First, the instruction to "provide feedback that stimulates higher level thinking" (326). Unfortunately, we only get two paragraphs of advice on that here, but to me this is one of the crucial challenges in teaching. On the positive side, I have found this easier to do online than onsite--especially in discussion forums where I feel that my written feedback is so much stronger than the verbal feedback I provide in class...
Second, "presentation of content needs to be paired whenever possible with an application that provides the student with an opportunity to eavluate if they understand the content presented" (314). Aside from the irksome pronoun agreement issue, this is another sentence from the book that opens up volumes for me--and has me wishing I could find further volumes! In so many ways, this idea seems at the heart of online and onsite course design (although onsite I would talk more about activities than applications).
Enough of me, on to our mission!
- Read: Ko & Rossen, Chapters 11 and 12: Classroom Management
Points: record keeping, always store files and content on your own machine, announcements, Twitter, protocol for questions, workload and class size, using groups to decrease workload, adjusting for class size, student activities and participation, tips for synchronous and asynchronous discussions, team teaching / privacy, identity, noisy/quiet./disruptive student behaviors.
- View Recording: Ten Time-Saving Tips for Online Teaching (Louisa Moon, Fall 2009 POT workshop)
- Seven Things I'd Want to Know (Lisa blog post, January 2011)