the more that you read, the more things you will know. the more that you learn, the more places you'll go

Online instruction can be a cumbersome experience for someone that is new to the field. A tip is to find a forum where you can talk with fellow instructors to share thoughts and resources. An excellent one is the International Society for Technology and Education, also known as ISTE. They are the premier non-profit organization serving educators and education leaders committed to empowering connected learners in a connected world. URL: https://www.iste.org  

A sub-group is the Special Interest Group of Online Learners (SIGOL). URL: www.iste.org/sigol‎ SIGOL supports educators involved with computer-based communications and distance learning models through various venues for sharing research, international connections and training opportunities.

What word do you visualize when individual student needs?

John Ebersole of Forbes magazine made some excellent points when discussing the six commonly heard myths that are often used to denigrate this form of instruction.

•Myth #1:  Online learning will reduce the need for faculty. Nothing could be further from the truth. From surveys and interviews, we have come to know that the number one reason for student success, in a classroom or online, is a caring instructor. Also, online institutions are much more strict about limiting class size than traditional schools, usually setting a maximum of 20 to 25 per section. Thus, there is the need for more, not fewer, qualified instructors. Faculty are also in demand to build new  courses, revise old ones, and create the learning assessments for which there is growing need. Not surprisingly, a recent Inside HigherEd/Babson survey reveals that faculty at institutions with more extensive online offerings are more positive about online learning than those who have little or no such involvement.

• Myth # 2:  All online courses are the same.  Again, not true.  Those institutions with restricted budgets may use formats that are little more than text-heavy electronic correspondence courses.  However, on the other end of the spectrum are courses that rival a Hollywood production in their use of color, graphics, animation and simulations. Capstone assessments can test a student’s ability to apply concepts and make decisions based on their learning. These are not cheap, but they are engaging, effective, and growing in use.

•Myth # 3:  The quality of outcomes is less for an online student than for one who has received the same instruction in a classroom. Research over many decades has shown that the outcomes for those studying at a distance do not differ from those in a classroom. As much as our egos might wish otherwise, students don’t have to sit at our feet to learn. In fact, there has been such consistency of finding in this regard that the phrase “no significant difference” has become the expected hypothesis in making comparisons.

•Myth # 4: “Online” instruction is synonymous with “for profit” institutions. While it is true that many proprietary colleges and universities use online methods to deliver instruction, not all do. It is equally the case that a majority of nonprofit academic institutions are also delivering instruction online, including entire degrees. This myth has been perpetuated, undoubtedly, by the much greater publicity and advertising conducted by for-profit institutions.

•Myth #5: Credentials earned online are not accepted by employers. Over the past several years, Excelsior College and the Zogby organization have conducted nationwide surveys of employers and hiring officials to determine their perceptions of online certificates and degrees. The results of the survey in 2011 revealed that nearly two-thirds of those familiar with online education believe that a degree earned online is a credible as one earned through a traditional campus-based  program. Respondents stated the most important factors in determining the credibility of an online degree were the accreditation of the institution awarding the degree and the quality of its graduates.

•Myth #6: You don’t know if the person doing the work is the person receiving the credit. As pointed out by WCET, a partner to the Western Interstate Commission for Higher Education, student authentication is a complex and frequently misrepresented issue and one that is not unique to online education providers.

So, if you are thinking about changing the delivery method of a course to online or starting a new program online. Here are some talking points to prepare when beginning this discussion with your team. First, design the course so that a fixed point in time and location is not needed. This will permit a course to include students located in multiple locations and the instructor can run and manage the course from any location. This is because the asynchronous element allows students to work according to their own schedule.

Students in this modality must be able to master self-directed learning. “In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes” (Knowles, 1975, p. 18). Faculty can personalize interactions and learning experiences by responding to student needs and decisions of learning paths within the course.

Modeling an Online Course

the world is a book and those who do not travel read only one page

How should I design this module?

