I'm definitely taking away the importance of evaluating and modifying content as needed if it isn't meeting learning objectives. Also, I was encouraged in this model to try out a new technology that seems "fun" even if it's new and daunting to me...the students will appreciate the effort and the experience of trying something new and fun!
I have learned you must adapt your course to an online environment that makes it easier for the student to understand the information you are wanting them to retain.
keep the students interested, good communication
I liked the suggestion about emailing/posting a short introduction to students. It will make the interaction more personal. I had a short PPT with my pictures and an introduction. I think an audio or video recording can make a bigger impression and connect with students on a different level.
having a variety of learning activities thoughtfully placed in the course matters in achieving outcomes.
Unlike a typical F2F course, an online course should be well-organized, easy to navigate, and the students should be readily able to understand and clearly identify the essentials of the course. It is important for the facilitator to guide students through the content and therefore care should be taken to identify the best delivery method for presenting the online content. Finally, any new teaching innovation must be evaluated for its effectiveness in delivering academic outcomes and benefit.
Comment on Sara Gonzalez's post:
When posting announcements, ensure they are beneficial for the student to move forward successfully in the course. Make organized postings relevant to the expectations of the course.
Comment on Arturo Rodriguez's post:
Communication is very important. It must be accurate and easily understood for the student to follow and participate in the course with ease.
Online course content transfer involves the effective transfer of course materials from traditional formats to online platforms. This process requires careful planning, consideration of the learning objectives, and the selection of appropriate digital tools to ensure a seamless learning experience for students
I am looking forward to applyin gthe Four O's of Course Design when modifying course content.
Lay out content based on my teaching style
Probably the most important (to me) concept in this module" "Student engagement is an important concept in distance education."
Be consistent is your communication and procedures. Change according to feedback.
I have to find ways to be creative in utilizing a lot of the development and engagement tools since our college is one of many campuses and the courses are all standardized.
I'm finding this information to be useful when considering how I engage with my online students.
Facilitating an online course requires much planning and thought. This is especially true when one has become comfortable with a F2F method of teaching. There are several methods that can be used to encourage student engagement. Each method must meet the overall objectives and outcomes of the course.
When designing online learning units, it is still necessary for students to learn specific knowledge prior to moving on to more advanced courses.
To keep students engaged, teachers need to get out of their comfort zones at times and think out side the box. Teachers need to show students that they are near, since there is no F2F contact. An ongoing task is to build sound relationships with your students that fosters their on learning advancement.
As Marshall McLuhan said, "The medium is the message." Some F2F classes can't be turned into online classes, and that means some kinds of knowledge, learning, and interaction are going to die.
Students like highly structured courses with clear goals, assignments, and expectations. They also prefer information in brief, easily digested lessons about things with an obvious application. They see themselves as customers. The degree is the product they are purchasing, and the instructor is a sales associate helping them with the transaction.
Student evaluations bear this out, but the only meaningful course evaluations would be ones given five or ten years after the class. Often, the things students thought were irrelevant turn out to be important. Their jobs and lives never consist of structured, predictable, conveniently portioned information and simple tasks. Students might hate classes that force them to figure out how to do an assignment, or that require difficult reading, but those classes are much better preparation for their careers and lives after college.
The deeper I get into online teaching, the more skeptical I am about its value. If the outcome is that a student can pass a test or point to a portfolio of completed assignments, and if "facilitating" a class means making it as easy as possible for a student to accomplish this, then no real teaching or learning is going to occur.
When building the online course, keeping it simple and not to many options is better.
