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Cover |
1 |
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Title Page |
5 |
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Copyright |
6 |
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Contents |
9 |
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List of Tables, Figures, and Exhibits |
17 |
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Foreword |
19 |
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Preface |
23 |
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Acknowledgments |
24 |
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About the Authors |
25 |
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Introduction |
27 |
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Intended Audiences and Uses for This Book |
28 |
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Book Overview |
29 |
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How to Use This Guide |
31 |
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Part One: Core Principles and Best Practices of Online Teaching and Learning |
33 |
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Chapter 1: Teaching Online: The Big Picture |
35 |
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Preparing to Teach in the Online and Blended Environments |
36 |
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Uh?Oh. What Did I Say I Would Do? |
36 |
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Is This You? |
37 |
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The Definition of a Course |
38 |
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How Do Online and Blended Courses Differ from Traditional Courses? |
40 |
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Types of Online and Blended Courses |
42 |
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The Four Stages of a Course |
45 |
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Learning Theories and Theorists |
45 |
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Lev Vygotsky (1896–1934): Theory of Social Development |
46 |
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John Dewey (1859–1952): Experiential Learning |
48 |
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Jean Piaget (1896–1980): Theory of Genetic Epistemology or Origins of Thinking |
48 |
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Jerome Bruner (1915–): Constructivism |
49 |
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John Seely Brown (1940–): Cognitive Apprenticeship |
50 |
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Roger Schank (1946–): Schema Theory |
51 |
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Albert Bandura (1925–): Social Learning Theory |
51 |
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Jean Lave (1939–): Situated Learning Theory |
51 |
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K. Anders Ericsson (1946–): Expert Performance Theory |
52 |
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Ellen Langer (1947–): Theory of Mindful Learning |
52 |
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Daniel Goleman (1947–): Theory of Emotional Intelligence |
53 |
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Other Theorists and Influencers |
53 |
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Summary—and What’s Next |
54 |
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Self?Directed Exercise—Application |
54 |
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Chapter 2: Pedagogical Principles for Effective Teaching and Learning: Ten Core Learning Principles |
55 |
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Background of the Ten Core Learning Principles |
57 |
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Ten Core Learning Principles |
58 |
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Principle 1: Every Structured Learning Experience Has Four Elements, with the Learner at the Center |
59 |
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Principle 2: Learners Bring Their Own Personalized and Customized Knowledge, Skills, and Attitudes to the Learning Experience |
62 |
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Principle 3: Faculty Mentors Are the Directors of the Learning Experience |
64 |
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Principle 4: All Learners Do Not Need to Learn All Course Content |
65 |
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Principle 5: Every Learning Experience Includes the Environment or Context in Which the Learner Interacts |
67 |
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Principle 6: Every Learner Has a Zone of Proximal Development That Defines the Space That a Learner Is Ready to Develop into Useful Knowledge |
68 |
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Principle 7: Concepts Are Not Words But Organized and Interconnected Knowledge Clusters |
69 |
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Principle 8: Different Instruction Is Required for Different Learning Outcomes |
70 |
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Principle 9: Everything Else Being Equal, More Time on Task Equals More Learning |
71 |
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Principle 10: We Shape Our Tools, and Our Tools Shape Us |
72 |
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Summary—and What’s Next? |
73 |
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Exercise—Stop, Reflect, Integrate |
74 |
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Chapter 3: Best Practices for Teaching Online: Ten Plus Four |
75 |
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Best Practices for Online and Blended Teaching and Learning |
76 |
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Best Practice 1: Be Present at Your Course |
76 |
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Three Types of Presence |