So you as the subject matter expert have developed the content for an online course but don't forget that HOW you deliver the materials is just as important as creating them. If you have you  access to an instructional technologist, great! Grab 'em up and go! But if you do not have access to one or not sure what that is (a person with the specialty of creating, using and managing appropriate technological processes and resources for purposes of facilitating learning and improving performance). Here is a short summary of tips to get you up and running in the right direction. 

First, layout your materials in the order that they will be received by the students and observe them from their perspective. A well designed module will have addressed each of the 12 parts in the storyboard graphic below. In each of these steps, continue to think about how your materials can be delivered in multiple contexts for the multiple learning styles of your students. 

Now some of this would be easy, for example -- post a audio lecture along with your PowerPoint and chapter notes. Then the auditory and visual learners will have both been addressed. However, what about the kinetic learner? Well that can be addressed easily as well by including gamification, interaction, virtual case studies, or accessing some of the programs (such as Adobe Captivate or Articulate Studio) that instructional designers use themselves.

I know what you might be thinking, that sounds like a lot of work!! Not exactly, don't look at it like you have to re-create the same materials in multiple methods at each place in your curriculum. Instead use this design to empower your course and capture all learning styles at the same time by incorporating multiple learning styles into the actual module itself.

story boarding a lesson plan for online delivery

The following is a brief summary of each of the twelve parts of story boarding your module. Although, know that each part is more complex but this is a nice short introduction to begin using this instructional theory. The first step is to look at how your course is structured. Is it by chapters, units, modules, or some customized path? Then take each of those sections and develop a learning plan. This plan for students may cover one week, two weeks, or the entire semester per storyboard.

1. Welcome. Think of the opening screen as a welcome mat for your course. This sets the tone, so be sure to include your contact information, syllabus, and plan of communication. Use visual design to give your course a crisp and clear presentation by remembering the importance of white space, complementary colors, photos/images and navigation.
2. Instructions. Clearly indicate the expectations of the course and use actual dates and times as deadlines within the course calendar. Don't use deadlines such as 'end of day 3' or by the 'end of this week', this causes the due date to be left up to miscommunication and with something as important as this, it can be prevented by stating actual increments of time. Nearly all software for developing evaluations has a box for you to include directions, always include them.
3. Objectives. The syllabus has objectives for the course but remember to also include measurable objectives for the module. If you are using a textbook the chapters often have objectives listed at the beginning. These can be used for this purpose by stating those objectives along with what exactly the student should understand or be able to do by the end of the module.
4. Module Content. This may actually be the easiest part for you since you probably know what you want to teach. If you have been teaching in the face-to-face classroom you may already have a PowerPoint, lecture notes, and chapters that you assign for reading. But before you post this content, stop to think how these modes of learning are different and how can the materials be as effective when the physical presence of the classroom is removed.
5. Module Knowledge Check. Provide activities, class discussion, or mini-quizzes that require participation but are not necessarily graded. Take this process of a knowledge check to provide the information in a different method so that you capture a different learning method. For example, if you assigned readings and a PowerPoint in the content step this may be fine for some learners but not others that do better when they attend classroom lectures. Instead, provide a knowledge check point that is engaging the student in a class discussion about an internet video on the topic or include a gaming activity (with the assistance of a software program and/or your instructional designer) or assign groups to develop multimedia poster presentations (such as with glogster).
6. Module Summary. A summary that states what they have covered and links what can be now called 'prior knowledge' with the next module. Consistency with your teaching plan is important, keep it the same overall (activities and evaluations may vary) so students have expectations of what is required in each module. The summary is the students quick reference guide as they progress in the course.
7. Practice Activities. The stress of testing can be removed by giving students an opportunity to practice without negative repercussions. Again, review your materials and think of other methods to present the content. The practice activities could be assigned as extra credit or only as extra opportunities for struggling students to continue to work with the module contents.
8. Assessment. There are more ways to assess than objective tests. While multiple choice and true/false have their importance (particularly with teaching clear facts) there are other ways to assess learners. Having variety in your assessment strategies will be more reflective of your students knowledge and abilities of the content. Think of formative, subjective, or reflective methods such as journaling, projects, reports, discussion, and cumulative evaluations.
9. Summary. A course summary is a great way for departing students not to forget something important they will need later in the career or another course. Prepare a departing piece of material that students can use after they leave the course. It should be something that is not dependent on your course management system or other software but can stand alone.
10. Next Steps. If there is additional testing, evaluations, or program requirements of the students mention them even if it is to let them know that they will need to consult with another person or department.
11. Exit Instructions. State the last day of class and provide directions to those that requested an Incomplete.
12. Supporting Resources. Don't forget about including glossaries, hyperlinks to other resources, or a bibliography of great resources.

