The online teaching survival guide : simple and practical pedagogical tips / Judith V. Boettcher, Rita-Marie Conrad; foreword by Pam McQuesten
Book | Jossey-Bass | 2016 | Second edition.
Available at Gateway-Racine Campus New Books Display (LB 1044.87 B6.4 2016)

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Gateway-Racine Campus New Books Display LB 1044.87 B6.4 2016 Available
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Second edition.
xxix, 375 pages ; 28 cm
Includes bibliographical references (pages 339-375) and index.
1. Teaching Online: The Big Picture
Preparing to Teach in the Online and Blended Environments -- Uh-Oh. What Did I Say I Would Do? -- Is This You? -- The Definition of a Course -- How Do Online and Blended Courses Differ from Traditional Courses? -- Types of Online and Blended Courses -- The Four Stages of a Course -- Learning Theories and Theorists -- Summary - and What's Next
2. Pedagogical Principles for Effective Teaching and Learning: Ten Core Learning Principles
Background of the Ten Core Learning Principles -- Ten Core Learning Principles
Principle 1: Every Structured Learning Experience Has Four Elements, with the Learner at the Center
Principle 2: Learners Bring Their Own Personalized and Customized Knowlege, Skills, and Attitudes to the Learning Experience
Principle 3: Faculty Mentors Are the Directors of the Learning Experience
Principle 4: All Learners Do Not Need to Learn All Course Content; All Learners Do Need to Learn the Core Concepts
Principle 5: Every Learning Experience Includes the Environment or Context in Which the Learner Interacts
Principle 6: Every Learner Has a Zone of Proximal Development That Defines the Space That a Learner Is Ready to Develop into Useful Knowledge
Principle 7: Concepts Are Not Words But Organized and Interconnected Knowledge Clusters
Principle 8: Different Instruction Is Required for Different Learning Outcomes
Principle 9: Everything Else Being Equal, More Time on Task Equals More Learning
Principle 10: We Shape Our Tools, and Our Tools Shape Us
Summary - and What's Next
3. Best Practices for Teaching Online: Ten Plus Four
Best Practices for Online and Blended Teaching and Learning
Best Practice 1: Be Present at Your Course
Three Types of Presence
Best Practice 2: Create a Supportive Online Course Community
Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself
Best Practice 4: Use a Variety of Large Group, Small Group, and Individual Work Experiences
Best Practice 5: Use Synchronous and Asynchronous Activities
Best Practice 6: Ask for Informal Feedback Early in the Term
Best Practice 7: Prepare Discussion Posts That Invite Responses, Questions, Discussions, and Reflections
Best Practice 8: Think Digital for All Course Content
Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning
Best Practice 10: Plan a Good Closing and Wrap Activity for the Course
Four More Best Practice for Online and Blended Teaching and Learning
Best Practice 11: Assess as You Go by Gathering Evidences of Learning
Best Practice 12: Rigorously Connect Content to Core Concepts and Learning Outcomes
Best Practice 13: Develop and Use a Content Frame for the Course
Best Practice 14: Design Experiences to Help Learners Make Progress on Their Novice-to-Expert Journey
Summary - and What's Next
4. Technology Tools to Support Teaching and Learning
Guidelines for Choosing and Using Technology Tools -- Basic Set of Technology Tools for Online and Blended Teaching and Learning -- Basic Set of Digital Technology Tools: Their Teaching and Learning Purposes -- More Thoughts on the Basic Tools -- Tools for Practicing Contextual Knowledge and Exploring Possibilties -- Staying in Sync with Tools
5. Four Phases of a Course: Themes and Happenings
Phase 1 Course Beginnings: Starting Off on the Right Foot
Phase 2 Early Middle: Keeping the Ball Rolling
Phase 3 Late Middle: Letting Go of the Power
Phase 4 Closing Weeks: Pruning, Reflecting, and Wrapping Up
Summary - and What's Next
6. Phase 1: Course Beginnings: Starting off on the Right Foot
Tips for the Course Beginnings -- Course Beginnings Tips Overview -- Getting Started - Preparing Your Syllabus and Course Site -- Getting Started - Preparing Your Syllabus and Course Site
CB Tip 1: Essential Elements of an Online or Blended Course Syllabus and Course Site
CB Tip 2: More on the Significant Elements of an Online or Blended Syllabus
CB Tip 3: Creating a Syllabus That Jump-starts Learning
CB Tip 4: Using "Bookending" to Add Structure and Meaning to Your Course
CB Tip 5: Generating Energy and Purpose with Specific Learning Goals
Getting Started - Launching Your Course
CB Tip 6: Hitting the Ground Running: Mazimizing the First Week
CB Tip 7: Launching Your Social and Cognitive Presence
CB Tip 8: Getting to Know Students' Minds: The Vygotsky Zone of Proximal Development
CB Tip 9: Getting into the Swing of a Course: Is There an Ideal Weekly Rhythm?
Creating and Managing Discussion Posts
CB Tip 10: The Why and How of Discussion Boards: Their Role in the Online Course
CB Tip 11: Characteristics of Good Discussion Questions
CB Tip 12: Power Questioning for Meaningful Discussions
CB Tip 13: Response Posts - A Three-Part Structure
CB Tip 14: Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thoughts?
