Designing and Delivering Effective Online Instruction
portes grátis
Designing and Delivering Effective Online Instruction
How to Engage Adult Learners
Bloomberg, Linda Dale
Teachers' College Press
05/2021
256
Dura
Inglês
9780807765296
15 a 20 dias
498
Descrição não disponível.
Preface
Purpose and Function of This Book
Organization of This Book
What Sets This Book Apart?
Additional Defining Features of This Book
Introduction: Going the Distance-
An Overview of the Online Learning Landscape
The Landscape of Online Learning
The Role of the Online Instructor
PART I: The Art of the Start: Design and Develop Online Instruction
The Set-Up Cycle
1. Develop Course Learning Outcomes
Outcomes Are Aligned With Your Vision for the Course
Outcomes Are Sequenced
Outcomes Are Specific and Measurable
Course Content Is Aligned With Outcomes
Chapter Summary and Synthesis
Reflection Checkpoint
2. Plan for Assessment of Learning
Assessment Instruments and Methods
Formative and Summative Assessment
Guidelines for Effective Assessment
Chapter Summary and Synthesis
Reflection Checkpoint
3. Create Course Content
Adult Learning Principles
The Multimedia Principle
Organization and Presentation of Material
Collaborative Learning Opportunities
Scaffolding
Inclusion, Equity, and Accessibility
Chapter Summary and Synthesis
Reflection Checkpoint
Part I Synthesis
PART II: Traveling the Educational Journey: Deliver Engaging and Empowering Learning Experiences
The Engagement Cycle
4. Onboard and Welcome Learners: Prepare, Support, Monitor
Learner Engagement and Teaching Presence
Prepare for the Online Learning Experience
Strategies for Onboarding Engagement
Support Learners to be Successful
Strategies for Ongoing Supportive Engagement
Monitor and Address Progress and Development
Strategies for Effective Monitoring
Chapter Summary and Synthesis
Reflection Checkpoint
5. Establish and Build Teaching Relationships
Benefits of Positive Working Relationships
Develop Your Working Relationships
Engage Through Presence
Foster a Growth Academic Mindset
Power and Positionality
Chapter Summary and Synthesis
Reflection Checkpoint
6. Multimodal Teaching Strategies to Engage and Empower Learners
Respect Diversity and Strive for Inclusion
Culturally Responsive Teaching
Address Unequal Access to Technology
Develop a Learning Community
Strategies for Facilitating Group Work and Collaboration
Feedback as the Medium of Instruction
Prepare to Provide Feedback
Guiding Principles for Substantive and Engaging Feedback
Streamlining Your Feedback
Multimodal Teaching
Assessment and Grading
Tips for Getting Started
Chapter Summary and Synthesis
Reflection Checkpoint
Part II Synthesis
PART III: Taking Stock: A Review of Multimodal Engagement
7. Revisiting Your Engagement Strategies
Engagement Indicators
Chapter Summary and Synthesis
8. Instructor as Reflective Practitioner
Reflective Practice
Implicit Bias
Final Reflection
Glossary
References
Index
About the Author
Online Appendixes
Appendix A: Bloom's Taxonomy of Learning
Appendix B: Accessibility Resources
Appendix C: Sample Welcome Letter
Appendix D: Learner Support Resource: How to Benefit from Feedback and Critique
Appendix E: Sample Learning Contract
Appendix F: Guidelines for Conducting Peer Review
Appendix G: Guidelines for Implementing Peer Dialogue Journals
Appendix H: Satisfactory Versus Unsatisfactory Written Feedback Samples
Appendix I: Samples of Feedback Commentary
Appendix J: Sample Grading Rubric
Appendix K: Sample Grade Justification Rubric
Appendix L: Engagement Evaluation Rubric
Appendix M: Annotated Research Resources: Engagement in Online Learning
Appendix N: Online Support Resources
Purpose and Function of This Book
Organization of This Book
What Sets This Book Apart?