The buzzwords being used in educational technology can sometimes become so confusing. Enjoy this following infographic that defines each trend to help you choose methods that are best suited for your curriculum.

http://visual.ly/edtech-cheat-sheet

Here is the test to find whether your mission on Earth is finished: if you're alive, it isn't.

http://www.edudemic.com/2013/07/the-6-types-of-assessments-and-how-theyre-changing/?utm_source=EDU-Brief+l+SF.com+7%2F23%2F2013&utm_campaign=EDUBrief+Newsletter+SF.com+7%2F23%2F2013&utm_medium=email

Make those photos your own

Create a Logo, Banner, or Graphic using Pixlr With this tool you can customize any photo without needing to create an account or downloading any software. And we can all rejoice in one less password to remember!! Go to http://pixlr.com my Pixlr attempt of a standard newspaper cartoon Applications Pixlr is easy to use and offers many options from simple to very advanced set of editing tools. A recommended first implementation of this tool for within an online course is to develop a customized course banner. The banner would include the name of the course and faculty with contact information. Then the course would have its own unique stamp with all the important information clearly listed at the top. Pixlr can also add a customizable edge to PowerPoint presentations and the development of web pages. Images can be made to appear old and worn, such as in the example above, or can be manipulated to communicate a dramatic effect or undertone of the image. How to do it? Two Options (or a combination): Use the Photo Editor | Use the Retro Vintage Effects (similar to Instagram) I prefer to actually use a combination of both to get the best output: First go to Retro Effects > Select the image you saved earlier Set the Filter you like best > Move to Next Step (>>) Choose an effect you’d like to use > Move to Next Step (>>) Add a Border Effect you’d like > Click Next Step (>>) and Save to Your Computer Next we can add text to our Logo/Banner: Go to Photo Editor > Click Open Image from Your Computer Add Text, Add/Modify Anything You’d Like! Save to your computer If you just need a basic banner (no retro image), then use THESE instructions: To create text, with basic backgrounds: Go to Photo Editor > Click New > Enter  a Title and use the “Banner” Preset Pick a Background Color, Add Text, Add Anything You’d Like! Save to your computer That’s it! Here’s a great YouTube Channel with Tutorials: Link to Channel

Nature of Online Learning

We find that online education is currently in a major state of growth. What will online education look like in 30 years or 10 years? We don’t know. However, one thing is for certain is that online education is here and prevalent across businesses and education.

the e-learning revolution

Impact of the Recession

The recession has caused a growth in online education and the demand of accredited high-quality courses as the American workforce seeks certifications and degrees to advance their economic position. 

The intensified focus on this mode of learning has also caught the attention of the department of education, with developing regulations to weed out the imposters and fortify online education as a feasible alternative to the traditional classroom. 

these numbers will continue to change as the economy changes

What is it like to learn online?

The belief that the student can be successful in this environment is a self-fulfilling prophecy.  

E-learning self-efficacy has emerged as a significant predictor of barriers. An inverse relationship exists, meaning that high self-efficacy leads to a perception of fewer barriers.

Courses must be actively involved in strategies that can improve students’ self-efficacy.  

really, it's not this bad

Flipped classroom model

Online learning enables student-centered teaching approaches. 

