Text Transcription of Session 1 (Microsoft Word DOC) (updated with links and references – 6/14/2020)
MP3/Podcast Version – download
Links and references mentioned in the video…
Professor Tanya Joosten’s blog articles
10 Key Questions for Online and Blended Course Design
The American Journal of Distance Education – paywall
The Online Learning Journal – free/open
ONLINE LEARNING, VOL 23, NO 4 (2019)
A Cross-institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success?
Tanya Joosten, Rachel Cusatis, Lindsey Harness
‘Zoomed Out’: Why ‘Live’ Teaching Isn’t Always the Best – – Chronicle of Higher Education – Tonya Joosten is quoted.
Why Is Zoom So Exhausting? – Chronicle of Higher Education – Tonya Joosten is quoted.
50 CATS by Angelo and Cross
Techniques for Assessing Course-Related Knowledge & Skills
Classroom Assessment Techniques (CATs) from Vanderbilt University
Maslow’s Hierarchy of Needs
What is Backward Design – Wiggins & McTighe
Twelve Angry Men – movie
Page 1: What Is Instructional Scaffolding?
What is the difference between formative and summative assessment?
Media richness theory / Daft and Lengel
Maslow’s Safety Needs: Examples & Definition
Assessment plan checklist – Tanya Joosten’s Blog
Syllabus Checklist for Blended and Online Courses – Tanya Joosten’s Blog
Course Evaluation Checklist – Tanya Joosten’s Blog
Online Course Quality Indicators – Infographic
Pivoting to Online Teaching: Research and Practitioner Perspectives – Course that Tanya Joosten is teaching on Edx
This Fall My Law School is …
A. 100% Online Courses
B. Some Online, Some F2F
C. All F2F with Appropriate Measures Being Taken
D. We Don’t Really Know Yet
Welcome to the first session, “Creating a Successful Online Course.” We’re not covering everything you need to know to create an online course in 75 minutes. However, we hope to lay a foundation for future sessions and to inspire you to start thinking creatively about your courses.
We are pleased to welcome Tanya Joosten, Ph.D., Director, Digital Learning R&D, DETA Research Center, University of Wisconsin – Milwaukee, as our first speaker.
At the conclusion of this session you should be able to:
1. Distinguish Emergency Remote Teaching from Online Teaching.
2. Describe a success from Emergency Remote Teaching.
3. Examine the pros and cons of teaching your course synchronously vs. asynchronously.
4. List two ways you want to change your course if it’s taught online in fall.
The Difference Between Emergency Remote Teaching and Online Learning, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (20 minutes)
How to Be a Better Online Teacher ADVICE GUIDE, https://www.chronicle.com/interactives/advice-online-teaching (35 minutes)
Let’s take a quick quiz and examine some of the myths associated with online teaching and learning. “Myths of Online Teaching and Learning” (10 minutes) (You will need to login into CALI’s website to run this lesson.) We’re using LessonLink (follow this link to learn more) for this lesson. This allows the faculty member (Deb at CALI) to see that you completed this assessment and to see your score.
Discussion Forum Questions
- In Spring 2020, when your course moved online, did you teach it synchronously or asynchronously? If you will be teaching online in the Fall semester, will your class be synchronous or asynchronous? Explain how you reached this decision about your Fall semester course. Respond here.
- Share one thing you can do to improve your course if it is taught online in the Fall semester. Consider any changes to technology you will need to incorporate. List any challenges to making this change. Respond here.