Professional Documents
Culture Documents
Course Description
Not too long ago, it was believed that anyone who graduated from a doctoral program was
capable of teaching. In recent years, however, it has become apparent that teaching is not an
intuitive behavior. In addition to content, teaching also involves a complex intellectual process,
and to develop the art of teaching, professors require guidance and support. As the roles and
responsibilities of university-level educators have evolved and expanded in recent years, the
preparation of emerging university faculty leaders must focus on the development of the
knowledge, skills, and strategies for teaching and learning in higher education. This short
course is designed to introduce the strategies and exemplars of university teaching skills
necessary to meet these new professional demands for teaching at a university level.
Higher education professionals, new PhD graduates, newly hired university educators and
research scientists, and others interested in enhancing their teaching techniques in a university
setting will acquire in this six-week course the foundational knowledge of the science of
teaching and learning and develop skills and strategies for teaching at the university level.
Learning Outcomes
Describe the important principles of best practices in education that will enhance the
students' learning in a classroom, laboratory, or clinical setting
Discuss key elements in planning and facilitating effective small group learning
Discuss teaching and learning strategies and practices for facilitating online courses
Schedule
Pre-Course Content
Video Lectures
Learning Activities
Learning Activities
Submission of Peer Assessment 1: Deadline March 30, 2014 at 11:59 PM GMT -400
(EDT)
Learning Activities
Video Lectures
Learning Activities
Submission of Peer Assessment 2: Deadline April 13, 2014 at 11:59 PM GMT -400
(EDT)
Video 5: Small Group Learning: Common Challenges in Facilitating Small Groups and
Strategies to Address Them
Video 11: "Ask Us Anything" Question 6: Failing Students in 21st Century Higher
Education
Video 12: "Ask Us Anything" Question 7: Staying Motivated and Encouraging Student
Involvement
Video 13: "Ask Us Anything" Question 8: Mapping Course Plan and Activities to
Learning Objectives
Video 14: "Ask Us Anything" Question 9: Evaluations & the "Popularity Contest"
Video 15: "Ask Us Anything" Question 10: Written Evaluations for Large Classes
Learning Activities
Evaluation of Peer Assessment 2: Deadline April 20, 2014 at 11:59 PM GMT -400
(EDT)
Learning Activities
Quiz 2 (Extra Credit): Deadline April 27, 2014 at 11:59 PM GMT -400 (EDT)
Grading Policy
Grades will be based on the following:
Quiz 1 = 20%
Quizzes
Quiz attempts are not timed.
You are allowed to attempt each quiz three times, and your best score will be taken as your
effective score.
Peer Assessments
The peer assessments in this course are an opportunity for you to (1) demonstrate your
knowledge, (2) learn by reading the work of your peers, (3) provide constructive feedback to
your peers, and (4) learn from the feedback provided by the peers who have evaluated your
work.
For each of the assignments, you will be given a one-week window to submit your answer to
the assigned questions. The day after the submission window closes, the one-week evaluation
window opens and those of you who have submitted the assignment will be able to begin
evaluating your classmates' work. You are expected to evaluate the work of at least four of your
classmates, and you will be provided with a detailed rubric to guide your evaluations.
Evaluations must be completed by the time the one-week evaluation window closes.
The goal of the assignments is for all of you to learn how to apply what you have learned from
the lectures and the discussion forums. It is intended to be a learning activity that complements
the lecture portion of the course. Please keep these intentions in mind while evaluating the
work of your peers. Provide constructive feedback, and remember to always exercise civility
and show respect for your fellow students. You are expected to be fair and not excessively
punitive. Although all work must be submitted in English, please also remember that English is
not necessarily everyone's primary language.
Discussion Forums
All students are encouraged to participate in the Discussion Forums by asking and answering
questions and providing feedback.
Questions and comments for Drs. Andrews and Jeffries should be posted in the Professor's
Forum. This is the forum that Drs. Andrews and Jeffries will check most frequently for
questions and conversation related to the material covered within the lectures. It is reserved for
questions about course subject matter only.
All students are expected to be civil when participating in the Discussion Forums.
Use the flag icon to report inappropriate content or highlight posts related to platform
issues.
Statement of Accomplishment
Students who earn 70% or more will be considered successful and will receive a printable
statement of accomplishment (free enrollment) or verified certificate (Signature Track
enrollment) signed by the Instructors.
