Module 1.1: Initiation, Overview and Introductions
This lesson will be a virtual class designed to help the student get oriented to the resources available for online education components at the University of Windsor. Students will leave the session after completing several hands-on exercises, knowing their peers better, as well as knowing where to turn for their questions. |
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| Bridge-In/Ice-breaker |
I can . . .
I have . . .
I want . . .You will work in pairs (in break-out rooms) to discover the ending to those statements from your partner. Then, you will come back to the whole class and introduce your partner and the answers to those statements. E.g. “I can run a marathon and play the piano.” “I have just finished my PhD.” “I want to go skiing in the Rockies next year.” |
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| Objectives |
Upon completion of this class, you will be able to:
- interact within a virtual environment in a multi-modal fashion
- discuss elements found within the course syllabus
- determine appropriate types of questions to ask students regarding their ability to complete an online course, and discuss the custom results arising from this class
- discuss what on-campus resources are available for faculty for technology and pedagogy
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| Pre-Assessment |
Pre-class online readiness survey to be completed. Prepare an online scavenger hunt resulting in a quiz about student’s exposure and use of the LMS or other previous online experiences. |
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| Materials needed for class |
Whiteboard panel for break-out rooms for ice-breaker prepared. Updated PPT loaded with survey results and updates for the session
Email group to copy out Syllabus ahead of time |
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| Readings |
Required:
None for before class. |
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| Lecture
(Part 1-60 min)
9:30-10:30
(NB & LS)
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Lecture Presentation & Activities
- Welcome and introduction (LS, NB ~5 minutes)
- How to use the virtual classroom (NB ~5 minutes)
- I can, I have, I want ice-breaker (Nick prepare rooms of pairs into breakout rooms LS ~ facilitate 10 minutes)
- Syllabus quiz and quiz tool description (LS ~ 15 minutes)
- Introduce Course, CLEW Site, Syllabus, Syllabus exercise online etc. (LS & NB ~5 minutes)
- Discussion of OE Syllabus in detail (~5 min per module ~ 20 minutes, LS Mechanics, Competencies, NB Interactivity, Design Elements & Future, both last week and assessment)
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| 10:30-10:40
(10 min) |
BREAK |
| (Part 2-50 min)
10:40-11:30
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- Survey Results (Pre??/self) (LS~ 10 minutes)
- Resources for Students & Faculty (PPT) (NB ~10 minutes)
- Discuss “Lesson Zero” with online resources for the course (why is it helpful? LS ~5 minutes) ( mention those who may have only used page 1 summary rather than the full explanation of the task on the following pages) Important in online education work as a student, to read fully any instructions. Use the Content Conundrums Forums if things are unclear.
- Add to Google Doc the “Ways of Being Together.” Discuss the limitations of the tool (Wiki and Google Docs). Will be assimilated later by NB & LS. (NB ~15 minutes)
- · Closing discussion – Next steps – Assignments 1 and Final Project Discussion, Summary of what was covered in session (LS & NB ~ 10 minutes)
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Learning Activities
(Not graded) |
- I can, I have, I want icebreaker to share with the group
- Online scavenger hunt quiz for items in the syllabus
- Google Docs group development activity “Ways of Being Together”
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| Assignments for week 2 |
- Individual comments on Google Doc to enhance or build on group efforts
- Individual course goals document by Feb. 13
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| Summary |
- Recap the support available, tool use and where to find help on using them.
- How to travel through the course
- · Review sources for online support, technical issue resolution, using the Forums to support each other
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| Supplementary notes to remind the class about |
- Discuss virtual environment – awkwardness at silence and turn-taking. Virtual netiquette – PJs, dog/cat interruptions, use of the hand-raise tool, use of check-mark and X, emoticons, turning down speakers with a microphone and turning off the microphone when done talking (if not using handset)
- Switch on microphones when in breakout room and when you join into the main room. The microphone feature gets disabled each time a participant moves “virtual” locations
- Supplementary classes planned: Feb. 13, Joan Dalton and Copyright, Feb. 27, Jonathan Sinasac and UView (producing, uploading and linking to video content you create), Mar. 6, Nick Baker, OOL and MOOCs
- Discuss Technology Troubles, Content Conundrums, Cool Free Stuff, Ask a Dumb Question, the Future Forums area
- Discuss using “Watch” for Forums and wiki and how to enable the email reminders
- Mention the “Marked as Read” tool in Forums
- Reading the details – noticed that some may have only read the task list for the scavenger hunt, as parts of tasks were missing. Not uncommon, but you will also have to wrestle with it as an instructor. Try the principles of Universal Design for Learning in your lessons:
- Multiple means of representation to give learners various ways of acquiring information and knowledge,
- Multiple means of expression to provide learners alternatives for demonstrating what they know, and
- Multiple means of engagement to tap into learners’ interests, challenge them appropriately, and motivate them to learn.
- Discuss how to edit Wiki properly vs. comments
- Use the Print Module option. Links embedded in Lessons should work, but there is an alternative in the Resources tool. Melete produces “absolute” links, so when you carry forward materials into another course, you have to double-check where the links direct you to in CLEW
- Reminder to send emails to BOTH instructors
- Discuss Limitations of Chat tool – persistent visibility
- Connected with those who have sent in reasons for taking course by email to further make a social element to the online setting
- CLEW workshops available to prepare you for teaching courses with tools
- Navigating the CLEW site to find out info about class – look into Site Info for descriptions of how tools will be used. Updates may occur in that area when needed
- Examples mentioned throughout the course (Forums, Announcements, etc.) not meant to be used for your class (unless you want them). They are placeholders about a concept where you substitute in topics from your discipline. Try to think of ways to adapt your classroom techniques to the online approach and put it into Ask a Dumb Question to share with your colleagues or ask for their ideas
- Changes made in the format of course and looking for feedback and forgiveness if necessary J
- Collaborative share expertise, as a lot exists in this class. Use Wiki’s and Forums to create resources for others.
- Citations in Resources may not always take you to the actual document to download. Not working for new resources. Need to explain that to students and current copyright issues.
- Links to documents will be embedded in Lessons, but occasionally may malfunction. Find the actual content in the Resources area.
- This is an INTRODUCTORY course, and topics such as assessment, plagiarism design, group-work won’t be covered in depth. For more information on any of those topics, please speak to a representative from CTL, or attend workshops as they become available. These topics may be featured in upcoming courses.
- For those of you who are not interested in receiving the “Certificate of Completion” please let us know in advance so we can allocate our time accordingly? Please try to participate fully in the Forums discussions, as that enriches the experience for everyone, however.
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