"I don't see any disadvantages [of the online course].
I felt much more connected with participants and instructors
than I have in many face-to-face courses." -- urban California LInC participant |
Delivery Tools Prerequisites Orientation Multiple Approaches Moderating Attrition/Procrastination Assessment Evaluation Team-Teaching Facilitator Support Follow-up
- Weekly 2-hour discussions via chats
(7-9 P.M. EST, 4-6 P.M. PST)- Sharing, reflections, and questions via bulletin board
- Weekly (at least) communication with facilitator via e-mail
- Announcements via listserv
- Weekly office hours via chats
- Course home page, assignment page,
discussion/chat schedule, status page- All materials online and hard copy
- Assignments posted to Web or bulletin board
- Chat: MSChat and ChatNet IRC clients, ircd server
- Bulletin Board: COW, Discus or Blackboard
- Participant & Staff Listservs: eGroups
- Webserver: WebStar (Mac)
- FTP Server: NetPresenz (Mac)
- Considerations: ease of use, low-tech, low cost
- Arrange incentives such as grad credit, stipend, software, . . .
- Clearly state content focus and commitment.
- Clearly state prerequisites and technology requirements.
- Use online application.
- Ask questions which need prereqs
(instead of asking if have prereqs).- Ask questions about key requirements and commitments.
- Require confirmation of by e-mail.
(This tests participant's e-mail.)- Get admin support letter indicating all elements needed.
- Communicate with administrators about course.
- Have all materials completed and tools tested
2-4 weeks before start date.- Resolve any missing skills/requirements from application.
- Getting Comfortable / Developing a Bond
- "Open House" test chat before class starts
- Phone contact to fix any initial communication problems
- Introductory phone call from facilitator
- Meet and greet activity for participants
- Orientation chat about goals, process, product, resources
- Tour of materials, navigation aids, many ways to get help
- Guided practice of all online communication tools
- Online process and frequency expectations:
(Chat is class. Read e-mail 4 times per week. . . .)- Ask participant preferences for weekly office hours.
- Getting started documents, deliverables, typical scenario
- Tips for success:
- Do ask. Do tell.
(Be active in asking questions and sharing expertise.)- Use the source, Luke.
- Use the search, Luke.
- Procrastination is your worst enemy.
(Schedule regular weekly blocks of times to work.)- Carpe Diem, Carpe Learnum, Carpe Rodentia!
(Seize the day, Seize the learning, Seize the mouse!)
- Multiple learning styles:
discussion, tutorial, directed-instruction, rubrics
reflection, simulation, examples, guiding questions, project- Multiple delivery methods:
Web page, hard copy, chat, bulletin board, listserv, phone- Multimedia:
text, graphics, sound, animations- Multiple navigation methods:
navigation bar, annotated home pages, index of all pages, search, resources listed by assignment- Multiple exposures:
Communicate everything in at least 3 ways.
- Discussion plan for each discussion ahead of time
(clear goals, process, product, moderator, discussion prompts)- Have participants create useful products during chat
that are needed to progress on their projects.- Participant requested breakout topics
- Different chat rooms for breakout groups
- Facilitator in each room
- Small discussions: 4-8 participants in a room
- Arrange side-by-side windows to view Web and chat.
- Use chat "rules" if needed
("?" for question, "..." for continuing).- Post chat topics, rooms, participants ahead.
(Unassigned chats can get too large.)- E-mail chat info and guiding questions ahead.
- "Traffic director" on reserved room
to help participants find their rooms- "Whisper" to help late/disconnected people catch up, encourage participation, or keep conversation focused.
- Check room list to find lost participants.
- For tech chats, ask frequently for "yes/no" response whether participants are with you.
- Offer separate tech chats for different experience levels.
- Offer separate tech chats for Mac vs. PC when needed.
- Encourage participants to facilitate chats in their areas of expertise.
- Post chat transcripts after each chat.
"It was better than face-to-face because that couldn't have brought
the diversity [of participants] we had." -- Wisconsin LInC participant and facilitator |
- Assign a "primary" facilitator responsible for each team.
- Provide time at start for participants to get to know each other.
- Provide lots of friendly and positive feedback.
- Provide tactful constructive feedback before unnecessary work is done.
- Communicate at least weekly with participants.
Notice and offer help when participants are struggling.
- Provide many ways and times for participants to get help.
(staff listserv, e-mail, bulletin board, chats, office hours)- Respond quickly to participant questions (within 48 hours).
- Have intermediate products/milestones with drafts due each week.
(Break assignments into manageable pieces.)- Start work on a piece during a chat to overcome inertia.
- Provide templates (with room for creativity).
- Have participants frequently present their work with each other
(about every three weeks).- Call any participants that have trouble getting online with communcation tools.
- Check e-mail during first few chats for requests for help.
- Check that everyone is on the listserv and bulletin board.
- Take into consideration busiest times for teachers when creating course schedule.
- Make allowances for real-life problems (school, family and health issues).
- Request feedback periodically on how course can be improved and what is needed next. Adjust course based on responses.
- Rubric for each project component
- Facilitator and peer feedback on initial drafts
- Participation in reflections
- Participation in chats
- Technical skills pre-evaluation form
- Classroom practice pre-evaluation form
- Unit description before LInC
- Get formative feedback once or twice during course.
- Quality of projects
- Technical skills post-evaluation form
- Classroom practice post-evaluation form (1 year later)
- Formative course evaluation form
- "Lead" facilitator handles announcements and course flow.
- Staff chat room for coordination and support
- Discussion plans for chats
- All staff members need to see all participant information.
- All questions go to staff listserv or bulletin board.
- Copy all responses to staff listserv or bulletin board.
- Post transcripts of office hours.
- Hold periodic staff meetings outside of class.
- On occasion, chat from same physical location.
- Facilitator Academy
- Create mentoring agreement customized for new team
- Templates for course materials (home page, assignment page, . . .)
- Work with mentor on tools and materials before class starts
- Discussion plans
- Reflection prompts
- Weekly meetings with mentor and facilitator team during course
- Staff chat room for just-in-time support from mentor
Author: LInC Leaders
- Contact administrators as needed.
- Listserv for sharing among LInC graduates
- Periodic online meetings for LInC graduates on requested topics
- Annual materials improvements and updates based on participant feedback