CB Tip 15: Using Discussion Forums to Gather Evidence of Learning
CB Tip 16: Feedback in Discussion Posts - How Soon, How Much, and Wrapping Up
CB Tip 17: The Faculty Role in Blended and Online Courses
Summary - and What's Next
7. Phase 2: Keeping the Ball Rolling in the Early Middle
Tips for the Early Middle
EM Tip 1: Tools for Teaching Presence: E-mails, Announcements, and Discussion Forums
EM Tip 2: Monitoring Student Progress Using Learning Management Systems
EM Tip 3: Early Feedback Loop from Learners to You
EM Tip 4: Early Feedback Tools: Rubrics, Quizzes, and Peer Review
EM tip 5: Steps in Memory-Making: What Teaching Behaviors Make a Difference
EM Tip 6: Tips for Making Your Grading Time Efficient and Formative for Learners
EM Tip 7: Dealing with Dificult Students - What Do You Do?
Building the Cognitive Presence
EM Tip 8: Building Cognitive Presence Using the Practical Inquiry Model
EM Tip 9: Core Concepts of a Course - Do You Know Yours?
EM Tip 10: Designing Assessment Plans for Online and Blended Courses
EM Tip 11: Three Best Assessment Practices
EM Tip 12: Assignments for the Evaluating and Creating Levels of Bloom's Taxonomy
EM Tip 13: Collaborating with Groups of Two or Three - Casual Grouping
EM Tip 14: Group Projects in Online Courses: Setting Up and Structuring Groups
EM Tip 15: Using Synchronous Collaboration Tools
EM Tip 16: Using Audio and Video Resources to Create a More Engaging Course
Summary - and What's Next
8. Phase 3: Letting Go of Power in the Late Middle
Overview of Late Middle Tips
Going Deeper: Leveraging the Power of Questions
LM Tip 1: Questions and Answers: Upside Down and Inside Out
LM Tip 2: Three Techniques for Making Your Students' Knowledge Visible
LM Tip 3: Developing Rigor in Our Questioning: Eight Intellectual Standards
LM Tip 4: Moving Beyond Knowledge Integration to Defining Problems and Finding Solutions
Feedback for Cognitive Growth
LM Tip 5: "Are You Reading My Postings? Do You Know Who I Am?" Simple Rules for Feedback in Online Learning
LM Tip 6: Feedback on Assignments: Being Timely and Efficient
LM Tip 7: Substantive Feedback: Doing It Wisely and Well
LM Tip 8: Rubrics for Analyzing Critical Thinking
Assessing Learning as You Go with Projects
LM Tip 9: Customizing and Personalizing Learning Projects
LM Tip 10: Managing and Facilitating Group Projects
LM Tip 11: Assessing Group Projects
LM Tip 12: Four Effective Practices During Project Time
Community Empowerment and Social Networking
LM Tip 13: Course Middles and Muddles: Souped-Up Conversations That Help Build Community
LM Tip 14: Using Social Networking Techniques to Build a Learning Community
LM Tip 15: Experts: A Touch of Spice
Summary - and What's Next
9. Phase 4: Pruning, Reflecting, and Wrapping Up
Tips for the Closing Weeks
Meaningful Projects and Presentations
CW Tip 1: Using What-If Scenarios: Flexing Our Minds with Possibilities
CW Tip 2: Stage 3 of a Learning Community: Stimlating and Comfortable Camaraderie
CW Tip 3: Learners as Leaders
CW Tip 4: Course Wrapping with Concept Mapping: Capturing Course Content Meaningfully
CW Tip 5: Using Case Studies in Online Courses: Making Content Real
Preparing for the Course Wrap
CW Tip 6: Pausing, Reflecting, and Pruning Strategies
CW Tip 7: Closing Experiences: Wrapping Up a Course with Style
CW Tip 8: Real-Time Closing Gatherings: Stories and Suggestions
CW Tip 9: Debriefing Techniques: What One Change Would Students Recommend?
Conclusions - and What's Next
10. Teaching Accelerated Intensive Courses
Tips for Intensive Courses (IC)
IC Tip 1: Designing for Intensive Courses Using Content Framing and Case Studies
IC Tip 2: High-Impact Practices for Short Courses: Reflections, Patterns, and Relationships
IC Tip 3: Developing Expertise in Short Courses: Can It Be Done?
Conclusion - and What's Next
11. What's Next: Reflecting and Looking Forward
Reflecting and Looking Forward Using the Four Course Phases
Reflecting and Looking Forward with the Learning Experiences Framework
Advice from Fellow Online Instructors
Conclusion: Innovation as a Three-Phase Process
Appendix: Resources for Learning More about the Research and Theory of Teaching Online
'The Online Teaching Survival Guide, Second Edition' enables you to customize both online and blended courses by applying practical instructional strategies mapped across a four-phase timeline designed with recognized learning theory and brain science. This edition features new material on teaching intensive and accelerated courses, additional ways to customize learning strategies and assess student mastery, as well as guidance on advanced course design. Create highly relevant and rewarding learning experiences with this intuitive, empirical guide.
29.00 (99-PRF-9)
Added Author
Conrad, Rita-Marie, author.
McQuesten, Pam, writer of foreword.
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