78 |
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Best Practice 2: Create a Supportive Online Course Community |
79 |
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Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself |
80 |
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Best Practice 4: Use a Variety of Large Group, Small Group, and Individual Work Experiences |
82 |
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Best Practice 5: Use Synchronous and Asynchronous Activities |
83 |
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Best Practice 6: Ask for Informal Feedback Early in the Term |
84 |
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Best Practice 7: Prepare Discussion Posts That Invite Responses, Questions, Discussions, and Reflections |
85 |
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Best Practice 8: Think Digital for All Course Content |
86 |
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Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning |
87 |
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Best Practice 10: Plan a Good Closing and Wrap Activity for the Course |
89 |
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Four More Best Practices for Online and Blended Teaching and Learning |
89 |
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Best Practice 11: Assess as You Go by Gathering Evidences of Learning |
90 |
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Best Practice 12: Rigorously Connect Content to Core Concepts and Learning Outcomes |
90 |
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Best Practice 13: Develop and Use a Content Frame for the Course |
91 |
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Best Practice 14: Design Experiences to Help Learners Make Progress on Their Novice?to?Expert Journey |
92 |
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Conclusion |
92 |
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Summary—and What’s Next |
93 |
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Exercise and Reflection |
93 |
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Chapter 4: Technology Tools to Support Teaching and Learning |
94 |
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Guidelines for Choosing and Using Technology Tools |
95 |
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Guideline 1: Pedagogy First, Technology Second |
95 |
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Guideline 2: Keep It Simple |
95 |
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Guideline 3: Involve Your Learners in Choices and Use of Digital Tools and Resources |
95 |
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Guideline 4: Have Choices and Backups for When the Cloud Disappears |
96 |
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Guideline 5: Review Your Technology Tool Set Every Two to Three Terms |
96 |
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Basic Set of Technology Tools for Online and Blended Teaching and Learning |
97 |
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Basic Set of Digital Technology Tools with Their General Teaching and Learning Purposes |
97 |
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Basic Set of Digital Technology Tools: Their Teaching and Learning Purposes |
98 |
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Communication Tools in the Learning Management System |
98 |
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More Thoughts on the Basic Tools |
102 |
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Tools for Practicing Contextual Knowledge and Exploring Possibilities |
106 |
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Staying in Sync with Tools |
109 |
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Self?Directed Exercise/Application |
110 |
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Chapter 5: Four Phases of a Course: Themes and Happenings |
111 |
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Phase 1 Course Beginnings: Starting Off on the Right Foot |
111 |
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Course Beginnings: Themes |
111 |
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What’s Happening in Course Beginnings |
115 |
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Phase 2 Early Middle: Keeping the Ball Rolling |
117 |
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Early Middle: Themes, Best Practices, and Principles |
117 |
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What’s Happening in the Early Middle |
121 |
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Phase 3 Late Middle: Letting Go of the Power |
122 |
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Late Middle: Themes, Best Practices, and Principles |
122 |
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Cognitive Presence |
123 |
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What’s Happening in the Late Middle |
127 |
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Phase 4 Closing Weeks: Pruning, Reflecting, and Wrapping Up |
129 |
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Closing Weeks: Themes, Best Practices, and Principles |
129 |
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What’s Happening in the Closing Weeks |
133 |
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Summary—and What’s Next |
135 |
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Exercise and Reflection |
135 |
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Part Two: Simple, Practical, and Pedagogically Based Tips |
137 |
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Chapter 6: Phase 1: Course Beginnings: Starting off on the Right Foot |
139 |
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Tips for the Course Beginnings |
139 |
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Course Beginnings Tips Overview |
141 |
