New opportunity to learn about how to apply for funding (up to 80 hours) and support for online course development! You must attend an orientation in order to apply for funding. If you are not able to make a scheduled orientation please contact us at email@example.com to discuss options.
Current Spring Term Orientations:
Week 7: Friday, May 17 3pm in ATC Classroom (CEN/219)
Week 7 Registration: Please complete (10second) registration so we can anticipate participation.
Week 8: Friday, May 24 1pm in ATC Classroom (CEN/219)
Academic Technology and Instructional Design Services are happy to sponsor a series of discussion group meetings for online and online-interested faculty this term, discussing big questions and issues in online teaching and learning.
Instructors who attend at least 3 (out of 6) online pedagogy in-person discussions and/or virtual sessions during Spring term can receive 1 item for permanent loan (you can keep it for the length of your employment) from the AT prize cabinet, which includes a collection of useful-for-online-teaching materials, e.g.:
A computer microphone
A software purchase
Wireless keyboard/mouse combination
Headphones or headset
Relevant book about online learning
One-year individual membership to relevant online learning group
(Some technology is subject to approval by IT/AT, but attendees will be able to choose something useful and relevant to their online work). Items are given for long-term loan without expectation of return/check in unless the instructor is no longer teaching for LCC.
In addition, anyone attending/participating in a session will be entered into a drawing to win a specific upgraded piece of technology for the next year/term (example: MacBook Air laptop or new iPad) or travel to a nearby eLearning conference. Attendees would earn one entry per session attended (in-person or online). This technology would be college owned but given out for long-term loan with no expectation of return until faculty are no longer teaching online for LCC and/or no longer need the computer. Drawing would be held at the end of Spring term, and the order would take place after that in consultation with the winner.
But wait, there’s more
In-person sessions will also have, by popular demand, snacks and coffee!
How do I sign up?
Use the form below to sign up in advance for these sessions. You’ll receive a reminder two weeks and one week in advance, along with a suggested/recommended reading that will guide our discussion.
Session Contents and Enrollment Size:
In-person sessions are limited to 15 participants and will be conducted as round table discussions, with prompting questions but no presentation. Virtual sessions are week-long discussions run on Moodle, with an optional synchronous piece or experimental technology when relevant.
Discussions will cover a broad range of relevant and thought-provoking topics related specifically to community college education online. Suggested topics are below:
Week 4 (10-11, 4/26): When, how, and whether to expand online at community colleges
Week 5 (online): Meeting online students where they are: Strategies for improving student success
Week 7 (online): Does online learning help or harm student progress?
Week 8 (10-11, 5/24): Creating close community while learning/teaching at a distance
Week 9: Data, data, data (online): What do the numbers show (and mean) what do we need to know?
Week 10 (10-11, 6/7): Do online classes need an instructor? The importance of online teaching presence
“This course is designed to introduce you to teaching online – the concepts, competencies, pedagogies, and practices that are required to plan, develop, and teach an online course. Along with introducing you to these key topics, this course will showcase the perspectives of students, faculty, and instructional designers who have a wide range of experience teaching and learning online.”
If you are interested in teaching online – or if you have been teaching online and want to widen your understanding of the landscape I highly encourage you to check this course out. Upon completion, you will earn a badge that you can use to show off your mad online teaching skills to help land more gigs or claim bragging rights!
Sometimes things are easier said than done! How do you make a connection with students and build a community – when you never see them?! Unlike face-to-face courses, you don’t usually get to meet (in person) your students in an online course. How can you help make your online students feel comfortable and confident when interacting with the course, fellow students, and the instructor?
Luckily, we have a few ideas on how to help instructors to build class community in their online courses.
A lot of research is out there that concludes that when students feel connected and apart of a community they are more likely to be successful in the course. Courses that have community and promote a constructivist and/or social context approach to teaching and learning lead to increased student success rates.
Activities that help build a sense of class community (early the course) fall into three general categories:
Social Activities which focus on self-expression
Cognitive activities which focus on academic and professional goals.
“Getting Started” activities that allow students to become familiar with the course and technology.
Each of these types of activities develops social presence, promote learner engagement, and opens communication (oscqr.org, 2019).
