teaching online statement of Goals

Description

STATEMENT OF GOALS

Write a 1-2 page paper. There are two sources provided for you within this module; you are expected to conduct research to find one more. Your source can be a textbook, article, colleague faculty member, or Dean/supervisor. You can only upload a Word document or pdf; text entry is not allowed. This paper should outline your vision for your online course based on the following resources:

1.-The article Effective Teaching Online (provided in this module)

2. – The handout titled 20 Best Practices and Expectation for Online Teaching (provided in this module)

3. -One additional source (e.g., textbook, article, interview with colleague, faculty member or Dean)

After reviewing your resources, please write a paper answering the following prompts.

1. How will you ensure that you are meeting your course objectives as defined by your department?

2. How will your face-to-face assignments need to be adjusted to being delivered online? How will you ensure student-content interaction?

3. Will you include synchronous participation? How will you utilize this in your class (the assignment and the method, e.g. Conference function in Canvas).

4. In what ways will you assess your student’s learning? Tests, quizzes, papers, discussion boards, etc.

5. Will you make the class self-paced or give due dates? How long will you have assignments open?

6. Will you participate in the discussions? How will you replace the in-person experience the student may be accustomed to? In other words, how will you establish student-instructor interaction as well as student-student interaction?

7. How will you solicit feedback from the student regarding changes to future classes to meet the student’s needs?

Rubric
Statement of Goals Rubric
Statement of Goals Rubric
Criteria Ratings Pts

This criterion is linked to a Learning Outcome
Paper length and Mechanics
Paper is 1 to 2 pages in length. Proper Mechanics used(spelling and Grammar).

1.0 pts
Full Marks
1 to 2 pages submitted. Mechanics reflect careful editing.

0.75 pts
Strong
1 to 2 pages submitted. A couple of errors present but they do not distract.

0.5 pts
Fair
1 to 2 pages submitted. Mechanical errors distract at times

0.25 pts
1 Marks
Less then 1 page submitted. Distracting mechanical errors through out.

1.0 pts

This criterion is linked to a Learning Outcome
3 Sources cited
1. The article Effective Teaching Online
2. The handout titled 20 Best Practices and Expectation for Online Teaching
3. One additional source (e.g., textbook, article, interview with colleague, faculty member or Dean)

1.0 pts
Full Marks

0.0 pts
No Marks

1.0 pts

This criterion is linked to a Learning Outcome
Prompt number 1 answer.
Explanation and analysis of:
How will you ensure that you are meeting your course objectives as defined by your department?

2.0 pts
Full Marks
Clear and concise explanation and analysis that thoroughly discusses the information presented.

1.0 pts
Strong
Clear explanation and analysis that discusses most of the information present.

0.5 pts
Fair
Explanation and analysis attempts to discuss information but is unclear

0.0 pts
No Marks
Little or no explanation or analysis of the information presented.

2.0 pts

This criterion is linked to a Learning Outcome
Prompt number 2 answer.
Explanation and analysis of:
How will face-to-face assignments need to be adjusted to being delivered online?

2.0 pts
Full Marks
Clear and concise explanation and analysis that thoroughly discusses the information presented.

1.5 pts
Strong
Clear explanation and analysis that discusses most of the information present.

1.0 pts
Fair
Explanation and analysis attempts to discuss information but is unclear.

0.5 pts
No Marks
Little or no explanation or analysis of the information presented.

2.0 pts

This criterion is linked to a Learning Outcome
Prompt number 2 a answer.
Explanation and analysis of:
How will you ensure student-content interaction?

2.0 pts
Full Marks
Clear and concise explanation and analysis that thoroughly discusses the information presented.

1.0 pts
Strong
Clear explanation and analysis that discusses most of the information present.

0.5 pts
Fair
Explanation and analysis attempts to discuss information but is unclear.

0.0 pts
No Marks
Little or no explanation or analysis of the information presented.

2.0 pts

This criterion is linked to a Learning Outcome
Prompt number 3 answer.
Explanation and analysis of:
Will you include synchronous participation?

2.0 pts
Full Marks
Clear and concise explanation and analysis that thoroughly discusses the information presented.

1.5 pts
Strong
Clear explanation and analysis that discusses most of the information present.

1.0 pts
Fair
Explanation and analysis attempts to discuss information but is unclear.

0.5 pts
No Marks
Little or no explanation or analysis of the information presented.

2.0 pts

This criterion is linked to a Learning Outcome
Prompt number 3 a answer.
Explanation and analysis of:
How will you utilize this in your class (the assignment and the method, e.g. Conference function in Canvas).

2.0 pts
Full Marks
Clear and concise explanation and analysis that thoroughly discusses the information presented.