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Getting Started—Preparing Your Syllabus and Course Site |
141 |
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Getting Started—Launching Your Course |
142 |
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Creating and Managing Discussion Posts |
142 |
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Getting Started—Preparing Your Syllabus and Course Site |
142 |
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CB Tip 1: Essential Elements of an Online or Blended Course Syllabus and Course Site |
142 |
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Essential Course Pieces |
143 |
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Course Site |
146 |
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Checklist for Preparing for an Online Course |
147 |
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Aligning Outcomes, Experiences and Assessment |
149 |
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Quality Matters Standards for an Online Course |
149 |
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CB Tip 2: More on the Significant Elements of an Online or Blended Syllabus |
150 |
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Syllabus Sections |
151 |
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CB Tip 3: Creating a Syllabus That Jump?starts Learning |
154 |
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Graphic Overview: Building a Framework and Setting Boundaries |
155 |
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Choices for Graphical Overviews |
156 |
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Conclusion |
159 |
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CB Tip 4: Using “Bookending” to Add Structure and Meaning to Your Course |
159 |
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Imagining Your Course |
159 |
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What Is Bookending? |
160 |
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Examples of Bookending Your Course |
161 |
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Conclusion |
162 |
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CB Tip 5: Generating Energy and Purpose with Specific Learning Goals |
162 |
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Three Ways to Focus a Discussion Forum on Learning Goals |
163 |
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The Power of Specificity: Why It Works! |
164 |
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The Benefits of Specific Personal Goals |
165 |
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Conclusion |
165 |
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Getting Started—Launching Your Course |
166 |
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CB Tip 6: Hitting the Ground Running: Maximizing the First Week |
166 |
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CB Tip 7: Launching Your Social and Cognitive Presence |
168 |
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Interaction and Presence as a Key Point of Satisfaction for Learners |
168 |
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A Getting?Acquainted Social Post |
168 |
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A Getting?Acquainted Cognitive Post |
170 |
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The Announcements Tool and Just Being on the Course Site |
170 |
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Presence on the Discussion Forum |
171 |
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Live Synchronous Collaborative Gatherings |
172 |
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Conclusion |
172 |
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CB Tip 8: Getting to Know Students’ Minds: The Vygotsky Zone of Proximal Development |
172 |
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Keeping the Students Straight in Your Mind |
173 |
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Summary |
174 |
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CB Tip 9: Getting into the Swing of a Course: Is There an Ideal Weekly Rhythm? |
174 |
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Creating and Managing Discussion Posts |
177 |
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CB Tip 10: The Why and How of Discussion Boards: Their Role in the Online Course |
177 |
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Best Learning Goals for Discussion Boards |
178 |
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The Number of Discussion Questions Each Week |
179 |
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Requirements for Student Responses to Discussion Questions |
179 |
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A Rule of Thumb for the Length of Discussions |
180 |
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CB Tip 11: Characteristics of Good Discussion Questions |
180 |
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Getting Started on Developing Great Questions |
181 |
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Developing Questions Using Bloom’s Cognitive Taxonomy |
182 |
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Discussion Questions on Core Concepts in a Course |
184 |
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More Resources for Discussion Questions |
185 |
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Core Assumption of Constructivism |
185 |
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CB Tip 12: Power Questioning for Meaningful Discussions |
186 |
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Power Questioning Strategies |
186 |
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Facilitation Strategies for Expansive Discussion Forums |
187 |
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Discussion Forum Research and Questions for Reflection |
189 |
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Criteria for Rubrics |
