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Author Nilson, Linda B
Title Online Teaching at Its Best : Merging Instructional Design with Teaching and Learning Research
Imprint Newark : John Wiley & Sons, Incorporated, 2017
©2018
book jacket
Descript 1 online resource (267 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Note Intro -- ONLINE TEACHING AT ITS BEST: Merging Instructional Design with Teaching and Learning Research -- Contents -- The Authors -- Preface -- 1 Teaching at Its Best, No Matter What the Environment -- Teaching Quality as Key -- The Special Challenges of online Learning -- Challenges from the Students -- Challenges from the Faculty -- The Special Challenges That Online Faculty Face -- Teaching and Learning across Environments -- Reflections -- References -- 2 Setting Significant Outcomes -- The Need for Reflecting on What We teach -- How Content Becomes the Wrong Driver -- A Meaningful Destination for the Learning Enterprise -- Examples of Significant Learning from Instructional Design -- Examples of Significant Learning from College Courses -- Creativity and Design -- The Sciences -- Quantitative Reasoning and Information Technology -- Health and Social Sciences -- Examples of Significant Learning from Adaptive Learning -- The Process of Reflection -- Reflections -- References -- 3 Designing a Coherent Course -- Online Course Design Standards -- Phases of Course Design -- Structuring Your Course -- Course Design Structure -- The Graphic Syllabus -- Course Templates and Maps: Aids to Course Design -- Course Templates -- Course Maps -- Writing and Sequencing Learning Outcomes -- Developing Valid Assessments -- Objective Tests and Quizzes -- Papers, Graphics, and Projects -- Self-Assessments and Reflections -- Group Work -- Performances -- Proctored Assessments -- Mapping Learning Activities to Outcomes -- Choosing Online Course Content -- Online Copyright Guidelines -- Restrictions on Online Course Materials -- Obtaining Permission or a License -- The Syllabus: What to Include -- Organizing Your Files for Yourself and Your Students -- Reflections -- References -- 4 Applying Cognitive Science to Online Teaching and Learning Strategies
Twenty-Five Principles of Learning from Cognitive Science -- How These Principles Can Inform Online Course Design and Teaching -- Principle 1: The Sequence of Procedural and Processual Steps -- Principle 2: Active Learning -- Principle 3: Targeted Feedback -- Principle 4: The Validity and Organization of Prior Knowledge -- Principle 5: A Safe, Welcoming Environment -- Principle 6: Attention Attractors and Holders -- Principle 7: Elaborative Rehearsal for Long-Term Memory -- Principle 8: Cognitive Load Minimized -- Principle 9: Multimodal Repetition -- Principle 10: Structured Knowledge -- Principle 11: Stories and Cases -- Principle 12: Varied Examples -- Principle 13: Emotions -- Principle 14: Spaced Practice -- Principle 15: Interleaved Practice -- Principle 16: Self-Regulated Learning -- Principle 17: The Testing Effect -- Principle 18: Comprehensive Exams -- Principle 19: The Generation Effect -- Principle 20: Desirable Difficulties -- Principle 21: Challenges to Current Mental Models -- Principle 22: Deep Thinking and Explanation Questions -- Principle 23: Error Correction -- Principle 24: Prompt Feedback on Errors -- Principle 25: Print Text for Reading -- Reflections -- References -- 5 Motivating Elements: Course Policies, Communications, Assessments, and More -- Motivation, Effort, and Achievement -- Too Much of a Good Thing? -- Categories of Motivators: Intrinsic and Extrinsic -- Reinforcing and Punishing -- Capturing Attention -- Ensuring Relevance -- Making Connections -- Setting Meaningful Goals -- Using Student Interests -- Explaining Your Methods -- Encouraging Goal Expectancy and Self-Efficacy -- Explicitly Fostering Self-Efficacy -- Making the Path for Success Visible -- Providing Multiple Opportunities for Success -- Sending Motivational Messages -- Sharing Strategies for Success -- Explaining the Value of Errors
Creating Satisfaction -- Fostering Social Belonging -- Motivating as Our Major Task -- Reflections -- References -- 6 Developing Interactivity, Social Connections, and Community -- The Effects of Interactions on Learning -- Student-Instructor Interaction -- Student-Content Interaction -- Content Guidance for Students -- Content Presentation -- Visuals and Media -- Content Misconceptions -- Content Practice -- Content Discussions -- Content Assessments -- Web Resources for Content Interaction -- Student-Student Interaction -- Peer Review -- Class Discussions -- Group Work -- Interactions with Technology -- Reflections -- References -- 7 Making Accessibility for Everyone Much Easier -- Why Use Student-Centered Design? -- Sources of Obstacles -- Overcoming Obstacles -- Guidelines and Standards for Designing Accessibility -- The Specific How-To's of Ensuring Accessibility -- A Clear Path for Access -- Signposts and Tips -- Using Media Wisely -- Additional Resources and Advice -- Reflections -- References -- 8 Creating a Supportive Culture for Online Teaching -- The Importance of Quality in Online Courses -- Faculty Challenges in Transitioning to Online Teaching -- Lack of Institutional Support and Rewards -- Unreliable Technology -- Absent or Poor Technical Support -- Absent or Inadequate Training -- Concerns about Workload -- Concerns about Quality -- Faculty Incentives and Support for Online Teaching -- Leadership -- Stable Technology -- High-Quality Professional Development -- Release Time and Workload Management Advice -- Resources -- Recognition -- Research Funding -- Designing Effective Professional Development -- Themes and Topics -- Strategies for Professional Development -- Models for a Professional Development Program -- University of Illinois Online -- Penn State's World Campus Model 1 -- Penn State's World Campus Model 2 -- Summary
Reflections -- References -- Appendix A: Online Course Development Checklist -- Course Beginnings -- Course Identification -- Fonts, Colors, and Styles -- Navigation -- Syllabus -- Welcome -- Start-Here Tips -- Outcomes -- Orientation -- Communication -- Academic Integrity Expectations -- Directions for Getting Help -- Technology -- Technical Information -- LMS Tools -- Other Technology Choices -- Student Technology Choices -- User-Friendly Tools and Materials -- Other Adjustments for Students with Disabilities -- Assessments and Grading -- Rubrics and Examples -- Assessments -- Instructor Feedback -- Final Course Grades -- Student Feedback -- Course Materials -- Organization -- Content Materials -- Learning Activities -- Media Variety -- Academic Integrity -- Student Interactions with the Content, Instructor, and Peers -- Interactions with the Content -- Interactions with You as Instructor -- Interactions with Fellow Students -- Appendix B: Accessibility Resources -- Strategies to Make Access to Course Materials Easy -- Creating Access Strategies -- Creating Access Strategies for Math and Science Courses -- Organizing Your Course -- Ways to Make Accessible Document Files -- Improving Readability -- Scanning Documents -- Creating Tables and Data Displays -- Adding Styles -- Creating an Accessible Syllabus -- Adding AltText and AltTags -- Fixing Existing PDF Files -- Creating Accessible Files -- Creating Accessible Forms -- Using Talking Book and Braille Formats -- Ways to Design Accessible PowerPoint Presentations -- Captioning Resources -- Accessibility Checks -- Resources for Students -- Computer Settings and Study Guides -- Assistive Technologies -- Added Technology Support -- Index -- EULA
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Nilson, Linda B. Online Teaching at Its Best : Merging Instructional Design with Teaching and Learning Research Newark : John Wiley & Sons, Incorporated,c2017 9781119242291
Subject Web-based instruction
Electronic books
Alt Author Goodson, Ludwika A
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