Calkins, A., & Vogt, K. (2013). Next generation learning: The pathway to possibility
[White paper]. EDUCAUSE: Next Generation Learning Challenges. Retrieved
from http://net.educause.edu/ir/library/pdf/NGW1301.pdf
Codde, J. R. (2006). Applying the seven principles for good practice in undergraduate
education. Retrieved fromhttps://www.msu.edu/user/coddejos/seven.htm
Optional
Ehrman, S. (1995). Asking the right questions: What does research tell us about
technology and higher learning? Change, 27(2), 20-27.
Felder, R. M., & Soloman, B. A. (n.d.). Learning styles and strategies. Retrieved
January 20. 2014,
fromhttp://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Grant, J. (2002). Learning needs assessment: Assessing the need. British Medical
Journal, 324(7330), 156-159. Retrieved
fromhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC64520/
Fleming, N. (n.d.). The VARK questionnaire: How do I learn best? Retrieved March 10,
2014, from http://www.vark-learn.com/english/page.asp?p=questionnaire
Soloman, B. A., & Felder, R. M. (n.d.). Index of learning styles questionnaire. Retrieved
March 10, 2014, fromhttp://www.engr.ncsu.edu/learningstyles/ilsweb.html
Guhlin, M. Nussbaum-Beach, S., Knightbridge, A., Cattell, S., Casey, R., McLeod, M.,
DeKock, D., et al. (n.d.). Blooms digital taxonomy. Retrieved March 10, 2014,
from http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
Lane, J. L. (2007). The two-purpose syllabus: A blueprint for faculty and students.
Retrieved fromhttp://www.schreyerinstitute.psu.edu/pdf/TwoPurposeSyllabus.pdf
The University of North Carolina at Charlotte The Center for Teaching and Learning.
(2004). Writing objectives using Blooms taxonomy. Retrieved
fromhttp://teaching.uncc.edu/learning-resources/articles-books/best-practice/goalsobjectives/writing-objectives
University of Washington. (n.d.). How to write learning objectives. Retrieved March 10,
2014, from http://depts.washington.edu/eproject/objectives.htm
Example Syllabi
Example Syllabus 1
Example Syllabus 2
Example Syllabus 3
Example Syllabus 4
Example Syllabus 5
London Deanery Faculty Development. (n.d.). Small group teaching [Online module].
Retrieved March 3, 2014, fromhttp://www.faculty.londondeanery.ac.uk/e-learning/smallgroup-teaching
Note: You can access each page of the module by using the Next and Previous buttons
at the bottom of the page.
Stanford University Center for Teaching and Learning. (1999). Cooperative learning:
Students working in small groups. Speaking of Teaching, 10(2), 1-4. Retrieved
from http://www.stanford.edu/dept/CTL/Newsletter/cooperative.pdf
London Deanery Faculty Development. (n.d.). Teachers toolbox: Small group activities.
Retrieved March 3, 2014, fromhttp://www.faculty.londondeanery.ac.uk/e-learning/smallgroup-teaching/Toolkit_small_group_activities.pdf
How does small group learning differ from other teaching methods such as traditional
lectures or independent study?
What learning opportunities are available in the small group setting that are not as
easily accomplished in other learning settings?
Reflective Activity for Video 3: Planning for Effective Small Group Learning
Note: Complete this reflective activity before watching Video 3: Planning for Effective Small
Group Learning.
In Video 3, the following questions will be explored:
Consider the following questions and prompts related to effective small group learning:
What are some ways to address the different learning styles of small group
participants?
What options might you have for the physical setting and how might these impact the
effectiveness of small group learning? Why?
What are some ways to assess learners knowledge and skills in the small group
setting?
Penn State University. (n.d.). Faculty self-assessment: Preparing for online teaching.
Retrieved March 10, 2014 fromhttps://weblearning.psu.edu/FacultySelfAssessment/
Some Resources:
Chen, Yau-Jane,Willits, Fern K. (1998). "A Path Analysis of the Concepts in
Moore's Theory of Transactional Distance in a Videoconferencing Learning
Environment." Journal of Distance Education. 13 (2) pp.51-65, 1998.
Cookson, P. S., and Chang, Y. (1995). "The multidimensional
audioconferencing
classification system (MACS)." The American Journal of Distance Education.