189 |
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CB Tip 13: Response Posts—A Three?Part Structure |
190 |
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Discussion Boards Is Where Community Happens |
190 |
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Shift from Turn?Taking to Reflective and Developed Conversation |
191 |
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Three?Part Post—What, Why, and What I Wish I Knew |
191 |
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CB Tip 14: Discussion Wraps: A Useful Cognitive Pattern or a Collection of Discrete Thoughts? |
192 |
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Closing or Wrapping Up Discussions |
192 |
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1. Summarize the Key Ideas from the Discussion Forum |
192 |
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2. Involve the Students in Wrapping Up Discussions |
194 |
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Wrap Up |
194 |
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CB Tip 15: Using Discussion Forums to Gather Evidence of Learning |
194 |
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Purpose of Discussion Postings |
195 |
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Monitoring Discussion Boards |
196 |
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How to Ensure Lively Participation |
196 |
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Allocating Points and Using Rubrics for Evaluating Postings |
196 |
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CB Tip 16: Feedback in Discussion Posts—How Soon, How Much, and Wrapping Up |
198 |
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Most Pressing Questions About Feedback |
198 |
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Summary: Three Purposes of Feedback |
200 |
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CB Tip 17: The Faculty Role in Blended and Online Courses |
200 |
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Guidelines |
202 |
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Summary—and What’s Next |
203 |
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Exercise and Reflection |
203 |
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Chapter 7: Phase 2: Keeping the Ball Rolling in the Early Middle |
204 |
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Tips for the Early Middle |
204 |
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Managing Your Course |
205 |
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Building Cognitive Presence |
205 |
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Strategies and Tools for Building Community |
205 |
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Managing Your Course |
206 |
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EM Tip 1: Tools for Teaching Presence: E?mails, Announcements, and Discussion Forums |
206 |
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E?mail, Announcements, and Discussion Forums |
206 |
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Text Messaging, Tweeting, and Whatever Short Messaging System Is Next |
208 |
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Making a Choice |
209 |
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EM Tip 2: Monitoring Student Progress Using Learning Management Systems |
209 |
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Monitoring Student Engagement and Progress |
209 |
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EM Tip 3: Early Feedback Loop from Learners to You |
210 |
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Using a Survey |
211 |
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Can Students’ Responses Be Anonymous? |
212 |
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EM Tip 4: Early Feedback Tools: Rubrics, Quizzes, and Peer Review |
213 |
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Rubrics |
213 |
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Quizzes |
215 |
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Peer Review |
215 |
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EM Tip 5: Steps in Memory?Making: What Teaching Behaviors Make a Difference |
216 |
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Using a Memory Process Model to Increase Learning |
216 |
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A Look at a Memory?Making Process Model |
217 |
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Teaching Strategies with the Memory?Making Model |
218 |
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Can Sleeping Help the Encoding of Memories? |
219 |
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Summary |
219 |
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EM Tip 6: Tips for Making Your Grading Time Efficient and Formative for Learners |
220 |
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How to Make Grading Pleasant, Fast and Effective |
220 |
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A Checklist for Students |
222 |
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Conclusion |
223 |
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EM Tip 7: Dealing with Difficult Students—What Do You Do? |
223 |
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Types of Difficult Students |
224 |
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Unique Challenges of Difficult Students |
224 |
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Building the Cognitive Presence |
227 |
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EM Tip 8: Building Cognitive Presence Using the Practical Inquiry Model |
228 |
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Striving for Cognitive Presence |
230 |
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EM Tip 9: Core Concepts of a Course—Do You Know Yours? |
230 |
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A Concept Is . . . |
