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("MeisterLabs", 2010)
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As this Online Instructional Practices course draws to a close, I have been asked to reflect on the course and how it will affect my professional practice as a way to demonstrate my learning.
How would you characterize your attitude toward best practices for online teaching and the role they will play with future design and teaching opportunities? How, if at all, has your attitude changed throughout this course?
Best practices for online learning are subtly different than those for traditional classrooms. Many principles, such as social and collaborative learning are the same, but they are accomplished in different ways than in a traditional classroom. The foundation of an effective online course is establishing a learning community between learners. (Boettcher & Conrad, 2010a) Learning activities that worked well in a classroom may or may not translate effectively in an online environment. Those activities that do not translate well need to be replaced. Sometimes the effectiveness of an activity may not be obvious. Trials of online training are a good way to determine the effectiveness of activities. Exit surveys are a good way to determine what material needs review and changes or replacement with other activities.
One best practice I have gained from taking this course has been understanding the value of exit activities such as this reflection assignment. Exit activities at the end of a course serve to reinforce the important principles that were learned, and provide one last opportunity for learners to incorporate principles into their personal conceptual framework. (Boettcher & Conrad, 2010a) Another best practice skill that I have improved as a result of taking this course has been the development of community-building activities. I have already found applications for ice-breaking skills I have learned in this course.
How do you see online instructional strategies blending with the instructional design process? How does it apply to the instructional design context?
Online instructional strategies such as asynchronous forums for discussion, logged chat sessions for synchronous collaboration, wikis for group projects, and videos and games to provide learning activities for visual and tactile learners are all tools in the arsenal of an instructional designer creating online instruction. No one strategy will meet all needs of various kinds of learners, but combinations of different types of activities can provide enough variety to enable learners to construct their own meaning and understanding of learning objectives. (Boettcher & Conrad, 2010b)
An instructional designer must choose from a variety of learning activities, those activities that will meet the needs of the greatest variety of learners, however the final responsibility in meeting the needs of individual learners rests with the learners, who must adapt those activities to their own learning styles. Successful learners take an active part in the construction of their own learning. Instructors serve as “mentors” (Boettcher & Conrad, 2010b, p. 23) in guiding learners to construct their own understanding.
Whether you are planning to design or facilitate online learning, what skills and competencies would you like to further develop?
Whether you are planning to design or facilitate online learning, what skills and competencies would you like to further develop?
It is clear to me from personal experience as a homeschooling parent, and from classroom activities in this course, that designing online assessments is currently my weakest area. Fortunately, my next course, “Assessments in Online Environments,” was designed to focus on strengthening assessment skills. I look forward to taking that class. Other skills I would like to improve, although they are currently my strongest skills, are my game development and general multimedia development skills.
Provide a specific example of how you will apply what you’ve learned to your current job or to a job you anticipate having in the future.
Provide a specific example of how you will apply what you’ve learned to your current job or to a job you anticipate having in the future.
As a result of taking this course, I will be giving appropriate consideration to purposefully building learning communities out of my groups of online learners. I will be continuing that process throughout the course, even as I gently loosen the reins over the weeks, and eventually take on a less active roll with my classes, as they become more comfortable with taking charge of their own learning. (Boettcher & Conrad, 2010c)
References:
Boettcher, J. V. Conrad , R. (2010a). Ten best practices for teaching online. In The online teaching survival guide. San Francisco , CA
Boettcher, J. V. Conrad , R. (2010b). Theoretical foundations. In The online teaching survival guide. San Francisco , CA
Boettcher, J. V. Conrad , R. (2010c). Phase four: What's happening, themes, and toolls: Pruning, reflecting and wrapping up in the closing weeks. In The online teaching survival guide. San Francisco , CA
"MeisterLabs". (2010). Mindmeister. [Mind-mapping software]. München Germany
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