| Preface |
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xix | |
| Part I Getting Started |
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1 | (30) |
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1 Teaching Online: An Overview |
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3 | (20) |
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The Range of Online Experiences: Two Hypothetical Cases |
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6 | (6) |
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Western Philosophy, a Course Taught Entirely Online |
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7 | (3) |
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Introduction to Physics, a "Blended" Course |
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10 | (2) |
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Teaching Online: The Basics |
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12 | (4) |
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Teaching a Course Entirely Online |
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12 | (4) |
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What about Support Personnel and Training? |
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16 | (2) |
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Do You Have to Be a Computer Expert? |
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18 | (1) |
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What Can Teaching Online Do for You? |
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19 | (4) |
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Heightened Awareness of Your Teaching |
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19 | (2) |
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New Connections with the Wider World |
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21 | (1) |
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Your Students Need You More than Ever |
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22 | (1) |
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2 Scouting the Territory: Exploring Your Institution's Resources |
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23 | (8) |
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Questions to Ask about Your Institution's Resources |
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24 | (9) |
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24 | (1) |
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What Kind of Software Is Available at Your Institution to Run Online Courses? |
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25 | (1) |
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What Is the Profile of Student Users? |
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25 | (1) |
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What Kind of Technical Support Does Your Institution Provide? |
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26 | (2) |
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What Kind of Instructor Training and Support Is Available? |
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28 | (3) |
| Part II Putting the Course Together |
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31 | (260) |
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3 Course Design and Development |
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33 | (59) |
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Some Examples of Course Design and Development |
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34 | (6) |
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A Speech Course Taught Entirely Online |
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34 | (2) |
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A Blended Course in Italian Language and Culture |
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36 | (2) |
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A Blended Mechanical Engineering Course |
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38 | (2) |
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Initial Steps in Course Design and Development |
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40 | (10) |
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43 | (1) |
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Course Goals and Learning Objectives/Outcomes |
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43 | (4) |
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47 | (3) |
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Rubrics and Guidelines for Online Course Design |
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50 | (2) |
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Other Design Considerations |
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52 | (3) |
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Universal Design and Accessibility |
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52 | (2) |
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54 | (1) |
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54 | (1) |
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55 | (1) |
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55 | (4) |
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Some Help in Getting Organized |
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56 | (3) |
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Instructor-Generated Content and Presentation: Lectures and Commentary |
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59 | (10) |
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59 | (1) |
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60 | (1) |
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Narrated Slides, Audio or Videotaping, and Screencasting |
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61 | (2) |
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Instructor Presentation: Simulations and Experiments |
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63 | (1) |
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63 | (1) |
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Discussion/Interaction/Communications |
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64 | (5) |
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Group-Oriented Work and Student Presentation |
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69 | (8) |
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72 | (2) |
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Assessment Considerations |
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74 | (3) |
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High-Stakes, Low-Stakes Testing |
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77 | (4) |
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77 | (1) |
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77 | (4) |
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Assuring Academic Integrity among Your Students |
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81 | (2) |
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Choosing Textbooks, Coursepacks, and Software for Your Course |
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83 | (1) |
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84 | (5) |
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Redesign from Longer to Shorter |
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85 | (3) |
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Redesign from Shorter to Longer |
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88 | (1) |
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Some Final Tips on Course Development |
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89 | (3) |
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4 Working with Others to Develop a Course |
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92 | (19) |
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A Model of Instructor-Designer Collaboration |
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93 | (2) |
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Advice for Instructional Designers on Working with Instructors |
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95 | (3) |
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Advice for Instructors Working within a Team Approach |
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98 | (6) |
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How to Best Approach a Course You Did Not Develop but Are Asked to Teach |
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104 | (2) |
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Suggestions for Approaching the Teaching of a Highly Standardized Course |
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106 | (2) |
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Competency-Based Education and Adaptive Learning Modules |
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108 | (3) |
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5 Creating an Effective Online Syllabus |
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111 | (27) |
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113 | (3) |
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Class Participation and Grading Criteria |
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113 | (1) |
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Managing Student Expectations |
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114 | (2) |
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116 | (2) |
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118 | (4) |
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118 | (3) |
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Supplying Information More than Once |
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121 | (1) |
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Sample Syllabi: Online and Blended Course Versions |
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122 | (16) |
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6 Building an Online Classroom |
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138 | (35) |
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141 | (1) |
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Dividing Up and Organizing Your Material and Activities |
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142 | (9) |
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143 | (2) |
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145 | (1) |
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Content Presentation Areas |
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146 | (3) |
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Adding Multimedia Content |
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149 | (2) |
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151 | (1) |
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Syllabus and Schedule Areas |
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152 | (1) |
