so much more sense having it all on one slide. Not only for ease of review & discussion, but to pull it all together into one understandable model/representation.
Technology and eLearning
• Framing the course knowledge: Beyond text-based information and towards– Graphic representations of information– Audio support enhancement– Video support enhancement – Synchronous events & web-conferencing– Assessment & evaluation
reviewer
This is in the previous slide. Why offer it again? I suggest deleting this slide.
Technology and eLearning:Areas of Production Emphasis
why are the bullets different? This one is huge & colored, whereas the other similar style ones are too light to see and smaller in size.
Multimedia Design Applications
• Goals– Use information technology to
• produce web pages• disseminate web pages
– Increase global perspectives by publishing web pages within the world wide community, and
– Increase self-directed learning through the opportunity to
• extend the basic information presented through links • web sites with additional information.
reviewer
Uhm ... this doesn't even make sense?
Multimedia Design Applications
Examples of Unit Topics– Understanding design
strategy– Applying multimedia to
online courses– Utilizing HTML and
XHTML– Sources of digital
images
– Exploring graphics software
– Basic animation on the web
– Understanding 3-D animation, special effects, and VR
– Using audio on the web
– Video on the web
reviewer
What does this mean? Just getting somebody else's digital image and integrating into one's own course? It seems appropriate (and important) to offer focused instruction upon copyright issues/concerns within this type of environment.Aren't the learners manipulating other's digital images, creating one's own images, etc.?
reviewer
Deleted previous slide, to integrate all into this slide. Makes more sense and helps with flow of information/discussion.
Advanced Technology Applications
• Goals– Understand key
educational psychology and cognitive science terminology
• Identify• Define• Explain
– Identify current issues pertaining to the use of advanced technologies in f2f classrooms and online
– Align classroom and teaching strategies with advanced forms of online instruction
– Identify and apply various technologies contained within the course
Advanced Technology Applications
• Examples of Topics– Using Audacity to create an advanced audio podcast– Developing and using avatars– Implementing virtual reality tools– Using online educational gaming tools– Evaluating online tools and programs– Using advanced accessibility tools– Identifying current trends and issues
Questions, Comments, and Discussion
Hmmm, I wonder what the students think of these courses?
• Course Assignments:• Final portfolio. The culmination of this class will be the creation of a final portfolio. The final portfolio will be an
instructional web site that you have designed, developed, and disseminated. In addition, you will also complete a series of projects. You can skillfully build your responses to the projects to fit into, complement, and reinforce your final portfolio's web site. The final portfolio Web page contains links to 10 sample portfolios as well as additional information about the assignment.
• Projects. To develop the HTML skill needed to build your final portfolio's web site, you will complete five projects that demonstrate your mastery of page development skills. Requirements, specifications, grading template, and a sample of these projects are available in the lessons which assign them.
• Project 1 — Prepare a proposal for your final portfolio's web site. • Project 2 — Create a basic text-only Web page which demonstrates your ability to handle text attributes and lists. • Project 3— Design and develop a web page illustrating your ability to use links, images and formatted text. • Project 4— Create a Web page illustrating your ability to use tables in a Web Site. • Project 5 — Create a Web page illustrating your ability to create and use an image map. • Project 6— Create a Web page which demonstrates your ability to use Frames in a Web Site. • Project 7— Create a Web page illustrating your ability to use Forms on a Web page. • Project 8— Create a Web page that illustrates your ability to use Style Sheets. • Project 9— Create a Web page that illustrates your ability to use JavaScript. • Project 10— Create a Web page that illustrates your ability to create Pop-Up Windows, Scrolling Messages, and
Validating Forms. • Project 11— Create a Web page that illustrates your ability to use DOM to enhance your Web page. • Project 12— Create a Web page that illustrates your ability to create and use XML. • Project 13— Create a Web page that illustrates your ability to use Flash to enhance your Web page. • Final Portfolio - Create a unit of on-line instruction in a subject of your choice.
s
reviewer
This page is crap. Should be redesigned into at *least* 2 slides. What's the reasoning for this? Is it merely an overview of one of the courses in the certificate offering?