Online training available! The Instructional Design team has released Getting Started with Online Course Design. This course is an introductory course to teaching online at Lane Community College. This course is highly recommended for instructors who are new to teaching online and/or instructors who would like a refresher on online teaching strategies. All interested LCC faculty can join!
Being an effective, online instructor requires a set of skills that are similar to those required in the face-to-face classroom. The online instructor must be able to build community while having little to no face-to-face contact, offer clear, regular (weekly), and informative feedback, communicate effectively in a medium that lacks body language and tone of voice, as well as use instructional strategies that are independent of time and space to support student learning. The added aspect of the required technologies, like the Learning Management System (LMS)/Moodle, also comes into play.
This course will introduce you to the many facets of online instruction as you build skills in four areas: technical, managerial, social, and pedagogical. Finally, to synthesize all you have learned, you will build an instructional Checklist to help guide your ongoing online instructional needs.
Articulate the principles and best practices of online course instruction.
Mold course participants into effective online learners by understanding learning styles and teaching strategies to meet their needs.
Encourage participation in the online environment using best practices and through a variety of online tools.
Enhance and strengthen online learning by using different instructional strategies and creating interactive course components that foster collaboration.
Follow strategies for managing your time using tools and effective classroom management strategies to help organize and maintain the online classroom.
Identify assessment and feedback strategies, tools to support assessment, grading, and prevention of plagiarism in the online environment.
Online Student Readiness is a passion project of mine. (Others have hobbies, I hear). There are dozens of factors that have an impact on whether a student can succeed in an online course in any given term, and only a few of these are within the control of the college. One of these is whether we’re setting students up for success in online by providing training in the skills that the online medium requires.
The short summary:
Starting in Winter 2019, faculty can add our Readiness survey or any one of six individual modules to their classes, refer students to a Moodle “course” that takes an hour and will help prepare students for online, or refer students (through Week 2) to a credit-level Effective Online Learning course to help them succeed in online. This post covers the surveys and modules.
Exciting news! Early Outreach is partnering and collaborating with Academic Technology in programming courses in Moodle to auto”magically” send notifications to at-risk students. The Early Outreach Tool will look for students whose course grade are below 70% at weeks 3, 5, and 7 and will send notifications from Early Outreach for support. The ultimate goal is to reach out to students early and often and provide the proper support so they are successful in their course.
Why would I want this Early Outreach tool in my Moodle course(s)?
If the Early Outreach tool is successful you would no longer need to manually review your Moodle gradebook and make referrals to early outreach. This saves you time and ensures at-risk students are identified early and often. This is a win for instructors and a win for students!
What is the Early Outreach tool going to do and what do instructors need to do?
The “Early Outreach tool” will send an email and force an alert on your course to all students who have between a 0-70% course total at specific times during the year. The tool will check student grades on Monday at 8am on Weeks 3, 5, and 7 of the Winter term. The email/alert will communicate to students that they are at risk based on current course total and requests they meet with Early Outreach for support.
What do instructors need to do:
Nothing you are not already doing!!!
Keep an updated Moodle gradebook. Understand alerts go out Monday at 8am – it is essential the gradebook be accurate in order to target truly at-risk students.
Communicate with me if you find anything not working or if you have any concerns or questions.
Share any feedback on how the implementation of this tool impacted students.
Want more info?
If you would like to learn more about how we are using PLD to program early alerts or have other questions – please feel free to ask me! I would be happy to review the tool and student experience and answer any questions you may have.
Just let me know (firstname.lastname@example.org)! I will need to know what Winter CRNs you would like the tool implemented.
On Friday, Nov. 16, our brown-bag discussion topic was Are We Moving Away from Moodle? The answer from Academic Technology Dean Ian Coronado was a qualified no… for now. If you weren’t able to make the discussion, here’s a quick recap of what was discussed (and you can access the slide presentation, as well).
We are hosting a discussion today (10/5/18 12pm ATC) around student success in online courses. We hope many of you will be able to make it! However, if you can not the attached google doc is a collection of our notes and thoughts. Please continue the conversation by posting comments below!