Professional Documents
Culture Documents
Facilitating Online Learning
Facilitating Online Learning
Facilitating Online Learning
Summer 2010
Grad Credit. Participants that would like to receive grad credits for this course must develop a
lesson plan that they would like to incorporate online with their students. They must also write a
3- 5 page paper about how they can transition from a brick and mortar teacher to a successful
online facilitator using resources and findings from this course.
A. Course Description
During this inquiry-based, hands-on course, participants will review and reflect upon examples of
“best practice” in online learning. This process will take place in both face-to-face and online learning
environments using Moodle course management tools. Participants will have one day of face-to-face
training, followed by four weeks of online training where they will participate in and facilitate threaded
discussions, online chats and other activities. The course will conclude with a final face-to-face
session. Participants will also have access to prepared online courseware throughout the course for
review and to practice customization of courses.
B. Statement of Purpose
Over the last 10 years, learning opportunities for students and teachers have expanded from the local
classroom to a broader online classroom with anytime, anywhere access. The role of the teacher is
moving from one of delivering instructional content toward one that emphasizes the facilitation of
student learning. This course will encourage participants to take risks and make changes in the way
they teach. The course will provide participants with an opportunity to reflect on these changes as well
as to become more effective online content providers and facilitators through face-to-face and online
interaction.
C. Course Outline
Class time will consist of approximately 36 hours of face-to-face and online training.
Reading assignment (to be completed before the required activities listed below):
Online Tools and Concepts Introduction (link in the course)
Review of the Strengths and Weaknesses of Online Learning, as documented by the Illinois
Online Learning Network. This web resource presents a balanced view of online course
characteristics so take time to read both the “strengths” and “weaknesses” lists, 2007
Lessons Learned Teaching Online, by George Siemens at elearnspace - everything elearning
www.elearnspace.org, 2002
Digital Natives, Digital Immigrants - Part I, Mark Prensky
Lessons Learned –(Page 16-22) Online Course Development, Florida Institute, 2000
Selecting a Lesson Plan You will be required to develop a lesson plan for this
course.
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Web2.0 Activity Join the Diigo Classroom Site
Reading assignment (to be completed before the required activities listed below):
Online Teaching - Facilitation Introduction (link in the course)
What Makes a Successful Online Facilitator? Illinois Online Network,
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp
Collaboration Generation: Teaching and Learning for a New Age, by Grace Rubenstein,
Edutopia, 2009.
Digital Natives, Digital Immigrants- Part II, Mark Prensky (Optional Reading)
Reading Assignment:
Online Teaching – Student Assessment Introduction (link in the course)
Olt, M. (1998). Ethics and Distance Education: Strategies for Minimizing Academic
Dishonesty in Online Assessment, available at
http://www.westga.edu/%7Edistance/ojdla/fall53/olt53.html
Bloom's Taxonomy Blooms Digitally, http://techlearning.com/article/article.aspx?Id=8670,
Andrew Churches, Technology and Learning, 2001
If You Build It, They Will Come: Building Learning Communities Through Threaded
Discussions, http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html, Edelstein &
Edwards, Online Journal of Distance Learning Administration, 2002
Assessment, Feedback, and e-Moderation, Chapter 3 of the Elearning Guidebook for
Principles, Procedures, and Practice, by Som Naidu, Commonweath Educational Media Centre
for Asia http://www.cemca.org, 2006
DIM DIM discussion This is web based software that will provide a
synchronous meeting space! I highly encourage you
to attend. It is free for up to 20 participants!
Reading Assignment:
Session FACE-TO-FACE
Date: See dates listed above Face-to-Face Training: 6 hours
Participants will review their online experience and revisit course features and tools used over the past
three weeks. We will look at writing directions for the online audience, time management tips,
copyright and fair use, course management and grading, as well as discuss problems and solutions for
specific curriculum areas and the implementation of an online course.
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Online Discussions
Discussion Board Rubric
By checking the discussion area often, you will become more engaged in the conversation –
have time to ask and answer questions of your classmates.
Discussion prompts should be no more than 2-3 paragraphs.
*Response Techniques:
1. Expand on the topic.
2. Offer a different perspective
3. Provide an online resource relevant to the topic (include a hyperlink)
4. Provide a summary of the ideas posted so far (good when you come late to the conversation).
5. Ask a specific question (but avoid prompting yes or no answers). Thought-provoking questions or
additional insights help elicit responses from other participants.
6. Ask an open ended (on topic) question.
SandBox Activities
Set up the required learning activities each week in the FOL SandBox course:
0-2 points / week
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Module 1 – Calendar Announcement
Module 2 – Web Resource
Module 3 – Graded Assessment, Quiz
Online Chats
Participate in an online chat: 0-2 points / person
Weekly reflections are required throughout the course. At the end of each module you are to
submit your reflections. Weekly reflections will focus on the concepts and themes discussed
during the module. Your reflections should answer at least three of the following bulleted
questions and will be submitted each week in the appropriate classroom drop box.
What was most useful to me in my learning process? What was least useful?
Did I achieve my learning objectives in this week? If yes, what did I achieve?
If no, what got in the way of achieving those objectives?
What did I learn about my own learning process during this module?
How did my thinking about teaching change this week?
Do I feel that what I learned in and through this course will have applications in other areas
of my life? If so where will I apply this knowledge?
How well did I participate in this week's discussion? Am I satisfied with my level and
quality of participation?
How would I evaluate my performance in class this week overall?
E. Bibliography and Resources: (complete list is located in the Resources sections of the course)
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