Certified in Online Teaching and Learning

Now that I'm certified in Online Teaching and Learning, I approach my instruction differently. I seriously consider learning styles and how to use the interactivity of the web to better teach and engage all of my students. I'm proud to say after teaching my hybrid design for the first time this past summer that it was well received by my students.

The class gave helpful feedback about what worked stating they enjoyed the online discussions and their ability to submit all assignments online. They also appreciated the opportunities to collaborate with fellow students on the design of their final projects. Students did suggest a few changes I might consider, such as adding a face-to-face class strictly designed for one-on-one student-teacher meetings.

I'm now in the process of making updates and moving from Webct to the new Blackboard 9.1 environment. Though there is more work ahead, overall the first offering of MCOM 660: Corporate and Non-traditional Broadcasting was a success.

We made it!

I'm sitting in disbelief. After 4 semesters, I have completed an exceptional learning experience, my certificate in "Online Teaching and Learning." Thank you Jan, thank you Barb, thank you Bonnie, thank you online classmates and last but not least, thank you hubbie. My dear husband graciously tolerated the computer on my lap, in the bed, at the dinner table, on vacation...well you get the picture.

During the past year I have learned so much about the online environment from the perspective of a student, a teacher and a designer. The terms "Community Building," and "Student Centered," are my new teaching mantras. Yet, there is SO much left to do as I continue designing my "Corporate and Non-Traditional Broadcasting" hybrid (blended) course.

My field, multimedia production, is changing dramatically and quickly. Recently I attended the "Future of Television" conference in New York City. It was quite eye-opening. The conference confirmed the industry wide confusion and concern regarding the changes that are here and on the horizon. The word "monetization," was bounced around a lot, but it was one of the most exciting "idea exchanging" professional gatherings I have ever attended. Much like online learning, it's all about the content and the best way to reach, teach and entertain your audience.

I have provided links below to some of the conference information along with a soundbite I taped with my handy "flipcam" of Robert Tercek, the President of Digital Media for Oprah's new OWN television network. I uploaded this "digital resource" to YouTube for all to see. It's pure visionary genius boiled down to under 3 minutes. Mr. Tercek offers his ideas on how media students should prepare for the future and it sounds a lot like the way teachers should prepare for their 21st century students. Whether you're online or on-ground his advice applies to us all.

This is what I learned from this journey and Mr. Tercek. Embrace the technology that will deliver your message because this is effective teaching. It can be as simple as a short lecture or as complex as an online computer conference to Japan. Just go there if it gets you there and that destination is the hearts, minds and memories of your students.

Notes from the Conference:
http://www.examiner.com/x-17776-Long-Island-Television-Examiner~y2009m11d23-Notes-from-The-Future-of-Television-2009-conference-in-NYC

Tercek on the future:
http://www.youtube.com/watch?v=7tslusCh7U0

We're in the last lap!

So we begin the end. ONTL 653, class 4 of 4, the final chapter. I have enjoyed selecting resources and digital content for my MCOM 660 course, now it’s time to pull it all together. I look forward to exploring the latest software and gadgets’, knowing the important part is ensuring these tools promote student learning and student-content interaction.

There are a couple of issues surrounding learning styles and student technology competence that have always concerned me. As I select course content I’m keenly aware of how these two student issues impact the effectiveness of my online design. Often the various student learning styles and disabilities require instructors to offer information in multiple formats. This need compels students and teachers to have appropriate software and computer skills for online content and community interaction. I have found this to be one of the design considerations that can be the most challenging.

It was reassuring to see my apprehensions addressed in the “digital design” course readings. I found the articles, “Tips for Developing Media-rich Online Courses,” and “Graphic and Design Tips for Online Courses,” to be excellent guides for beginning designers. The advice about "putting your learners into perspective" and “remembering to keep download times short,” were important procedural reminders for online course designers who’ll incorporate digital media.

I look forward to testing my ideas and improving my design as the course proceeds. But a wonderful educator once told me that even after teaching her class for several semesters, she continues to update and improve the course content and design. I suppose this is true of all effective, student-centered instructors. To serve your students well you must be willing to continue learning and improving your design and teaching approach. Of the many things I’ve learned, this is one of my most valuable lessons.

Tough Course, Good Course

As Online Teaching and Learning (ONTL) 652: Designing Online Course comes to closure I can’t help but sit in amazement about how much I’ve learned. The mantra for class three of this four course sequence is "Analyze and Apply the Strategies."

ONTL 652 brought together the application of active learning theories with the benefits of collaborative learning and the importance of designing a student-centered course. It encouraged designers to use a variety of online tools such as discussion boards, podcasts, wikis, and web conferencing to promote student-student, student-instructor, and student-content interactions. The teaching with Technology Collaboratory Center's article on "Incorporating Interaction into Your Distance Learning Course," addressed the importance of this design approach. It gave me several straight forward ideas for utilizing various tools and is now one of my "go-to" design resources.

652 reminds instructors of the value of placing content in multiple formats whenever possible and relying on LMS tools to assist with communication and course management. These tools can make instructor-student communication more effective and efficient, preventing online teachers from becoming overwhelmed by email or post volume.

Giving timely communication and feedback is one of my concerns. So it was refreshing to read, Rita-Marie Conrad of Florida State give some pointers on saving yourself from, "Drowning in Online Interaction." I was worried about managing large numbers of student posts, content questions and technical problems. Her "lifesaving" suggestions have allowed me get a better perspective on the importance of "harnessing" technology effectively to handle student-instructor interaction. Dr. Conrad also encourages instructors to allow time for students to respond to each other. This can be important for community building and teacher sanity.