1.0 pts
Strong
Clear explanation and analysis that discusses most of the information present.

0.5 pts
Fair
Explanation and analysis attempts to discuss information but is unclear.

0.0 pts
No Marks
Little or no explanation or analysis of the information presented.

2.0 pts

This criterion is linked to a Learning Outcome
Prompt number 4 answer.
Explanation and analysis of:
In what ways will you asses your student’s learning? Tests, quizzes, papers, discussion boards, etc.

2.0 pts
Full Marks
Clear and concise explanation and analysis that thoroughly discusses the information presented.

1.5 pts
Strong
Clear explanation and analysis that discusses most of the information present.

1.0 pts
Fair
Explanation and analysis attempts to discuss information but is unclear.

0.5 pts
No Marks
Little or no explanation or analysis of the information presented.

2.0 pts

This criterion is linked to a Learning Outcome
Prompt number 5 answer.
Explanation and analysis of:
Will you make the class self-paced or give due dates? How long will you have assignments open?

2.0 pts
Full Marks
Clear and concise explanation and analysis that thoroughly discusses the information presented.

1.5 pts
Strong
Clear explanation and analysis that discusses most of the information present.

1.0 pts
Fair
Explanation and analysis attempts to discuss information but is unclear.

0.5 pts
No Marks
Little or no explanation or analysis of the information presented.

2.0 pts

This criterion is linked to a Learning Outcome
Prompt number 6 answer.
Explanation and analysis of:
Will you participate in the discussions? How will you replace the in person experience the student may be accustomed to? In other words, how will you establish student-instructor interaction as well as student-student interaction?

2.0 pts
Full Marks
Clear and concise explanation and analysis that thoroughly discusses the information presented.

1.5 pts
Strong
Clear explanation and analysis that discusses most of the information present.

1.0 pts
Fair
Explanation and analysis attempts to discuss information but is unclear.

0.5 pts
No Marks
Little or no explanation or analysis of the information presented.

2.0 pts

This criterion is linked to a Learning Outcome
Prompt number 7 answer.
Explanation and analysis of:
How will you solicit feedback from the student regarding changes to future classes to meet the student’s needs?

2.0 pts
Full Marks
Clear and concise explanation and analysis that thoroughly discusses the information presented.

1.5 pts
Strong
Clear explanation and analysis that discusses most of the information present.

1.0 pts
Fair
Explanation and analysis attempts to discuss information but is unclear.

0.5 pts
No Marks
Little or no explanation or analysis of the information presented.

2.0 pts

Total Points: 20.0

Best Practices in Online Teaching
20 Best Practices and Expectations for Online Teaching

The online learning environment presents a unique set of challenges that require clear definition of instructor performance. The following expectations are considered best practices. They identify the minimum level of interaction and management needed between students and instructors to maintain a quality online learning environment.