Additional Defining Features of This Book
Introduction: Going the Distance-
An Overview of the Online Learning Landscape
The Landscape of Online Learning
The Role of the Online Instructor
PART I: The Art of the Start: Design and Develop Online Instruction
The Set-Up Cycle
1. Develop Course Learning Outcomes
Outcomes Are Aligned With Your Vision for the Course
Outcomes Are Sequenced
Outcomes Are Specific and Measurable
Course Content Is Aligned With Outcomes
Chapter Summary and Synthesis
Reflection Checkpoint
2. Plan for Assessment of Learning
Assessment Instruments and Methods
Formative and Summative Assessment
Guidelines for Effective Assessment
Chapter Summary and Synthesis
Reflection Checkpoint
3. Create Course Content
Adult Learning Principles
The Multimedia Principle
Organization and Presentation of Material
Collaborative Learning Opportunities
Scaffolding
Inclusion, Equity, and Accessibility
Chapter Summary and Synthesis
Reflection Checkpoint
Part I Synthesis
PART II: Traveling the Educational Journey: Deliver Engaging and Empowering Learning Experiences
The Engagement Cycle
4. Onboard and Welcome Learners: Prepare, Support, Monitor
Learner Engagement and Teaching Presence
Prepare for the Online Learning Experience
Strategies for Onboarding Engagement
Support Learners to be Successful
Strategies for Ongoing Supportive Engagement
Monitor and Address Progress and Development
Strategies for Effective Monitoring
Chapter Summary and Synthesis
Reflection Checkpoint
5. Establish and Build Teaching Relationships
Benefits of Positive Working Relationships
Develop Your Working Relationships
Engage Through Presence
Foster a Growth Academic Mindset
Power and Positionality
Chapter Summary and Synthesis
Reflection Checkpoint
6. Multimodal Teaching Strategies to Engage and Empower Learners
Respect Diversity and Strive for Inclusion
Culturally Responsive Teaching
Address Unequal Access to Technology
Develop a Learning Community
Strategies for Facilitating Group Work and Collaboration
Feedback as the Medium of Instruction
Prepare to Provide Feedback
Guiding Principles for Substantive and Engaging Feedback
Streamlining Your Feedback
Multimodal Teaching
Assessment and Grading
Tips for Getting Started
Chapter Summary and Synthesis
Reflection Checkpoint
Part II Synthesis
PART III: Taking Stock: A Review of Multimodal Engagement
7. Revisiting Your Engagement Strategies
Engagement Indicators
Chapter Summary and Synthesis
8. Instructor as Reflective Practitioner
Reflective Practice
Implicit Bias
Final Reflection
Glossary
References
Index
About the Author
Online Appendixes
Appendix A: Bloom's Taxonomy of Learning
Appendix B: Accessibility Resources
Appendix C: Sample Welcome Letter
Appendix D: Learner Support Resource: How to Benefit from Feedback and Critique
Appendix E: Sample Learning Contract
Appendix F: Guidelines for Conducting Peer Review
Appendix G: Guidelines for Implementing Peer Dialogue Journals
Appendix H: Satisfactory Versus Unsatisfactory Written Feedback Samples
Appendix I: Samples of Feedback Commentary
Appendix J: Sample Grading Rubric
Appendix K: Sample Grade Justification Rubric
Appendix L: Engagement Evaluation Rubric
Appendix M: Annotated Research Resources: Engagement in Online Learning
Appendix N: Online Support Resources
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
online education instruction; effective online education; instructing online learners; empowering online learners; adults learning online; learning from a distance; Bloom's Taxonomy; universal design for learning; transformative learning; summative assessment; teaching presence; Alfred Bandura; self-directed learning; reflective practitioner; learning outcomes; project-based learning; peer learning; mulitmodal feedback; multimodal learning; multimodal assessment; learning strategies; learning management system; instructional design; inclusive pedagogy; hybrid learning; growth mindset; teaching online adult learners; teaching college students online; engaging online adult learners; university students and online learning; remote instruction at universities; asychronous learning; self-reflection in teaching and learning; self efficacy in learning; scaffolding in instructional online design; reflective practice in teaching; student motivation; microaggression in teaching; implicit bias in teaching; facetime technologies and online instruction; designing online courses for adults; adult education course design; higher education and online instruction; college students and online learning; teaching graduate classes online; teaching undergraduate courses online
Preface
Purpose and Function of This Book
Organization of This Book
What Sets This Book Apart?