231 |
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Conclusion |
234 |
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EM Tip 10: Designing Assessment Plans for Online and Blended Courses |
234 |
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Designing Assessment Plans |
234 |
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The Assessment Plan |
235 |
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A Three?Step Process for Developing Your Assessment Plan |
235 |
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An Assessment Plan That Is Distributed and Continuous |
236 |
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EM Tip 11: Three Best Assessment Practices |
237 |
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Best Practice in Assessment 1: Assess Across the Six Levels of Cognitive Skills of Bloom’s Taxonomy |
237 |
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Best Practice in Assessment 2: Assess the Core Concepts in Your Course |
240 |
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Best Practice in Assessment 3: Help Students Succeed on Assessment Tasks |
241 |
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Classic Resources on Assessment |
241 |
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EM Tip 12: Assignments for the Evaluating and Creating Levels of Bloom’s Taxonomy |
242 |
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Evaluating and Creating—Cognitive Processes |
242 |
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What Does Evaluating Demand of Learners? |
243 |
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Example of Evaluating Assignment in a Leadership Course |
243 |
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What Does Creating Demand of Learners? |
244 |
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Rubrics |
245 |
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Strategies and Tools for Building Community |
245 |
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EM Tip 13: Collaborating with Groups of Two or Three—Casual Grouping |
246 |
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Get Started on Teaming with Dyads and Triads |
246 |
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Start Casually! |
246 |
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Three Casual Grouping Opportunities |
247 |
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Ways of Pairing or Grouping Learners |
248 |
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Learning Power of Groups |
248 |
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EM Tip 14: Group Projects in Online Courses: Setting Up and Structuring Groups |
248 |
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Setting Up Group Projects |
249 |
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Additional Considerations for Setting Up Groups |
250 |
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A Note about Post?Millennial Students |
251 |
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EM Tip 15: Using Synchronous Collaboration Tools |
252 |
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Web Conferencing Tools |
252 |
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Mixing and Matching for Spontaneous and Customizable Instant Collaboration |
254 |
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EM Tip 16: Using Audio and Video Resources to Create a More Engaging Course |
254 |
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Strategies for Getting Started |
255 |
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Summary—and What’s Next |
257 |
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Self?Directed Exercise/Application |
257 |
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Chapter 8: Phase 3: Letting Go of Power in the Late Middle |
258 |
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Overview of Late Middle Tips |
258 |
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Going Deeper: Leveraging the Power of Questions |
259 |
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Feedback for Cognitive Growth |
259 |
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Assessing Learning as You Go |
260 |
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Community Empowerment and Social Networking |
260 |
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Going Deeper: Leveraging the Power of Questions |
260 |
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LM Tip 1: Questions and Answers: Upside Down and Inside Out |
260 |
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Student Questioning: Inquiry as a Reflection of Knowledge |
261 |
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Discussion Forums for Student Questioning |
261 |
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LM Tip 2: Three Techniques for Making Your Students’ Knowledge Visible |
262 |
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Technique 1: Interviewer?Expert Modeling |
263 |
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Technique 2: Identifying Patterns, Relationships, and Linkages |
263 |
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Technique 3: Identifying Insights |
264 |
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LM Tip 3: Developing Rigor in Our Questioning: Eight Intellectual Standards |
264 |
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Concepts as Knowledge Clusters |
265 |
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Core Concept Examples |
265 |
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Rigor in Questioning: Eight Intellectual Standards |
265 |
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Background of the Set of Eight Intellectual Standards |
267 |
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Using Intellectual Standards in Learning Activities |
268 |