As a course instructor, it is anticipated that you will…

Follow the established course start and end dates. When students register for your course, they expect that it will start and end as stated.
Include a faculty bio which includes your picture, credentials, and other appropriate information about yourself. You will also need to provide contact information, office hour availability, and turnaround time for student inquiries and grades. Research has shown that for students to be successful in online courses, they must make a connection with the instructor.
There is a warm welcome to the course. A warm welcome announcement/module helps with orientation and helps create a safe trusting online environment critical to online course success. Though not required, some instructors create a welcome video so that students can put a “face to a name”.
To foster community building and interaction, it is important to have an assignment during the first week of classes. Student retention and success in your course is directly related to the interactions that happen in the classroom. Get your students interacting and engaged in the very beginning of the course!
Expectations, including grading assignment expectations, are clearly stated.
Instructors should make all expectations very concise and clear. Expectations should be posted well in advance and in a highly visible location (syllabus, announcement, first lesson, etc.), and reiterated as needed.
Announcements and updates are posted weekly.
Updates and announcements help remind students, and keep clarity and communication open. We suggest posting an announcement to your class at least once a week, telling students what you will be covering in the coming week and reminding them of any due dates or important course or college information.
There is a discussion rubric where points or guidelines for discussion comments are clearly stated.
Expectations for online comments, responses, questions and other online dialogue should be clearly stated so every student knows what is expected. Netiquette is explained.
Monitor assignment submissions by communicating and reminding students of missed and/or upcoming deadlines. You can help insure a successful learning experience by practicing proactive course management strategies. This is best accomplished via a private email to students who have missed assignments. Reminders about upcoming assignments can reach all students through an Announcement.
Use multiple forms of assessment. Your students learn differently and therefore test differently as well. Assignments, discussion postings, presentations, quizzes, tests, activities, labs, and other course work can be used as a means of assessment in your course. *Remember that instructors use assessment to check for student comprehension of the course objectives – not just to assign grades in the course.
Early in the semester, establish a regular schedule for when you will be logging in to the course. Instructors should plan to log in to their courses at least four (4) days each week. Many of our students are adult learners who have work and family responsibilities. These students tend to be more active in courses on weekends, so you may wish to also include, in your schedule, time to monitor courses at least once on weekends.
Provide a response to student inquiries quickly, as you have defined as timely. Because online learners must manage their time carefully, timely instructor responses to email or questions posed in the discussion forums are especially important to them. If you cannot provide a detailed response within 24 hours, we suggest that you respond to the student to simply let them know when a more detailed response will be provided.
Provide timely and meaningful feedback on student work using clear and concise language. When providing feedback on student work, you have an ideal “teachable moment”! Simply telling a student “good job” or “needs work” doesn’t give them the information they need to succeed. They need (and want!) more specifics. What was it that made the work good? (So they can do it again!) What needs work and how can they improve? (Specifically!) Utilize the audio and video feedback function in EAGLE for better understanding.
The instructor is consistently and constantly involved in the online discussion.
The most important aspect of any student’s learning is the instructor. The instructor should be involved in the online discussion. In most cases the instructor responds to questions, provides encouragement, initiates new discussion topics, and identifies students who might need additional assistance. Whether the instructor makes a few or many comments, students need to feel the continual presence of the instructor in the online classroom and discussion.
There is some, but not too much, online text provided.
It is okay to have short, written text lectures or other textual materials in the course. However, a large amount of text will not generally be read by most students. Consider using print text books, audio lectures, slides, videos, pictures and other ways to convey information in addition to online text.
Active learning: There are one or more activities for students to do in the course.
The activities can be online or offline projects. When students engage in activities, including creating content, the interaction increases their learning. Activities include but are not limited to PowerPoint presentations, online collaborative projects, role playing, debates, labs and more.
Communicate to your students, in advance, when you will grade and return all assignments and exams. If you don’t tell them this information, you will definitely be asked! Be reasonable to the student and yourself. Don’t overwhelm yourself with a 24 hour turn-around time; however, don’t make the student wait for feedback, particularly if feedback is needed before attempting the next assignment.
Make sure you have immediate and predicable access to the same technology that is required for students in your course. Your course syllabus is an excellent place to communicate to your students the technology they must have in place to effectively participate in your online courses. You will want to make sure you are using a computer system and network that can meet those technology requirements, too!
Give prior notice to your students and to your Dean/supervisor in the event that you will be unable to log into the course for several days or more (e.g., during professional travel). This will help to forestall many student inquiries! You also should consider finding coverage for your online course if you are going to be out of contact with students for more than a couple of days, especially if they are to be working on assignments while you are gone. In cases of personal emergency, you are asked to notify students and the administrative unit overseeing your course as soon as possible if you will be away from the course.
Encourage your students to give feedback about assignments and to complete an end-of-course survey. Feedback from students is a great way to make improvements to the course or to your teaching. Research has shown that the biggest influence on whether a student completes an end-of-course survey is you, the instructor! Please send your students a note encouraging them to complete the survey and assuring them that the information that will be used to improve the course is important.
Show enthusiasm and a passion for the content you are teaching. Students respond better and are more engaged with the content if you are excited about what you are teaching!

*Portions of this document were adapted from “Online Instructor Performance Best Practices and Expectations,” Penn State World Campus

https://www.insidehighered.com/digital-learning/article/2017/07/12/7-guidelines-effective-teaching-online

Transforming Teaching & Learning
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Effective Teaching Online

Four authors of books about online course development offer guidelines for engaging learners in distance education courses.

By
Sharon O’Malley
July 12, 2017

GETTY IMAGES

Inside Digital Learning asked four authors of books about online education for their expert advice on how instructors and their institutions can excel in virtual course instruction. The authors agreed that the online classroom is different enough from the traditional one that faculty members and adjuncts need to create courses for digital delivery that are substantially different from those they teach on campus. And they said teaching online requires an even keener focus on student engagement than the face-to-face model does.

“Years ago, we used to say the danger of online courses was they were just going to become electronic correspondence courses,” said Rita-Marie Conrad, who along with Judith V. Boettcher, wrote The Online Teaching Survival Guide. “That’s still a danger. As each new wave of instructors comes into this environment, there’s still that misunderstanding that this is a new environment.”

However, institutions and professors should be encouraging residential students to take classes online. “[Colleges] don’t provide an online experience to every undergraduate student, but we’re doing them a disservice,” said Elliot King, co-author of Best Practices in Online Program Development and the upcoming Best Practices in Planning Strategically for Online Education.

