Florida Atlantic University



eLearning Instructor OptionseLearning Instructor Minimum Qualifications (per taskforce recommendations)Meets all FAU academic experience background to teach proposed course.Meets one of the following options to ensure instructional preparedness for online pletion of the abridged Online Pedagogy Series (total commitment – 8 hours)Overall Course/Program Design (2-hours)Learning Styles and Contexts (2-hours)Development of Objectives, Activities and Assessments (OAA) (2-hours)Alignment of OAA (2-hours)Completion of at least 6 credit hours in education courses with 3 credit hours in instructional design or technologies and 3 credit hours in pedagogy at a regional accredited college/universityServed as online faculty for at least two years at a regional accredited college/universityCompletion of an approved certification program for online instructionMeets one of the following options to ensure technology preparedness for online pleted the abridged Learning Management System (LMS) Training Series (total commitment – 8 hours)LMS – Blackboard BasicsLMS – Blackboard Assignments and SafeAssignLMS – Blackboard TestsLMS – Blackboard Grade CenterServed as online faculty for at least two years at a regional accredited college/university in a non-FAU LMS environment plus completion of:LMS – Blackboard BasicsLMS – Blackboard Grade CenterServed as online faculty for at least two years at a regional accredited college/university in an FAU LMS pletes Legal Issues - Accessibility and Copyright WorkshopMeets basic computer skills including:Basic operating system functions (file management and moving between applications)Word processing Email Internet (search, navigation, download, bookmarks)eLearning Instructor Certificate ProgramCourses/programs will be developed by a collaborative effort between a faculty member and an instructional designer to be reviewed by an independent faculty member and instructional designer before going “live.” Recommendations from review are to be completed within 3 months of review and before going “live.” Final product will be presented in showcase for perspective online faculty candidates.ELearning TrainingComplete 30 hours of online pedagogy and technology trainingCompletion of the unabridged e-learning pedagogy series (total commitment – 16 hours)Overview course/program designPros/cons of elearningProsWider audienceEmpowers silent participantsProvides unlimited reviewSupports branched (personalized) learningStudent-drivenConvenient – anytime/anywhereNon-platform dependency – PC/MacEase of useEase of update/revisionPromotes active learningAccommodates different learning stylesADA ComplianceAdvanced technical expertiseDemographic accessibilityMinimizes faculty/student travel costsConsContributes to digital divideCan focus on technology instead of contentLabor-intensiveFaculty resistanceIntimidates ludditesCopyright issuesDifficulty in adapting to some disciplinesFeedback may be delayedLack of communityNo visual cuesLimited student servicesRestrictions on lab/hands-on componentsWorkload – faculty/studentsParticipantsFacultyTech-savviesContent expertiseTeaching styleCharacteristicsComfort with technologyPlans responsesManages timeRisk taker/creativeFocused/ignore distractionsBelief in e-learningTime commitmentStudent-centered adaptationOrganized courseSupports andragogyDetailed instructionsCommitted to open communication/feedbackFosters learning communityAlignmentStudentsDetermine ability – diagnostic testingTech-savvies – prerequisitesContent knowledge – prerequisitesLearning style – Gardner’s multiple intelligencesDemographicsNumberAgeCultureInterestsCourse relevancyEconomicOther obligationsNeedsRelevancyExpectations clarityFeasible pace controlGain attention for concernsTesting/feedbackActive learningCharacteristicsComfort with technologyInteracts with peers/groupWritten communication Plans responsesManages timeSelf-motivatedSelf-disciplinedGoal orientedAdapt in self-studyTime commitmentOpen to sharingRisk taker/creativeWilling to speak upFocused/ignore distractionsBelief in e-learningStudent-centered adaptationStructureEnvironmentOrienting – What & why?Instructional – Where & when?Transfer – How?FundamentalsJIT technical supportJIT resourcesFrameworkLinearBranchedHypercontent/categorized/modularStudent-directedUnits, modules, topics, oh my! (UMT) – get out of the week (weak) format!Layout1 module per weekWeekly asynchronous communicationWeekly synchronous communication2-3 discussions per topic, 6-10 per weekInstructor discussion participationProgress report/two weeksNo dumpingOrganized courseExpectations clarificationPurposeAudienceExamplesResource linksCaveatsRequired componentsCriteriaDue datePoint valueSubmission instructionsConstant informative communicationFocus on outcomesApplication, not rote memoryIntegrated InternetAndragogic principlesExtend beyond the textAdvantage of CMS technologyThink globallyLearning theoriesObjective taxonomy Affective – Krathwohl Psycho-motor – Simpson Cognitive – Bloom, Anderson, Krathwohl, Fowlkes, Marzano, WebbEcological Systems Theory – Bronfenbrenner Scaffolding – Bruner Assimilation/accommodation – Piaget Zone of Proximal Development (ZPD) – Vygotsky Andragogy – KnowlesMultiple Intelligences - Gardner – other resourceDesign modelsADDIEDick & Carey4MAT System - McCarthyISDComponent Display (Design) Theory (CDT) – MerrillCriterion Referenced Instruction (CRI) – Mager Conditions of Learning – Gagne Backward Design – Wiggins, McTigheIterative Design Rapid Prototyping – Tripp, BichelmeyerSpiral Model – Boehm Learning environmentsLearning styles David Kolb’s ModelHoney & Mumford’s ModelAnthony Gregorc’s ModelSudbury ModelFleming’s VAK/VARK ModelDesigning for interactivity Forms of interactivityModes of interactivityAcademic integrity and assessmentVariable stakes assessmentPreventing cheatingPreventing plagiarismMethods of assessmentMake it personalTypes of assessmentLegal issues & regulationsAccessibilityCopyrightIntellectual propertyStudent servicesSACSContentBefore it beginsEmail students with access instructions, basic course/ faculty introductions, course materials (textbooks, etc.), hardware/software requirements, prerequisites and expectationsOrientationSyllabusLogisticsCourse number, title, prerequisites, creditsDate/times/ locationsInstructor informationOffice hoursCourse materialsPoliciesAttendanceHomeworkParticipationInstructional activitiesScheduleDescriptionGoals/objectivesReading assignmentsDevelopment of objectives, activities and assessments (OAA) Writing objectives/outcomesStudent actionMeasureableConditionCriteriaDeveloping assessmentsExpectationsParametersStake-levelIll-formedReal-worldGlobalCreating learning activities – Fink Get out of the monitorFaculty-driven to student-drivenJust-in-time linkingEnsuring alignment of OAACompletion of the unabridged learning management system (LMS) series (total commitment – 14 hours)LMS – BasicsLMS – Posting ContentLMS – Collaboration ToolsLMS – Group CollaborationLMS – Assignments and SafeAssignLMS – TestsLMS – Grade CenterELearning experienceParticipate in at least one collaborative course/program design project.Course/program is developed by a collaborative effort between faculty and instructional designer.Course/program reviewed by an independent faculty member and instructional designer before going “live.” Recommendations from review are completed within one semester of review and before going “live.” Final product is presented in showcase for perspective online faculty candidates.Teach at least one course for two semesters in an e-learning environment.Participate in one review of an online course/program using either Blackboard Exemplary Course Program or Quality Matters. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download