Design Touchstone: Focus on practical issues, overview of issues in teaching open online classes, reflections on previous weeks’ activities, goals for the future.
Objectives: Provide frameworks, models and alternatives for beginning to teach your own open online class.
- Discuss starting points for beginning one’s own course and selecting a scope for one’s course that is reasonable (e.g. full course v. one module).
- Explore ways to negotiate policy and language to address possible institutional barriers for implementing course.
- Identify methods for formative and summative assessment that will work in one’s course.
- Discuss various approaches and tools for engaging students.
- Share how to access the DML community and invite others to your course.
- Decide how to manage the students who “drop-in” to take advantage of the open, informal learning community (or the open part of a more formal class).
- Develop a Personal Learning Network for yourself to provide support.
- Create a list of technological tools that could serve as potential for the course.
- Participants will post 3-5 minute videos that provide a tour of what they’ve created so far, what they created throughout the course and receive feedback from peers.
- Live Videos: Discussion about barriers, other people’s experience, interviews, etc.
Week 1 — Post a 3-5 minute video essay, Storify story, infographic, etc. about an aspect of the class you’re developing, and create something like a trailer for your proposed class, reflecting on your posts throughout the class, or taking us on a brief tour of what you’ve created throughout the course, and receive feedback from peers.
Daily Discuss on Twitter with hashtag #ccourses
- Wed: Where do you start (pedagogy first, then tools)?
- Thurs: How can you negotiate policy and language to address possible political/institutional barriers?
- Fri: What scope works for you (e.g. full course v. one module)?
- Sat: What formative assessment strategies can you use to evaluate your progress? Summative?
- Sun: What are ways and tools to engage students? (Faculty promotion of/sustaining engagement; student engagement; peer engagement as a community?)
Week 2 — Discuss what you’ve achieved so far in your learning, and what you’re planning for the future. Give feedback to your peers on their videos from last week.
Daily Discuss on Twitter with hashtag #ccourses:
- Mon: How do you manage the students who “drop-in” to take advantage of the open, informal learning community (or the open part of a more formal class)?
- Tues: How might you create your own Personal Learning Network on the open web to provide you with support?
- Wed: How can you access the DML community and invite others to your course?
- Thurs: Which technological tools could serve as potential for your course?
- Fri: Open chat — feedback on participants’ posts and videos.
- Chaudhary, S. V. S., & Dey, N. (September 11, 2013). Assessment in Open and Distance Learning System (ODL): A Challenge. Open Praxis, 5, 3, 207.
- Williams, R., Mackness, J. & Gumtau, S. (2012) Footprints of Emergence. Vol. 13, No. 4. International Review of Research in Open and Distance Learning.
- Blaschke, Lisa. “Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning.” The International Review of Research in Open and Distance Learning [Online], 13.1 (2012): 56-71. Web. 26 Jul. 2014
- Pacansky-Brock, M. (2012). Best Practices in Teaching with Emerging Technologies. Routledge Taylor & Francis Group: New York. http://teachingwithemergingtech.com/
- Anderson, Terry, & Jon Dron. “Three generations of distance education pedagogy.” The International Review of Research in Open and Distance Learning [Online], 12.3 (2011): 80-97. Web. 28 Jul. 2014
- Hybrid Pedagogy: A Digital Journal
- Gardner Campbell, A Personal Cyberstructure (2009)
- Some Aspect of this text might be useful: Assessing Open and Distance Learners http://www.amazon.com/Assessing-Distance-Learners-Flexible-Learning/dp/0749428783