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You are not alone! If you are faced with putting an existing course online for the first time, see it as an opportunity to refine it, invigorate it, enhance the experience offered to your students. If it's a new online course there is all the more reason to make sure it's as good as it can be. This short video (5'30") suggests two partnerships you may want to factor into your design and development process, peers and students. Your peers will doubtless have ideas that can supplement yours, so now is not the time to 'practice the dark arts behind closed doors'. On the contrary, your online courses are likely to be more open for critique than most other forms of teaching and learner support. Embrace it. The second partnership worth forging is that with your existing or previous students (alumni). Both cohorts will be able to ensure your teaching materials, course structure and sequence, are pitched at the right level and will tell you if they are stimulating and meaningful.

#highered #learningdesign #id These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. Consultancy for International Higher Education from Simon Paul Atkinson

'Dyslexia: a guide for tutors' was originally developed in 2013 in the context of the UK. It's a relatively long online lecture but it has some fairly simple message. Dyslexia is not a disease or a mental illness, it is a different way of seeing the world. This presentation invites colleagues to think about dyslexia, and its associated concerns, in the light of 'multiple intelligences' and look for the opportunity to meet the needs of dyslexic students by enhancing the way they do everything to support all learners. I am not a dyslexia expert, this presentation has no diagnostic function. It is simply one practitioner's view of good practice in being inclusive.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

 

This brief presentation (6'15") introduces some themes around guiding and motivating students online. These different facets are mentioned; being clear in instructions, avoid confusion, modelling behaviours, motivating, congratulating, anticipating motivational hurdles. This presentation was the basis for online webinar discussions with educators. It will hopefully prompt you to check your own practices against these fundamental principles.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. Consultancy for International Higher Education from Simon Paul Atkinson

As so many new faculty are being compelled to teach online for the first time, many heads of department, quality assurance colleagues and academic developers are unprepared for the support the needs of faculty. Developmental peer observation is a frequently used approach to provide a reflection on an individual's practise. Most of us will be familiar with Peer Observation in a classroom context, here is documentation that supports the process in the online world.

This is a brief walkthrough of the documentation designed to provide supportive peer observation online. The documentation, available as an unrestricted Microsoft Word document (see below), can be amended to your context. It is designed for developmental, rather than managerial, observations but could be easily adapted to serve both purposes. It follows a three-stage process, pre-observation, observation, and post-observation templates are provided.

Word Document: Peer Observation Online

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

 

 

This online lecture, first delivered as part of a UK University PGCert for educators, reviews the concepts of pedagogy and andragogy before going on to examine the applicability of Mezirow's transformative learning theory to professional education. It also identifies Paulo Friere and bell hooks as radical thinkers in education worthy of note. Please note that this lecture was originally intended to be supplemented with a synchronous webinar and additional readings.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic. 

 

Some quick tips on how to engage students and manage your interventions in online discussion forums. Faculty unfamiliar with supporting learners online sometimes create a huge workload for themselves by poorly structuring discussions. They may also perceive their role to answer each and every posting, which is impossible when teaching at scale. This short video is designed to at least guide you to set up your discussions appropriately.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

This six-minute screencast (6'06") is a top-level set of guidelines for developing effective teaching materials. For some, it may feel like going over well-worn ground, for others it may provide pause for thought. Rationalising what constitutes learning materials seems superficially straight-forward but when one considers the different institutional interpretations of what represents 'direct' learning versus 'delf-directed' learning it soon becomes apparent that judgement is needed even here.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

This ten-minute video (10'17") is a series of screen captures from live synchronous webinars taught using Adobe Connect (2015). It is annotated to give you some sense of how to manage interactivity, manage your tone, reflect on the importance of personal presence and to make use of the visual nature of the webinar interface. These examples are taken from a postgraduate teaching qualification but the 'content' is irrelevant. While it is not intended to be a blow-by-blow explanation of how to construct your webinars, once you have access to a webinar room, Connect, Collaborate or other solution, this might give you some ideas as to how you could adapt your teaching practice for this form of synchronous distance teaching. #highered #teaching #webinars

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

Short vodcast (3'25") outlining four dimensions to the choices of media that IDs and academic faculty might consider as they make selections to support student learning. Originally a vodcast to accompany internal development it is long enough to provoke some reflective practice, short enough not to waste your time! It invites educational practitioners to think about how they solicit participation from students through media choice. #edtech #teaching #highered

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

This six-minute video (6'18") is entitled 'Best Practices in Preparing Online Materials for Webinar facilitation." It is essential guidance for novice webinar teachers. There are 8 tips for preparing your webinar so you do not end up asking questions into the dark abyss and hear nothing back from your students. This screencast was generated for colleagues using AdobeConnect but it is suitable regardless of whether you are using this, or Blackboards Collaborate, ZOOM or any webinar context. Originally recorded in 2015. #elearning #AdobeConnect #webinar #higher #teaching

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

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