ONTL 652 is where theory merged with creativity. Understanding constructivist learning is not as important as applying it successfully. It reminds instructors that students come with a wealth of prior experiences which can inform their learning and enhance course interactions. Sharing and applying this knowledge can help students feel empowered in the online environment and their over-all learning experience which can promote student success.

This course also taught me that one of the most important acts of an online instructor is ensuring the online community is well constructed from day one. I think this is easier to accomplish if a course sequence is based on the “cohort” model. Hearing familiar “online voices,” from past classes can bring a level of comfort, especially with collaborative projects and peer feedback assignments.

Though I found ONTL 652 the most challenging so far, I believe it has prepared me for the final class in the sequence, ONTL 653: Producing Digital Content. I now recognize that creative design ideas should be based on tested learning theories, sound online pedagogy, and an understanding of student-centered learning. Like the online students I plan to teach, I have been empowered.

Student-Content: All Web All The Time

"The world is changing so fast that the concept of schools teaching people what they need to know is no longer viable, we're moving into a time when people need to know how to learn things they weren't taught in school. Second, we now have the technology to let kids learn better. This will not just allow them to learn the same things better; it will teach kids to learn radical new things at all ages." -- Dr. Seymour Papert

This quote from the article "No Lectures or Teachers, Just Software," by Joshua Green, was one of my favorite readings from this week's lesson. Discovering new ways to engage students with course content is always an instructors greatest challenge especially where technology is involved. As a “sage on the stage,” initially it was easier to grasp how to design student-instructor and student-student interactions, but more difficult to envision interactive student-content designs. Reading the work of student-content design experts helped to better focus my approach while giving me new ideas for content interactions.

I found the visionary expertise of Dr. Papert and Dr. Schank inspirational. As a new online designer/instructor I struggle with making sure my design and course content are accessible to all learning styles, while remaining interesting and interactive. These educational design experts offered me new ideas and concepts. Dr. Schank suggests that instead of using full-blown lectures, online instructors could use video snippets to address the question at hand . Slowly this segmented approach would present the full topic only in smaller sections. He feels students learn better if information is given in this “piecemeal” approach. Dr. Schank refers to this as “just in time” learning. This is ideal for a course like mine that trains media students to design non-traditional broadcast products. I can use short video clips to demonstrate a specific production style and have students analyze this approach.

The "Using Case Studies in Learning" and “Webquests” information gave me even more design direction and content resources. The case studies site offered excellent links and interaction design ideas. One of the links I found most beneficial for my design work is the New York Times educational web site. It supplied web articles addressing broadcasting issues that I could incorporate through hyperlinking into my LMS design for student review. This is an excellent way to give students exposure to examples of "Real World” experiences for analysis.

It was also enlightening to discover a site like “Webquest.” I never realized there was such a helpful online resource giving direction to educators wanting to utilize the Web as if it were an interactive book. Since I’m not using a course text, this site will be an important resource for linking students to current course information. I was relieved to see so many online student-content resources and ideas, this guidance is invaluable.

Migrating to ONTL Class #3

And we begin again. Class three of the ONTL Certificate Program. I thought about taking a break, but I’m glad I didn’t. Many of the familiar “faces” have returned, so it feels comfortable, like home.

Guess what! I began incorporating some of my new knowledge about learning and teaching styles into my “face to face” or “on-ground” media class. My “sage on the stage” heart is finally embracing the importance of the “guide on the side” approach.

Though I have always appreciated the importance of online resources and technology for engaging and informing students, I really have a new respect for its use. I find myself thinking about ways to engage my students in their learning. I daydream about how I can design assignments that promote student-student interaction and discussions that support community building. I have come a long way. I expect that this class will solidify my grasp of the important relationship between learning objectives, assignments and outcomes.

But now the rubber is really going to hit the road. It’s time to outline and justify a total design approach for my course. I know I’m planning a hybrid, but only recently did I fully comprehend how difficult this will be. Though it’s definitely doable, it’s more challenging. Hybrids are like designing a dual approach at the same time. Not totally online, not totally on-ground.

Well, that’s me, always seeming to take the road less traveled. And like my animal “ice-breaker,” I migrate away from the familiar, fluttering to the new, open fields.

End of Part 3...reflections

It's week 13, a baker's dozen collection of facilitation articles and discussion posts. Through the readings in part three I've discovered I already use a great deal of "real life" authentic assessment in my f2f courses. Real life case studies and student assignments are key to my media courses. Undersanding and using new and emerging technologies are important to my student's education and I find analysis of "real ife" applications are crucial. They will also be incorporated in my new online designs. However, even though "real life" assignments are crucial to my student's training, traditional "testing" is also important for assessing knowledge. Most designs work best with a combination of both. 

I discovered that diversity is important to your instructional design and facilitation, but it's not just a "black and white" issue. It's a combination of cultural sensitivity, disability accommodations, and even time zone considerations. As an instructor you must always be empathetic to the diversity in your course and make sure your facilitation requirements are attainable for all of your students. Meeting them where they are.

But I especially enjoyed the variety of facilitation issues the class discussed that will face every online instructor at some point in their teaching. From non participation, to discussion post hostility and plagiarism, it was informative to share ideas with fellow classmates and hear how each would handle the various situations. Many had confronted these issues in current classes either as students or instructors. The discussion of past and current facilitation cases educated us all on a variety of approaches and solutions. Some lively interchanges occured, especially around hostile students and plagiarism issues. The student-student exchanges were excellent. It was encouraging hearing and sharing advice and wisdom. 

As this course moves toward completion, I have gained valuable knowledge and insight in both online design and facilitation. I've started including my new knowledge in my course development and look forward to the next class in the ONTL certificate sequence.