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Threaded Discussion Forums |
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152 | (4) |
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Blogs and Comment-Based Discussion |
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154 | (1) |
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Other Types of Discussion |
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154 | (2) |
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Other Communication Tools |
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156 | (11) |
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Internal Message Centers, Internal Tools for External Email |
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156 | (1) |
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Instant Messaging and Texting |
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156 | (1) |
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Chat, Whiteboard, and Other Collaborative and Screensharing Tools |
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157 | (2) |
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159 | (1) |
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Internet Resource Collections and Curation |
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160 | (2) |
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162 | (1) |
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163 | (1) |
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163 | (2) |
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Student Progress Reports, Tracking and Alerts, Learning Analytics |
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165 | (2) |
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167 | (1) |
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Other Course Areas and Features |
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167 | (6) |
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169 | (1) |
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Connecting to Social Networking Sites |
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169 | (1) |
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Finding the Right Tools and Keeping Informed |
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170 | (1) |
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171 | (2) |
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7 Student Activities in the Online Environment |
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173 | (53) |
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174 | (13) |
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Dividing Students into Groups |
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177 | (2) |
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Supervision and Assessment of Groups |
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179 | (8) |
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Role Playing and Simulations |
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187 | (8) |
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Computer-Based Simulations and Serious Games |
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190 | (5) |
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Summaries, Consensus Groups |
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195 | (1) |
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The Experience-Based Practicum or Lab Assignment |
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196 | (1) |
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197 | (5) |
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202 | (1) |
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Scenarios and Case Studies |
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203 | (3) |
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206 | (1) |
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Student Activities Involving Guest Speakers |
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206 | (3) |
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209 | (6) |
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Cross-Cultural Classes and Teams |
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210 | (3) |
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The Challenges and Rewards of Cross-Cultural Courses |
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213 | (2) |
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Using the Internet as a Resource |
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215 | (8) |
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215 | (1) |
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216 | (1) |
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Varieties of Useful Websites |
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217 | (5) |
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Using the Internet as a Resource: Two Examples |
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222 | (1) |
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A Grading Rubric for Every Activity? |
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223 | (3) |
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8 Copyright, Intellectual Property, and Open Educational Resources |
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226 | (18) |
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Copyright and Fair Use in the United States |
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227 | (7) |
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Is Anyone Really Watching? |
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230 | (1) |
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Finding the Rightful Owner |
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231 | (1) |
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What to Do If You Aren't Sure Whether You Need Permission |
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231 | (2) |
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What about Links and Embedded Resources? |
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233 | (1) |
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Students and Third Party Sites |
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234 | (1) |
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Intellectual Property in the United States |
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234 | (5) |
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The Legal Status of Your Work |
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235 | (2) |
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Practical Steps for Protecting Your Work |
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237 | (1) |
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Checking for Unauthorized Use |
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238 | (1) |
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Open Educational Resources (OER) |
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239 | (1) |
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240 | (2) |
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Special Issues Related to Free but Commercial Web 2.0 Sites |
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242 | (2) |
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9 Creating Courseware: Selecting "Web 2.0" Tools and Other Resources |
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244 | (47) |
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Creating Text for Course Pages |
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246 | (27) |
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Creating Web Pages in a Web Editor |
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247 | (1) |
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Creating Class Website Outside an LMS |
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248 | (1) |
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The How and Why of Images |
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249 | (1) |
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250 | (5) |
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255 | (3) |
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Embedding Audio for Feedback in PDFs and Word |
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258 | (1) |
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Audio Recording and Sharing for Multiple Purposes |
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259 | (1) |
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260 | (1) |
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261 | (1) |
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Non-Narrated Slide Show Presentations |
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261 | (2) |
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263 | (2) |
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Sites and Tools for Hosting and Sharing Video |
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265 | (1) |
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Screen-Capture/Screencasting Video Software |
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266 | (2) |
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Creating Interactive Video Lessons |
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268 | (1) |
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Animation and Whiteboard Animation |
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268 | (1) |
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Whiteboard/Screencast Capture |
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269 | (1) |
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Social Curation/Bulletin Boards |
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269 | (1) |
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Student-Generated Content |
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270 | (3) |
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273 | (9) |
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273 | (1) |
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274 | (2) |
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276 | (1) |
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277 | (1) |
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278 | (1) |
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278 | (1) |
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279 | (1) |
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280 | (2) |
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Using or Creating Multimedia: Why and When Is It Worth It? |
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282 | (3) |
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When to Avoid Multimedia and Web 2.0 Tools |
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285 | (3) |
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Evaluating Web 2.0 and Other Ed Tech Tools |
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287 | (1) |
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288 | (3) |
