BOT Rules for Parent Education

Most Recent Course Syllabi:
FE 5698: Download file
FE 5701: Download file
FE 5702: Download file
FE 5712: Download file
FE 5796: Download file

Questions:
- How do we organize and structure program online as a program?
- Will the University/College allow our own portal?
- Can we get our own URL?
- How can we increase access (for the blind, hearing impaired, etc.)?

Calendar Sample: Download file

Course Planning Form: Download file

Module Sample: Download file

Course Development Model: Download file

Production Timesheet: Download file

Syllabus Template: Download file

Bransford, J. D., Brown, A. L., & Cocking, R. R., (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, D. C.: National Academy Press.

Collison, G., Elbaum, B., Haavind, F., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Madison, WI: Atwood.

Johnson, J. L. (2003). Distance education: The complete guide to design, delivery, and improvement. New York: Teachers College.

Jonasson, D. H., Carr, C., & Yueh, H. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.

Kowch, E., & Schwier, R. (1997). Characteristics of technology-based virtual learning communities. Paper presented at the Second National Congress on Rural Education, Saskatoon, Saskatchewan, February 21, 1997.

Ludwig-Hardman, S., & Dunlap, J. C. (2004). Learner support services for online students: Scaffolding for success. In J. J. Hirschbuhl, D. Bishop, (Eds.). Computers in education 04/05, Eleventh edition (pp. 190-197). Guilford, CN: Mc Graw-Hill/Dushkin.

Boettcher, 2004
Well structured content:
1. Integration/grounding in previous knowledge (pre-assessment)
2. Multi-modal (gaming, music, multiple paths)
3. Content types scaffolded
(a) core concepts/principles
(b) well-structured problems with known solutions
(c) less structured complex problems without knows solutions
*Also described in class as explain, explore, & expand

Collison, 2000, et al
See separate BLOG for detail

Johnson, 2003
- Examples: Oregon Community College, Western Governor's College, Britain's Open University
- Practicals: pedagogy, case studies, design to delivery, course ingredients, student support
- Quality: assessment & evaluation, standards, accredation, how policy makers view DL, implications for future development

Kowch & Schwier, 1997
- Theoretical issues for building community:
1. Theory & form of online community should be aesthetically pleasing
2. Consider moral connections where "I" thinks about "we" - facilitate discourse on common shared values and committments
3. Robust, innovative, & integrated approach to technology that fits the community
4. Constructivist
- Organized around relationships (belonging), ideas (shared concerns), mutual support, and a common goal. Students need continuity, time to settle in, to become responsible for their physical surroundings, to take part in a caring community.
- Principles:
-Negotiation- purposes, intentions, and protocol constructed by participants
-Intimacy- participants free to select level of intimacy desired without limits
-Committment- community depends on participation, they feel this
-Engagement- immediacy, effervescent, legitimate, and authentic discourse

Ludwig-Hardman & Dunlap, 2004
- Online course attrition between 20-50%
- Student persistence predicted by degree of academic and social integration.
- Attrition linked to: lack of interaction, feeling isolated, not feeling a part of community, not possessing skills needed for success*, not self directed learners
- Self directed skill set: self-discipline, ability to work alone, time management, learning independence, ability to develop plan for completing work

Doering, A. (2004). Necessary ingredients. Powerpoint presentation as part of Building Online Communities class, University of Minnesota, July 26, 2004.

http://www.colorado.edu/cewww/fac101/success4.htm

http://ace.coe.wayne.edu/guidelines.html

http://www.ion.illinois.edu/ionresources/onlinelearning/studentprofile.html

How do we get to know someone without meeting them?
History, Pictures, Audio (voice), attachments (papers), ask questions

How do we make it meaningful learning for students?
Connect to personal schemas (contexts), techno-friendly, connected to previous learning and stimulating further learning, valuable/useful for the learner, something they want to share, accomplish student goals, cooperative (truly learning together), timely/needed

What are the tools you want to give students to communicate?
Threaded discussion, chat rooms, video, audio Inspiration (students purchase as if they would a textbook)
Problem based environment with over-arching theme where it is the student's mutual purpose to find solutions
-Of the tech tools avaliable, what is best for our clientele (don't assume newest is best)
-What tech can be used in addition, on the side (i.e. Inspiration)

How facilitate student to student communication?
All share intellectual resources, peer review and critique

How make it aesthitically pleasing?
Look at other websites. How do they make you feel? What is inviting?
-How can aesthetics enhance safe and comfortable feel?

How do we get students to need the community; instill intrinsic motivation?
-Learning groups of 3-4
-Assign specific tasks (accomplish this, present this, solve this)
-Work toward bigger/capstone project that motivates people to do well and learn

Is there an anonymous area to discuss?