9
(3), 18-36.
Garrison, Randy. (2000). "Theoretical Challenges for Distance Education in
the
21st Century: A Shift from Structural to Transactional Issues."
International
Review of Research in Open and Distance Learning. 1 (1) June, 2000.
Gayol, Yolanda. (1999). Exploring the quality of the educational design of
international virtual graduate programs: a new model of evaluation. The
Pennsylvania State University.
Keegan, Desmond, Ed.(1993). "Theoretical Principles of Distance
Education."
Routledge, New York.
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Quiero felicitarle por esta presentacin ya que me sirvi de gran ayuda para
comprender de mejor manera la Taxonomia de Bloom. Gracias.
LUIS ROBERTO PINDUISACA TIXI
ESTUDIANTE DE LA UNIVERSIDAD NACIONAL DE CHIMBORAZO
RIOBAMBA - ECUADOR
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OVERT
Understand
Ohm's Law
Determine the
bad circuit
Select between...
Samples
Curriculum Development tutorial developed by Leslie Owen
Wilson, School of Education, University of WisconsinStevens Point.
Writing Behavioral Objectives, tutorial prepared by
Teaching and Learning Center, Elementary General Music.
How to Write Behavioral Objectives, Dr. Bob Kizlik,
Adprima tutorial. Includes examples of objectives written
for English language arts, mathematics, science, and social
studies.
Learning Skills Program. Blooms' Taxonomy. Samples of
verbs to use that capture various levels and kinds of skills.
Summary
In addition to indicating to learners what they will know and be
able to do at the successful completion of a course, well-crafted
learning objectives are also the touchstones guiding the rest of
the course development process. The choice of course materials,
assignments or activities, and assessments should all reflect the
learning objectives.
The question to consider when building a course from learning
objectives is: How does this element of the course relate back to
one or more of the learning objectives? For example, learners
should not be asked to read or review material that is not
relevant to one of the objectives. Nor should they be assessed
on skills or knowledge which is not specifically outlined as
important in one or more of the objectives.
Additional Resources
describe how the approach adopted affects course content and structure;
list the four ways the instructional design process for a distance learning course
differs from the design process for classroom-based courses; and
Lesson Three
Using Technology to Encourage
Communication
Academic Discussions: Utilizing the Best Format for Your Purposes
In this lesson you will learn about different types of
academic discussions and their varying formats.
You'll also begin thinking about the appropriateness
of each for your subject and learners.
Objectives
Required Reading
discuss which format is appropriate for your learners and topic; and
discuss which format would be most inappropriate for your learners and topic.
For this lesson, we will focus on this last function: academic discussions.
Part 2: Four types of Academic Discussion Formats
There are four primary formats used for academic discussion purposes. They are:
In-Class Discussion - This is the classroom discussion you are all familiar
with.
Email via a Listserv - This is a discussion conducted via email where the
messages are automatically sent out to all participants who are registered on
the list. These messages appear throughout the day in each participant's
regular email box.
Live Chat - This is a discussion that is done on-line, but all participants are
logged in at the same time. The messages appear as a running commentary in
text.
Lesson Four
Using Technology For Collaboration and
Feedback
Overview
In this lesson you will be exploring electronic tools
for collaboration and feedback. Frequent interaction
and prompt and effective feedback are important to
the continuing motivation of distance learners. They
also assist learners in judging their accomplishment
of course objectives.
Required Reading
Objectives
Collaboration at a Distance
Collaboration involves learners working together on a product. This is most often done
in distance learning courses when there is a cohort of learners enrolled together who
are progressing through the course at the same time and about the same pace. Just as
in the classroom, collaboration helps learners constructively build from each other's
unique knowledge, insights, and perspectives. When students work together they learn
from one another and extend their interaction and learning. But not being physically
present in the same space can make group work difficult to coordinate.
The ongoing work of collaboration requires significant communication among team
members, so the communication capabilites of the distance learning media used
become critical to success. Ideally there should be opportunities for both realtime synchronous communication such as chat, teleconferences, or electronic
blackboards, and delayed, asynchronouscommunication such as email or threaded
discussion.