| Part III Teaching in the Online Classroom |
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291 | (137) |
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10 Preparing Students for Online Learning |
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293 | (15) |
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Problems That Students Typically Encounter |
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294 | (3) |
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295 | (1) |
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Problems Related to Learning Style and Online Communication |
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295 | (2) |
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297 | (7) |
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297 | (1) |
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298 | (1) |
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Preparing Your Own Orientation Program |
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299 | (1) |
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Elements of an Orientation |
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300 | (4) |
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304 | (1) |
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304 | (1) |
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305 | (3) |
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11 Classroom Management and Facilitation |
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308 | (41) |
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Record Keeping and File Management |
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308 | (5) |
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309 | (3) |
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Electronic Files versus Hard Copy |
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312 | (1) |
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313 | (7) |
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Creating a Uniform Announcement Area and the Use of Announcements |
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313 | (2) |
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That All Important First Announcement |
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315 | (1) |
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Using Video for Announcements |
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316 | (2) |
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Setting Rules and Establishing a Protocol for All Communications |
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318 | (2) |
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Encouraging Participation and Managing Your Workload |
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320 | (7) |
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320 | (2) |
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Group Strategies and Interactivity of Content |
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322 | (2) |
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324 | (3) |
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Finding a Balance between Student-Centered and Instructor-Centered Activities |
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327 | (3) |
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Some General Guidelines for Student Participation |
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328 | (2) |
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Asynchronous or Synchronous Discussion? |
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330 | (8) |
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Tips for Fostering Asynchronous Discussion |
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331 | (7) |
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Managing Student-Led Discussion |
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338 | (1) |
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Tips for Establishing Effective Instructor-Facilitated Synchronous Communication |
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339 | (5) |
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344 | (5) |
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The Shared Responsibility Model |
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345 | (1) |
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The Division of Labor Model |
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346 | (1) |
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The Primary-Secondary Model |
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347 | (2) |
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12 Classroom Management: Special Issues |
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349 | (19) |
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349 | (2) |
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351 | (2) |
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Managing Student Behavior Online |
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353 | (14) |
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354 | (1) |
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355 | (2) |
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357 | (1) |
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Dealing with Disruptive Students |
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358 | (6) |
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364 | (2) |
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A Special Word about Social Media |
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366 | (1) |
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367 | (1) |
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13 Teaching Web-Enhanced and Blended Classes |
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368 | (21) |
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Tips for Teaching Web-Enhanced Courses |
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370 | (13) |
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370 | (1) |
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A Revised Approach to Lecturing |
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371 | (1) |
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How to Post Your Content Online |
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372 | (1) |
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373 | (1) |
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Enlisting Technology in Your Favor |
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374 | (1) |
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Using Online Quizmaking Tools |
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375 | (1) |
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Providing Advice and Support |
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376 | (1) |
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Conferring with Students Online |
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377 | (1) |
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Establishing Virtual Office Hours |
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378 | (1) |
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379 | (1) |
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Online as a Student Presentation Medium |
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380 | (1) |
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381 | (1) |
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382 | (1) |
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A Final Thought on Web Enhancement |
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382 | (1) |
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Tips for Teaching Blended Courses |
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383 | (6) |
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Preparing for the Blended Course |
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383 | (2) |
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Design Issues for the Blended Course |
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385 | (2) |
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Teaching the Blended Course |
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387 | (2) |
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14 Teaching and Learning in a MOOC |
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389 | (18) |
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Defining MOOCs and the Role of the Teacher |
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390 | (6) |
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Instructor Presentation of Content and Instructor Presence |
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392 | (4) |
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Designing for a Disparate Student Audience |
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396 | (7) |
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Facilitation of Discussion |
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398 | (3) |
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401 | (2) |
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403 | (1) |
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Issues to Consider before Teaching a MOOC |
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403 | (4) |
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15 Taking Advantage of New Opportunities |
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407 | (21) |
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407 | (2) |
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What to Do after You've Read This Book |
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409 | (3) |
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409 | (3) |
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Opportunities for Further Training Outside Your Own Institution |
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412 | (12) |
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Focused Workshop Training |
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416 | (1) |
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Learning from Your Own Experience |
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417 | (4) |
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Where Do We Go from Here? |
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421 | (3) |
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Networking with Others Involved in Online Education |
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424 | (1) |
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424 | (2) |
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The Educational Marketplace |
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426 | (2) |
| Glossary |
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428 | (8) |
| Guide to Resources |
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436 | (35) |
| Index |
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471 | |