Often in the online learning environment the flipped classroom model is deployed. 

Every student has their own way of learning that works best for them. For example, some learn visually while others do better when they “learn by doing”. 

The inversion occurs when the traditional classroom teacher’s role of delivering lectures and assigning homework becomes the person leading group activities while assigning lectures and readings as homework.

The model has concept engagement taking place in the active classroom. Students within this model should demonstrate self-initiated participation.

this method of instruction can also be used in the traditional classroom

The Commitments

The online learning process is normally accelerated and requires commitment on the student’s part.  

Staying up with the class and completing all work on time is vital.  Once a student gets behind, it is very difficult to catch up.  

Basically, the student needs to want to be there, and needs to want the experience.

How to advise students to be successful learners in an online course?

1. Be able to communicate through writing.
2. Be self-motivated and self-disciplined.
3. Be willing to "speak up" if problems arise.
4. Be willing and able to commit to 5 to 10 hours per week per course.
5. Accept critical thinking and decision making as part of the learning process.
6. Be able to think ideas through before responding
   

some tips to share with students to be successful

Future's so bright I gotta wear shades

Distance education is currently in a state of major growth. Venture capitalists have pegged online learning as the next gold rush and expect the phones to start ringing with businessmen wanting to sell you everything they can. I gathered some thoughts on the future and sharing some items that attention should be brought towards. 

keep digging john, there is some online education in there somewhere

Regulations

Accreditation and program approval will be based more on educational outcomes. Some predictions that by 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality.

Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.

now i have this song stuck in my head ....

Technological devices are becoming more versatile and ubiquitous

One of the most apparent trends affecting distance education is the advancement of technology.

Infrastructures are growing stronger as computers double in speed while decreasing in cost, and high-speed network connections continue to expand.

New technology will transform higher education as we know it today, one example being the changes caused by broader use of e-readers and smart phones.

and they all make phone calls!

Technological fluency becoming a graduation requirement

The networked world is dominating the economy, increasing the power of the individual, and changing business models, no one can afford to be without computer competence!!

Higher education is beginning to list the fluent use of technology as an outcome skill.

some good thoughts on learning

Lifelong learning is becoming a competitive necessity.

Alvin Toffler wrote, “The illiterate of the 21st century will not be those who can’t read and write. They will be those who can’t learn, unlearn, and relearn.”

How well can higher education respond?

some good parting thoughts here

Land ho!!

Be the instigator of innovation and design

There is an increasing need for learning and teaching strategies that exploit the capabilities of technology. While many studies have shown no significant difference when comparing online with traditional courses, applying traditional teaching strategies at a distance often causes frustration! Distance learning research should focus on delivery strategies that help solve the capacity constraints, economic concerns, and higher-education consumer needs. 

Perhaps the biggest challenge is the lack of vision and the failure to use technology strategically The challenge is understandable, given the complexity of the issues involved. Institutions needs to understand where distance education fits in its vision of the institution's future and in its mission. 

land ho!

Flexibility and portability in program structure

Students are shopping for programs that meet their schedules and circumstances. Don't be afraid to investigate the unbundling of courses, credits, services, and fee structures. Seek efforts to expand access to more students, alleviate capacity constraints, capitalize on emerging market opportunities, and serve as a catalyst for institutional transformation 

Instruction is becoming more learner-centered, non-linear, and self-directed. Higher education that offers distance education are often perceived as modern and technologically competent, thus creating a competitive advantage. 

student centered learning

The distinction between distance and face-to-face education is disappearing.

Digitally enhanced courses provide students in traditional classrooms with more opportunities for independent study. Even in a conventional ‘face-to-face’ system, students spend much of their time working on their own. 

face to face interaction

Academic emphasis is shifting from course-completion to competency.

Related to the shift toward accountability, there is a slight shift from theoretical and seat-based time to outcomes-based or even employer-based competency.

competent that I can