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Teaching Online: A Practical Guide 3rd New edition [Minkštas viršelis]

3.59/5 (197 ratings by Goodreads)
, (New York University, USA)
  • Formatas: Paperback / softback, 450 pages, weight: 522 g, Following previous edition; 5 Tables, black and white; 50 Illustrations, black and white
  • Išleidimo metai: 08-Apr-2010
  • Leidėjas: Routledge
  • ISBN-10: 0415997267
  • ISBN-13: 9780415997263
Kitos knygos pagal šią temą:
Teaching Online: A Practical Guide 3rd New editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 450 pages, weight: 522 g, Following previous edition; 5 Tables, black and white; 50 Illustrations, black and white
  • Išleidimo metai: 08-Apr-2010
  • Leidėjas: Routledge
  • ISBN-10: 0415997267
  • ISBN-13: 9780415997263
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780415997263.html
Raktažodžiai:
Teaching Online: A Practical Guide is a practical, concise guide for educators teaching online. This updated edition has been fully revamped and reflects important changes that have occurred since the second editions publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section.



New to this edition:















new chapter on how faculty and instructional designers can work collaboratively expanded chapter on Open Educational Resources, copyright, and intellectual property more international relevance, with global examples and interviews with faculty in a wide variety of regions new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section.



Focusing on the "how" and "whys" of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in Distance Learning and Educational Technology Masters Programs.

Recenzijos

"While a necessity for online teaching novices, the book will also be useful to experienced instructors....[ it]includes a wealth of examples showing the varied possibilities for online instruction, along with a basic glossary and an extensive guide to Web resources. This book definitely needs to be added to the library of anyone teaching in the online environment....Highly recommended."-CHOICE



"This book should be on the `must read list of those involved in classroom teaching as well as distance teaching."--Indian Journal of Open Learning