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LM Tip 4: Moving Beyond Knowledge Integration to Defining Problems and Finding Solutions |
269 |
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Defining Problems and Deciding on Resolution Strategies |
269 |
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Developing Problem Solvers and Critical Thinkers |
270 |
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Feedback for Cognitive Growth |
271 |
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LM Tip 5: “Are You Reading My Postings? Do You Know Who I Am?” Simple Rules for Feedback in Online Learning |
271 |
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Provide Feedback Early and Often |
272 |
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Provide Feedback on Assignments When Expected |
274 |
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Provide Feedback That Is Personal and Formative for Learning |
275 |
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LM Tip 6: Feedback on Assignments: Being Timely and Efficient |
276 |
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Timely Feedback |
276 |
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Feedback Using a Rubric |
277 |
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Conceptual Feedback Reminders |
277 |
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Examples of Rubrics |
278 |
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LM TIP 7: Substantive Feedback: Doing It Wisely and Well |
280 |
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What Is Substantive Feedback? |
280 |
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Use of Self?Assessment and Peer Feedback Strategies and Tools |
281 |
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Purposes and Types of Feedback and the Tools |
284 |
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Deciding What to Do Next in Feedback Practices |
284 |
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LM Tip 8: Rubrics for Analyzing Critical Thinking |
284 |
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The VALUE Critical Thinking Rubric |
285 |
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The Guide to Rating Critical and Integrative Thinking |
285 |
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Example Statements of Three Levels of Thinking on Issues |
286 |
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The Socratic Questioning Rubric |
287 |
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Why Rubrics Are Catching On: Nine Advantages |
287 |
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Assessing Learning as You Go with Projects |
287 |
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LM Tip 9: Customizing and Personalizing Learning Projects |
288 |
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Guidelines for Developing Project Requirements |
288 |
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Describing the Course Project: The Task Model |
289 |
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LM Tip 10: Managing and Facilitating Group Projects |
291 |
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Monitoring and Guiding Group Projects |
291 |
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Communication and Presentation Tools |
292 |
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Managing Groups: Additional Thoughts |
293 |
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LM Tip 11: Assessing Group Projects |
293 |
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Techniques for Assessing Group Projects |
294 |
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More About Peer Reviews by Students |
294 |
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LM Tip 12: Four Effective Practices During Project Time |
296 |
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1. Be Proactive and Help Learners Get Unstuck on Projects |
297 |
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2. Coach Learners on Personalizing Their Projects |
298 |
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3. Ask Learners to Post Progress Reports or Updates |
299 |
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4. Communicate Your Availability and Schedule |
299 |
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Community Empowerment and Social Networking |
299 |
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LM Tip 13: Course Middles and Muddles: Souped?Up Conversations That Help Build Community |
300 |
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Team Up for Course Discussions for a Week |
300 |
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Plan for Time for Learners to Develop the Tough Questions |
301 |
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LM Tip 14: Using Social Networking Techniques to Build a Learning Community |
301 |
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Social Networking Strategy for Projects |
302 |
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Characteristics of the Social Networking Tools |
303 |
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Essential Features of Social Networking Tools: Interconnectivity and Interactivity |
304 |
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LM Tip 15: Experts: A Touch of Spice |
304 |
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Is There a Preferred Time in the Course to Have an Expert Event? |
305 |
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How Do I Go About Finding an Expert? |
305 |
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What Type of Content Is Good for an Expert? |
306 |
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How Do I Set Up the Expert Event? |
306 |
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Are There Other Resources on Using Experts in Online Courses? |
307 |
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Summary—and What’s Next |
