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 firstname.lastname@example.org 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)
“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.
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 (email@example.com)! I will need to know what Winter CRNs you would like the tool implemented.
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!
Though the instructional designer position is new to LCC, Instructional Designers have been around since World War II when psychologists and academics worked together to create training and assessments for troops (O’Malley, 2017). Today most colleges have instructional designers – 13,000 instructional designers are employed across US colleges (Intentional Futures, 2016). If you were to ask any of them what they do they would probably categorize their work as:
Supporting instructors and students
Designing online and hybrid courses.
If you ask me – I would include a 6th category:
Essentially, these can all be wrapped up into a mile high theme: Student Success.
At Lane, an Instructional Designer is a faculty member dedicated to helping interested LCC faculty make effective use of the web and related technologies as part of the teaching-learning process. Within this role, we are prepared to work as information resources, facilitators, consultants, advocates, troubleshooters, liaisons, advisers, and leaders.
IDServices currently has a team of three Instructional Designers; Meredith Keene, Jenn Kepka and Kevin Steeves. We are here to assist you with the logistics of instructional design as it applies to online and hybrid coursework. Our areas of expertise covers course structure and building, ADA compliance, pedagogy, the use of Open Education Resources, multimedia, graphics and more.
We love to have this conversation: I currently do ___ in my course and I would like to do ___. How do I make it happen? We love to collaborate with other faculty and work together to achieve results.
We offer training
We love it when departments ask us to deliver training! We offer a wide selection of workshops that can be delivered face-to-face, online, or through a webinar.
We support faculty
We get pumped when an instructor learns a new tool that will help their students! Either through drop-ins at the ATC, email, or a phone call – we are here to help! We follow the Michael Levick philosophy of being a “one-stop-shop”. If we can’t help you – we will find out who can.
Still wondering what is an instructional designer and who we are? Come on over (Center Building – 208) and well buy you a coffee and brainstorm! We will also have our own website soon!
Intentional Futures (2016, April). Instructional design in higher education: A report on the role, workflow, and experience of instructional designers. Intentional Futures. Retrieved from https://intentionalfutures.com.
O’Malley, Sharon. (2017). What Do Instructional Designers Do? Inside Higher Ed. Retrieved from https://www.insidehighered.com/.