Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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web-supported or online classes are asynchronous; therefore, students can work and think about your classes outside of “standard” class meetings. So, offering a web-supported or online class can increase the amount of time you spend communicating with students. While this is good for education, it does place the burden on instructors to organize and manage online communication. Planning for Web-based Learning Planning the Components of a Course Website As in all courses, the quality of the instructional planning maximizes the learning for all students. In the Web environment, answers to two questions are especially valuable. • What components will enhance teaching and learning • What components will save time by being posted for students to access online At the most basic level, instructors can post content and announcements at a course website. However, course planning usually begins with a course map – an outline of topics, weeks, objectives, activities, assignments, and assessments to show alignment of course components with each other in a weekly calendar format. Planning also includes the purposeful design of activities to create a student learning community – supportive student groups in a course that develop with the students’ active access, pursuit, generation, and evaluation of information and learning in their discussion, chats, and e-mail communications. Related Chapter – For further guidance, see “Teaching the Discussion Class” in Chapter 11 – Teaching Contexts. Examples of Possible Course Website Components • Course Syllabus (See Chapter 3 – Creating a Syllabus for details on what your syllabus should contain.) • Staff Information • Student Information • Course Calendar – Due dates for readings, activities, assignments, quizzes, and exams • Weeks (or Units or Topics), which could include: o o o Assignments and Activities, including directions and due dates. For face-to-face classes with webenhancement, you may wish to include required assignments, even if minor, for extra points to be turned in at the scheduled class times or other incentives to maintain class attendance. Course Documents – For reference, study, or answers to frequently asked questions Lectures – Notes and audio to highlight key concepts of Section: Lesson Delivery 123 Chapter 10: Using Course Websites
course content • Communication Tools – Areas for sending and receiving e- mail, participating in group or class discussions about particular issues, keeping electronic journals, completing “dry or simulated lab” exercises to prepare for “wet or real lab” experiences, or engaging in chat sessions. Many students are able and willing to participate more fully online than in face-to-face classes, especially when discussion assignments require each student to post a comment or the results of a brief assignment and to reply to a comment or question from other students. • Student Tools – Areas for using the Assignment Tool to send and receive completed papers, homepages, or personal profiles of students, and access to grades. • Assessments – Areas for quizzes, exams, and surveys; online grade books; and assessment statistics. Clarity of Performance Expectations It also is critical to make assignments and performance expectations clear and specific, so that students know exactly what you expect. Examples • “Send your e-mail to ‘x’ by noon Thursday, ‘date and year,’ describing your topic and plan of procedure, in 2-3 paragraphs of 2-5 sentences each.” • “Submit your midterm by noon Thursday, ‘x’ date and year, according to the instructions and requirements listed at ‘x’ location on the course website.” Engineering Activity Using Online Discussion Homework #6 Discussion Questions Part 1: Answer Three Questions Complete all of Part 1 by 11:59 p.m., Friday, November 17, 2006. Please answer the following three questions about your homework assignment. Use a word processor to compose your answers, and then copy and paste them as a reply to the Discussion Board. 1. What concepts did you need to know to complete your homework assignment successfully 2. What parts of the assignment were particularly difficult, or especially easy, for you 3. What questions do you have about what you have studied so far After you submit your answers, please complete the Part 2 activities. Section: Lesson Delivery 124 Chapter 10: Using Course Websites
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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learning atmosphere that you want t
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you stated on the syllabus. This gi
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Chapter 6 — Especially for TAs Th
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Consultants in the Program for Inst
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is required of all TAs. More inform
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Program for Instructional Excellenc
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III. Lesson Delivery Chapter 7 —
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• In PowerPoint, less can be more
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finished, I expect you to be able t
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different things. Communication is
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students time to think and catch up
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Lecture Skills Observation Sheet Ne
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Table 2 illustrates item analysis f
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• Treat students as individuals.
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Essays expose student-reasoning pro
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several projects. In most cases, it
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• When responding, save yourself
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• Peer Evaluations: The idea behi
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would do something. Simulations can
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• Nitko, A. J. (1983). Item analy
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Philosophy 1 -- Grades are indicato
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employees, and even the student’s
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B (85 pts) C (75 pts) D (65 pts) F
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Evaluating Performance Performance
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you expect a lot, then ask for a lo
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Psychology 101 for five years in a
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on a complicated journey without lo
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Checklist for Designing Writing Ass
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Sample Explanations of Grades Given
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Analytic and Holistic Scoring on Wr
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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