307 |
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Self?Directed Exercise /Application |
308 |
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Chapter 9: Phase 4: Pruning, Reflecting, and Wrapping Up |
309 |
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Tips for the Closing Weeks |
309 |
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Meaningful Projects and Presentations |
310 |
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Preparing for the Course Wrap |
310 |
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Meaningful Projects and Presentations |
311 |
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CW Tip 1: Using What?If Scenarios: Flexing Our Minds with Possibilities |
311 |
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What Are What?If Scenarios? |
312 |
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Why Use What?If Scenarios? |
312 |
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Getting Started with What?If Scenarios |
313 |
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CW Tip 2: Stage 3 of a Learning Community: Stimulating and Comfortable Camaraderie |
313 |
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Three Stages of Building Community |
314 |
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Faculty Behaviors That Support Stage 3 Community?Building |
314 |
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Conditions That Can Hinder Community Development |
315 |
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CW Tip 3: Learners as Leaders |
315 |
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Learners?as?Leaders Experiences: Orientation and Planning Time |
316 |
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Individual versus Team?Led Activities |
316 |
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Making Outcomes Explicit |
317 |
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Choosing the Type of Activity |
317 |
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CW Tip 4: Course Wrapping with Concept Mapping: Capturing Course Content Meaningfully |
317 |
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Concept Mapping |
318 |
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|
Core Concepts About Concept Mapping |
319 |
|
|
Integrating Concept Mapping into a Course |
320 |
|
|
Is There a Good Tool for Concept Mapping? |
321 |
|
|
CW Tip 5: Using Case Studies in Online Courses: Making Content Real |
322 |
|
|
Start with Stories |
322 |
|
|
What This Tip Does |
323 |
|
|
Definitions of Content Resources Containing Stories |
323 |
|
|
Mix Up Stories and Cases |
324 |
|
|
Conclusion |
326 |
|
|
Preparing for the Course Wrap |
326 |
|
|
CW Tip 6: Pausing, Reflecting, and Pruning Strategies |
326 |
|
|
CW Tip 7: Closing Experiences: Wrapping Up a Course with Style |
328 |
|
|
Prepare a List of What’s Next and When Assignments and Readings Are Due |
329 |
|
|
Plan a Celebration Session to End the Course |
329 |
|
|
Closing Thought |
331 |
|
|
CW Tip 8: Real?Time Closing Gatherings: Stories and Suggestions |
331 |
|
|
Using Synchronous Meeting Rooms |
332 |
|
|
Faculty Stories with Synchronous Meeting Rooms |
332 |
|
|
Using Live Classroom for a Course Closing Experience |
333 |
|
|
Likely Questions |
333 |
|
|
CW Tip 9: Debriefing Techniques: What One Change Would Students Recommend? |
334 |
|
|
Conclusion—and What’s Next |
335 |
|
|
Self?Directed Exercise /Application |
336 |
|
|
Chapter 10: Teaching Accelerated Intensive Courses |
337 |
|
|
Tips for Intensive Courses (IC) |
337 |
|
|
IC Tip 1: Designing for Intensive Courses Using Content Framing and Case Studies |
338 |
|
|
Design Strategy 1: Create a Visual Frame of the Core Concepts |
338 |
|
|
Design Strategy 2: Place Case Studies with Consequences at Course Center |
339 |
|
|
IC Tip 2: High?Impact Practices for Short Courses: Reflections, Patterns, and Relationships |
340 |
|
|
Reflection Practices |
341 |
|
|
What Places Are Good for Reflection? |
343 |
|
|
Pattern Practices |
343 |
|
|
IC Tip 3: Developing Expertise in Short Courses: Can It Be Done? |
345 |
|
|
How Expert Resources Can Provide Deliberate Practice |
346 |
|
|
What Does This Mean for My Course Assignments? |
346 |
|
|
TED Conferences and Discussions: Ideas Worth Spreading |
346 |
|
|
Background and Theory on Deliberate Practice |
347 |
|
|
Conclusion—and What’s Next |
347 |
|
|
Self?Directed Exercise/Application |
348 |
|
|
Part Three: Continuing Your Journey to Expertise |
349 |
|
|
Chapter 11: What’s Next: Reflecting and Looking Forward |
351 |
|
|
Reflecting and Looking Forward Using the Four Course Phases |
351 |
|
|
Design and Preparation Phase |
352 |
|
|
Reflecting on Phase One, Course Beginnings |
353 |
|
|
Reflecting on Phase Two, Early Middle |
354 |
|
|
Reflecting on Phase Three, Late Middle |
355 |
|
|
Reflecting on Phase Four, Closing Weeks |
356 |
|
|
Reflecting and Looking Forward with the Learning Experiences Framework |
357 |
|
|
Learner |
357 |
|
|
Faculty Mentor |
358 |
|
|
Content and Knowledge Resources and Goals |
359 |
|
|
Environment and Context |
359 |
|
|
Advice from Fellow Online Instructors |
360 |
|
|
Advice 1: Just Do Your Best |
360 |
|
|
Advice 2: It’s Kind of Fun to Do the Impossible! |
360 |
|
|
Advice 3: Begin with the End in Mind |
361 |
|
|
Advice 4: New to Online Teaching? Get to Know Your Students |
362 |
|
|
Conclusion: Innovation as a Three?Phase Process |
362 |
|
|
Appendix: Resources for Learning More about the Research and Theory of? Teaching Online |
365 |
|
|
Books |
365 |
|
|
Teaching and Learning Online |
365 |
|
|
Brain, Cognition, Learning, and Memory |
367 |
|
|
Journals |
367 |
|
|
Organizations, Conferences, and Certifications |
368 |
|
|
Communities and Listservs |
368 |
|
|
Other Teaching and Learning Resources |
368 |
|
|
Other Articles of Particular Interest |
369 |
|
|
References |
371 |
|
|
Index |
391 |
|
|
Subject Index |
395 |
|
|
EULA |
408 |
|