When properly applied, technology can faciltate communication and eliminate barriers
to collaboration. Electronic interaction offers these benefits to distance learners:
It's more challenging to collaborate in independent study courses where learners in the
same class enroll at different times and move through the coursework at different
paces. Collaborative work can be designed that asks learners to contribute their own
unique part to a larger whole that is being built through time. For example, in Los
Angeles County Office of Education TEAMS Distance Learning Classroom Projects such
as The California Guided Tour and the Sensational Soil Sampling Project , learners add
information about particular places and conditions to a map or database which is being
built collectively. Each person adds individual information according to uniform
parameters so that a comon product emerges.
Effective Instructional Use
Many UW faculty members are making use of electronic means for collaboration,
including Beth Kalikoff, Writing Center Director and Senior Lecturer at the University of
Washington, Tacoma campus. Beth uses online discussion and peer review forums to
facilitate communication among staff and within courses - promoting student
collaboration and critical thinking.
Kimberlee Gillis-Bridges, lecturer in the English department, uses EPost message
boards to help students think critically. In her Summer 2000 classRace in U.S. Cinema,
she posted questions to her EPost message board before each film screening. Students
were required to respond both to her question and to another student's response. This
technique not only guaranteed an active EPost discussion, it also brought students to
class ready to critically discuss the topic at hand; participation in the message board
helped students to begin critical thinking.
Phillip Thurtle, lecturer in Communications, found that EPost helped his students
discuss topics that they found uncomfortable bringing up in class. In his Spring 2000
class The Cultural Impact of Information Technology, he found that a non-directed
EPost message board gave his students a space in which to discuss controversial
topics.
Bill Talbott, instructor of PHIL 410 Social Philosophy-The Priority of Liberty, uses Peer
Review to provide students with input on writing assignments from other students.
Students evaluate their peers' work online prior to turning it in. This assignment has
raised the quality of students' work, Talbott says, and provides students with greater
feedback. In addition, online reviews free up valuable class time.
determine what learners already know about a topic, gauge their incoming skills,
measure their attitudes toward the subject, and discover what most needs to be
learned. Pre-assessments can also pique learner interest in the subject.
Assessments at the start of a course engage the attention and enthusiasm of
learners, introduce them to the topic, and generate discussion. Assessments during
the courseadd variety to course activities, provide transition between topics, measure
progress, provide opportunities to integrate new knowledge into daily life, and
reinforce learning with practice. Assessments at the course end measure achievement
of the learning objectives and reinforce learning. Assessment at any of these stages is
appropriate in distance learning.
Challenges of Assessing at a Distance
People learning independently are often anxious about how they are doing,
particularly if they are new to this kind of educational environment. They need
frequent and thorough feedback on their progress to maintain their momentum and
gauge their learning. You will need to include numerous assessments, both formal such as exams, and informal - such as discussion assignments, to minimize this
anxiety and assist learners in gauging their individual progress.
Credit or credentialing requirements in your field may dictate that the identity and
skills of specific learners be confirmed in person. In this case, you may need to arrange
for in-person demonstrations of learning such asproctored examinations. A proctored
exam is a supervised exam in which either you or the learner identifies an appropriate
person and place to administer the test. This place could be distant from you but local
to the learner. Some organizations provide proctoring services for a fee.
The nature of your subject may make assessment at a distance challenging. Many
instructors feel that human relations, or "soft skills", such as the ability to resolve
problems, coach, sell, or present at meetings, are more effectively taught in person
and assessed by direct observation. Some assessment activities are also more difficult
with current technology, including laboratory exercises, simulations, and role plays.
Procedures
Go back to learning objectives for the course as stated in the course introduction.
These objectives focus on what the learner will know or be able to do as a result of the
course. They provide milestones to guide learners through the course materials.
Learners need to know how assessments in your course relate to these goals. Every
objective should be assessed in some way, and nothing outside the objectives.
Examinations and Quizzes
First of all, what is a test? A test is any type of event that requires that someone (or
something) demonstrates some aspect of knowledge or skill. A test can have one item
or many items, but all tests require some form of demonstration. A test itself is a tool
more specifically, a measurement tool. Therefore, the purpose of a test is the
measurement of knowledge or skill.
Linda Ross, Instructor, Distance Learning Assessment and Evaluation
As in the classroom, quizzes and exams prepared for distance learners are designed to
allow them to demonstrate what they have learned in your course while giving them
additional opportunities for learning. But you will need to provide distant learners with
more support in preparing for these assessments, including exam preparation lessons.