Preface xvii
PART I Getting Started 1
1 Teaching Online: An Overview
3
The Range of Online Experiences: Two Hypothetical Cases
6
Western Philosophy, a Course Taught Entirely Online
6
Introduction to Physics, a "Blended" Course
10
Teaching Online: The Basics
12
Teaching a Course Entirely Online
12
What about Support Personnel and Training?
15
Do You Have to Be a Computer Expert?
17
What Can Teaching Online Do for You?
18
Heightened Awareness of Your Teaching
19
New Connections with the Wider World
20
2 Scouting the Territory: Exploring Your Institution's Resources
22
Questions to Ask About Your Institution's Resources
23
What's Already in Place?
24
What Kind of Software, Hardware, and Operating System Is Available at Your Institution to Run Online Courses?
25
What Kind of Network Has Your Institution Set Up and What Is the Profile of Student Users?
25
What Kind of Computer Support Does Your Institution Provide?
27
What Kind of Instructor Training and Support is Available?
28
Different Resource and Readiness Levels: Three Typical Scenarios
28
The Low Readiness Scenario
29
The Mid-Range Readiness Scenario
29
The High Readiness Scenario
31
Adapting to Your Institution's Resource Level (and Perhaps Finding What You Need Elsewhere)
32
Low Institutional Readiness Solutions
33
Using Free Online Resources
36
Mid-Range Solutions
38
High Readiness Solutions
41
PART II Putting the Course Together 43
3 Course Design and Development
45
Two Examples of Course Design and Development
46
A Speech Course Taught Entirely Online
46
A Blended Mechanical Engineering Course
48
Initial Steps in Course Design and Development
51
Analysis
53
Course Goals and Learning Objectives
53
Design
57
Rubrics and Guidelines for Online Course Design
61
Course Development
63
Some Help in Getting Organized
64
Instructor-Generated Content and Presentation: Lectures and Commentary
67
Instructor Presentation: Simulations and Experiments
71
Discussion/Interaction/Communications
72
Group-Oriented Work and Student Presentation
77
Research
79
Assessment Considerations
82
High-Stakes, Low-Stakes Testing
82
Choosing Textbooks, Coursepacks, and Software for Your Course
86
Redesign
88
Redesign from Longer to Shorter
89
Redesign from Shorter to Longer
92
Some Final Tips on Course Development
94
4 Working with Others to Develop a Course
96
A Model of Instructor–Designer Collaboration
97
Advice for instructional Designers on Working with instructors
99
Advice for instructors Working within a Team Approach
103
How to Best Approach a Course You Did Not Develop but Are Asked to Teach?
109
Suggestions for Approaching the Teaching of a Highly Standardized Course
113
5 Creating an Effective Online Syllabus
115
The Contract
117
Class Participation and Grading Criteria
117
Managing Student Expectations
118
The Map
120
The Schedule
122
Using Specific Dates
124
Supplying Information More Than Once
125
Sample Syllabi: Online and Blended Course Versions
126
6 Building an Online Classroom
143
Dividing up and Organizing Your Material and Activities
145
Timing of Access
146
Pacing Considerations
147
Presentation Areas
149
Announcement Areas
151
Syllabus and Schedule Areas
152
Discussion Forums
152
Other Communication Tools
156
Internal Email, External Email
156
Instant Messaging and Texting
156
Chat, Whiteboard, and Other Collaborative Tools
157
Group Activity Areas
160
Web Resource and Linking Pages
161
Searching Capabilities
161
Quizmakers
162
Student Progress Reports and Tracking
164
Online Gradebooks
166
Other Course Areas and Features
167
Connecting to Social Networking Sites
168
Finding the Right Web 2.0 Tools and Keeping Informed
168
Virtual Worlds
169
7 Student Activities in the Online Environment
173
Group Activities
174
Dividing Students into Groups
176
Supervision and Assessment of Groups
179
Role Playing and Simulations
187
Computer-Based Simulations and Animations
191
Summaries, Consensus Groups
194
The Experience-Based Practicum or Lab Assignment
195
Reflective Activities
196
Just Discussion
201
Scenarios and Case Studies
203
Peer Editing and Review
205
Student Activities Involving Guest Speakers
206
Cross-Cultural Exchanges
208
Cross-Cultural Teams
210
The Challenges and Rewards of Cross-Cultural Courses
212
Using the Web as a Resource
214
Preparing the Way
215
Evaluating Web Sites
216
Varieties of Useful Web Sites
216
Using the Web as a Resource: Two Examples
221
A Grading Rubric for Every Activity?
223
8 Copyright, Intellectual Property, and Open Educational Resources
227
Copyright and Fair Use in the United States
228
Is Anyone Really Watching?
231
Finding the Rightful Owner
232
What to Do If You Aren't Sure Whether You Need Permission
232
What about Links and Embedded Resources?
234
Intellectual Property in the United States
236
The Legal Status of Your Work
236
Practical Steps for Protecting Your Work
238
Using Adobe Acrobat
240
Checking for Unauthorized Use
241
Open Educational Resources (OER)
241
Creative Commons License
242
Special Issues Related to Free Web 2.0 Sites
243
Assuring Academic Integrity among Your Students
244
9 Creating Courseware and Using Web 2.0 Tools
247
Creating Text for Course Pages
249
Creating Web Pages in a Web Editor
250
The How and Why of Images
252
Finding Images
252
The How and Why of Audio
257
Podcasting Services
262
Narrated Slide Shows
263
The How and Why of Video
266
Sites and Tools for Video
268
Screen-Capture/Screen-Casting Video Software
269
Student-Generated Content
270
Other Tools
273
Polls and Surveys
273
Quizzes
275
Mind-Mapping
275
Avatars
275
Animated Movies
277
Using or Creating Multimedia: Why and When Is It Worth It?
278
When to Avoid Multimedia and Web 2.0 Tools
280
Pulling It All Together
283
PART III Teaching in the Online Classroom 285
10 Preparing Students for Online Learning
287
Problems That Students Typically Encounter
288
Technical Problems
288
Problems Related to Learning Style and Online Communication
289
Preparing Your Students
290
Readiness Programs
290
Orientation Programs
291
Preparing Your Own Orientation Program
292
Elements of an Orientation
293
A Final Note
297
Providing FAQs
298
Introductory Techniques
298
11 Classroom Management and Facilitation
301
Record Keeping and File Management
301
Tips for Record Keeping
302
Electronic Files versus Hard Copy
304
Managing Communications
305
Creating a Uniform Announcement Area
306
Setting Rules and Establishing a Protocol for All Communications
308
Encouraging Participation and Managing Your Workload
309
The Effect of Class Size
310
Group Strategies and Interactivity of Content
312
Changing Class Sizes
315
Finding a Balance between Student-Centered and Instructor-Centered Activities
318
Some General Guidelines for Student Participation
319
Asynchronous or Synchronous Discussion?
320
Tips for Fostering Asynchronous Discussion
321
Tips for Establishing Effective Instructor-Facilitated Synchronous Communication
329
Team Teaching Online
334
The Shared Responsibility Model
334
The Division of Labor Model
336
The Primary-Secondary Model
337
12 Classroom Management: Special Issues
339
Privacy Issues
339
Identity Issues
341
Managing Student Behavior Online
342
Noisy Students
343
Quiet Students
345
Disruptive Students
346
Other Behavior Problems
354
A Final Word
356
13 Teaching Web-Enhanced and Blended Classes
357
Tips for Teaching Web-Enhanced Courses
359
Posting Lectures Online
359
A Revised Approach to Lecturing
360
How to Post Your Lectures Online
361
Using a Discussion Board
361
Enlisting Technology in Your Favor
363
Using Online Quiz-making Tools
364
Providing Advice and Support
365
Counseling Students Online
366
Establishing Virtual Office Hours
367
Assigning Group Projects
368
Using the Web as a Student Presentation Medium
369
Web-Based Exercises
369
Team Teaching
370
A Final Thought on Web Enhancement
371
Tips for Teaching Blended Courses
371
Preparing for the Blended Course
372
Design Issues for the Blended Course
374
Teaching the Blended Course
375
14 Taking Advantage of New Opportunities
377
New Career Directions
377
What to Do after You've Read This Book
379
Further Training
379
Focused Workshop Training
387
Learning from Your Own Experience
387
Where Do We Go from Here?
391
Networking with Others Involved in Online Education
394
Student Expectations
395
The Educational Marketplace
396
Glossary 398
Guide to Resources 405
Index 433
Susan Ko, Executive Director of the Center for Teaching and Learning at University of Maryland University College.









Steve Rossen, Instructional Technologist and Electronic Librarian, formerly Manager of the Faculty New Media Center at University of California at Los Angeles.