Additional Defining Features of This Book
Introduction: Going the Distance-
An Overview of the Online Learning Landscape
The Landscape of Online Learning
The Role of the Online Instructor
PART I: The Art of the Start: Design and Develop Online Instruction
The Set-Up Cycle
1. Develop Course Learning Outcomes
Outcomes Are Aligned With Your Vision for the Course
Outcomes Are Sequenced
Outcomes Are Specific and Measurable
Course Content Is Aligned With Outcomes
Chapter Summary and Synthesis
Reflection Checkpoint
2. Plan for Assessment of Learning
Assessment Instruments and Methods
Formative and Summative Assessment
Guidelines for Effective Assessment
Chapter Summary and Synthesis
Reflection Checkpoint
3. Create Course Content
Adult Learning Principles
The Multimedia Principle
Organization and Presentation of Material
Collaborative Learning Opportunities
Scaffolding
Inclusion, Equity, and Accessibility
Chapter Summary and Synthesis
Reflection Checkpoint
Part I Synthesis
PART II: Traveling the Educational Journey: Deliver Engaging and Empowering Learning Experiences
The Engagement Cycle
4. Onboard and Welcome Learners: Prepare, Support, Monitor
Learner Engagement and Teaching Presence
Prepare for the Online Learning Experience
Strategies for Onboarding Engagement
Support Learners to be Successful
Strategies for Ongoing Supportive Engagement
Monitor and Address Progress and Development
Strategies for Effective Monitoring
Chapter Summary and Synthesis
Reflection Checkpoint
5. Establish and Build Teaching Relationships
Benefits of Positive Working Relationships
Develop Your Working Relationships
Engage Through Presence
Foster a Growth Academic Mindset
Power and Positionality
Chapter Summary and Synthesis
Reflection Checkpoint
6. Multimodal Teaching Strategies to Engage and Empower Learners
Respect Diversity and Strive for Inclusion
Culturally Responsive Teaching
Address Unequal Access to Technology
Develop a Learning Community
Strategies for Facilitating Group Work and Collaboration
Feedback as the Medium of Instruction
Prepare to Provide Feedback
Guiding Principles for Substantive and Engaging Feedback
Streamlining Your Feedback
Multimodal Teaching
Assessment and Grading
Tips for Getting Started
Chapter Summary and Synthesis
Reflection Checkpoint
Part II Synthesis
PART III: Taking Stock: A Review of Multimodal Engagement
7. Revisiting Your Engagement Strategies
Engagement Indicators
Chapter Summary and Synthesis
8. Instructor as Reflective Practitioner
Reflective Practice
Implicit Bias
Final Reflection
Glossary
References
Index
About the Author
Online Appendixes
Appendix A: Bloom's Taxonomy of Learning
Appendix B: Accessibility Resources
Appendix C: Sample Welcome Letter
Appendix D: Learner Support Resource: How to Benefit from Feedback and Critique
Appendix E: Sample Learning Contract
Appendix F: Guidelines for Conducting Peer Review
Appendix G: Guidelines for Implementing Peer Dialogue Journals
Appendix H: Satisfactory Versus Unsatisfactory Written Feedback Samples
Appendix I: Samples of Feedback Commentary
Appendix J: Sample Grading Rubric
Appendix K: Sample Grade Justification Rubric
Appendix L: Engagement Evaluation Rubric
Appendix M: Annotated Research Resources: Engagement in Online Learning
Appendix N: Online Support Resources
Purpose and Function of This Book
Organization of This Book
What Sets This Book Apart?