More and more, employers are offering professional development courses online, he noted. “Learning online is different from face-to-face, and [graduates] won’t have any experience. If the college wants students to be lifelong learners, give them the opportunity to” take virtual courses.”

In addition to Conrad, Boettcher and Elliott, Inside Digital Learning spoke with Marjorie Vai, author of Essentials of Online Course Design and editor of Routledge’s Essentials of Online Learning series.

Here are the authors’ top tips for creating engaging and successful online education:

Make It a Group Effort

Even an instructor who has taught the same course dozens of times in an on-campus classroom will spend many extra hours figuring out how to teach it online, said Conrad, a lecturer at University of California, Berkeley. So colleges and universities should offer them some sort of compensation, like a lighter teaching load the first semester or extra pay.

In addition, Conrad added, faculty members need training in how to design and teach an online course. “Too often, faculty try to lay the technology on top of the face-to-face course, and that does not work well,” she said. “It doesn’t work for the students, and it doesn’t work for the faculty.”

Focus on ‘Active’ Learning

Instructors often rely on long lectures to fill the time in a traditional class meeting. But even the most dynamic lecturers cannot get away with that online, Conrad said.

To engage students who are not in the room during a lesson, the course should mix spurts of discussions, collaboration, video and audio clips, and hands-on exercises with text and possibly brief video lectures, Conrad suggested.

“It’s not a lecture classroom online,” she said. “It’s an active learning classroom online.” And she said this blend of teaching and learning tools is new to many professors who have not created active learning environments in their face-to-face classrooms.

‘Chunk’ the Lessons

Long lectures probably aren’t the best way to engage a face-to-face class – and are even more ineffective online, said Vai, an e-learning consultant and former chair of the English language studies department at the New School in New York.

“The student should be engaged,” she said, “so no pages of text or an hour-long video.” She recommended presenting information in 10-minute “chunks” and agreed with Conrad about the importance of varying the format.

Vai also suggested designing lessons with ample white space; breaking up text with photographs so students can see examples of what is in the text; and incorporating color into section titles.

Keep Group Sizes Small

In a traditional classroom or lecture hall, some students never participate in discussions or ask questions, usually because they are either shy or are not engaged. Online, said King, academic director of Loyola University Maryland’s master’s program in emerging media, that participation is required, but can be equally intimidating if students are expected to engage with dozens of classmates.

King recommended a cap of 20 to 30 students in online classes. And he has advised professors to break those students into groups of no more than 10 for purposes of discussions, collaboration, peer critiques and group activities.

“It’s much easier for them to coordinate their time when there are fewer students,” King said. “Everyone has to participate, but the barriers go down because they’re only participating with 10 students.”

Be Present

“No matter where teaching and learning take place, the importance of the faculty member being there and being mentally present with the students is the most important thing they can do,” said Boettcher, of Designing for Learning, her Tallahassee, Fla.-based elearning consulting firm.

That doesn’t mean simply responding to questions that students post online. Boettcher said instructors should have a “social presence” in their online classrooms, and encourage students to do the same. She suggested faculty members post their bios in the classroom and also do “some cocktail-party sharing” by telling students which books they are reading and the topic of their research. They also can post photos of themselves working on their laptop at a coffee shop or mention something interesting that happened over the weekend.

“Students should have a well-rounded idea of who [their professors are] as people,” Boettcher said.

Parse Your Time

All of the authors agreed that instructor presence is critical to student success in a virtual class. Still, noted Conrad: “Online courses can really consume you; I know this from experience.”

Responding to every discussion board post by every student in an online class “will crush you,” King agreed. “Manage your time in a reasonable way. Don’t be available 24/7. Don’t turn your class into a one-on-one interaction with 30 students.”

Conrad agreed. “Institutions think a faculty member needs to respond to everything” each student posts online. “That’s not the way it is.”

Conrad, who said she “picks and chooses” what she responds to, noted that if the instructor comments on every post, students tend to write their posts for the instructor, and not for other students. Online discussions, she said, should be between students.

Still, she said, the instructor “cannot simply let a course run itself. You’re there as much as you are in a regular classroom. But that doesn’t mean you’re in the course 24/7. Pick and choose where you insert your voice.”

Embrace Multi-media Assignments

Students who enroll in virtual courses usually are at least somewhat facile with technology, King noted, saying professors should leverage that by allowing them to use digital tools for their assignments.

While it’s quicker to grade papers than to review student-produced PowerPoint presentations or videos, King said, “a lot of students express themselves better that way.”

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