Additional Defining Features of This Book
Introduction: Going the Distance-
An Overview of the Online Learning Landscape
The Landscape of Online Learning
The Role of the Online Instructor
PART I: The Art of the Start: Design and Develop Online Instruction
The Set-Up Cycle
1. Develop Course Learning Outcomes
Outcomes Are Aligned With Your Vision for the Course
Outcomes Are Sequenced
Outcomes Are Specific and Measurable
Course Content Is Aligned With Outcomes
Chapter Summary and Synthesis
Reflection Checkpoint
2. Plan for Assessment of Learning
Assessment Instruments and Methods
Formative and Summative Assessment
Guidelines for Effective Assessment
Chapter Summary and Synthesis
Reflection Checkpoint
3. Create Course Content
Adult Learning Principles
The Multimedia Principle
Organization and Presentation of Material
Collaborative Learning Opportunities
Scaffolding
Inclusion, Equity, and Accessibility
Chapter Summary and Synthesis
Reflection Checkpoint
Part I Synthesis
PART II: Traveling the Educational Journey: Deliver Engaging and Empowering Learning Experiences
The Engagement Cycle
4. Onboard and Welcome Learners: Prepare, Support, Monitor
Learner Engagement and Teaching Presence
Prepare for the Online Learning Experience
Strategies for Onboarding Engagement
Support Learners to be Successful
Strategies for Ongoing Supportive Engagement
Monitor and Address Progress and Development
Strategies for Effective Monitoring
Chapter Summary and Synthesis
Reflection Checkpoint
5. Establish and Build Teaching Relationships
Benefits of Positive Working Relationships
Develop Your Working Relationships
Engage Through Presence
Foster a Growth Academic Mindset
Power and Positionality
Chapter Summary and Synthesis
Reflection Checkpoint
6. Multimodal Teaching Strategies to Engage and Empower Learners
Respect Diversity and Strive for Inclusion
Culturally Responsive Teaching
Address Unequal Access to Technology
Develop a Learning Community
Strategies for Facilitating Group Work and Collaboration
Feedback as the Medium of Instruction
Prepare to Provide Feedback
Guiding Principles for Substantive and Engaging Feedback
Streamlining Your Feedback
Multimodal Teaching
Assessment and Grading
Tips for Getting Started
Chapter Summary and Synthesis
Reflection Checkpoint
Part II Synthesis
PART III: Taking Stock: A Review of Multimodal Engagement
7. Revisiting Your Engagement Strategies
Engagement Indicators
Chapter Summary and Synthesis
8. Instructor as Reflective Practitioner
Reflective Practice
Implicit Bias
Final Reflection
Glossary
References
Index
About the Author
Online Appendixes
Appendix A: Bloom's Taxonomy of Learning
Appendix B: Accessibility Resources
Appendix C: Sample Welcome Letter
Appendix D: Learner Support Resource: How to Benefit from Feedback and Critique
Appendix E: Sample Learning Contract
Appendix F: Guidelines for Conducting Peer Review
Appendix G: Guidelines for Implementing Peer Dialogue Journals
Appendix H: Satisfactory Versus Unsatisfactory Written Feedback Samples
Appendix I: Samples of Feedback Commentary
Appendix J: Sample Grading Rubric
Appendix K: Sample Grade Justification Rubric
Appendix L: Engagement Evaluation Rubric
Appendix M: Annotated Research Resources: Engagement in Online Learning
Appendix N: Online Support Resources
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
online education instruction; effective online education; instructing online learners; empowering online learners; adults learning online; learning from a distance; Bloom's Taxonomy; universal design for learning; transformative learning; summative assessment; teaching presence; Alfred Bandura; self-directed learning; reflective practitioner; learning outcomes; project-based learning; peer learning; mulitmodal feedback; multimodal learning; multimodal assessment; learning strategies; learning management system; instructional design; inclusive pedagogy; hybrid learning; growth mindset; teaching online adult learners; teaching college students online; engaging online adult learners; university students and online learning; remote instruction at universities; asychronous learning; self-reflection in teaching and learning; self efficacy in learning; scaffolding in instructional online design; reflective practice in teaching; student motivation; microaggression in teaching; implicit bias in teaching; facetime technologies and online instruction; designing online courses for adults; adult education course design; higher education and online instruction; college students and online learning; teaching graduate classes online; teaching undergraduate courses online
