Upcoming Courses

Strategic Teaching for Online Learning

Level I (STOL I)

> Sept. 27-Oct. 27, 2010
> Nov. 29, 2010-Jan. 21, 2011
(with Dec. 11-Jan. 4 for holiday break)
> Mar. 21-Apr. 20, 2010

Level II [STOL II]

> Jan. 31-Mar. 2, 2011

Course Info

Duration: 4 1/2 weeks
Fee: $279
Fully Online
Grad Credit Available for added fee

THE LINCOTOWER EXPERIENCE

"The course has given me a realistic, as well as helpful, orientation to online learning. I have discovered strategies, contacts, and resources that didn't exist for me just a few weeks ago."

"I greatly enjoyed taking STOL I. I got to experience what it is like to be in an entirely online class…Group work, synchronous discussions, asynchronous activities all contributed to my learning."

"I have been enlightened by what this class had to offer…Students' needs are met through student-to-student engagement and collaboration, teacher contact, and use of the 21st Century Skills."

Create a response habit

Your personal responsiveness to messages from online students is an important communication-builder and creates relationships which help students feel connected to the course.

Lessen Feelings of Insecurity

Crafting directions so that online students know what to do is only part of the process. To lessen feelings of insecurity, provide resources to help them know how to accomplish the task.

Move beyond one-on-one

Create real discussion in asynchronous interaction by phrasing your response to the audience of the whole. After Mary has posted, add your response using “Mary says…” phrasing and include a question or two addressed to the whole group

Be Other-centered

In asynchronous discussions, as often as possible, use other-centered, concise communication that moves the participants and the process forward. Join the discussion with some positive comments, then probe for more with a question for the whole group.

Develop a Sense of Timing

In asynchronous discussions, listen and observe the interaction and then hope your timing is right when posting so the point is made but doesn’t shut out response from others.

Contact the no-shows

Involve every student as early as possible. Use any means of communication you may have available to reach out and get students to start your course. Then work to develop relationships with the needy ones from their first day.

Give genuine, specific praise

Online students need to feel that their instructor cares about their contributions/work. Create the habit of observing small successes and giving genuine, specific praise. Your comment should include (1) the quality you want to praise and (2) the evidence you have for the praise.

Be Flexible

Good teaching, regardless of student age or ability, involves adaptive and individualized instruction. To reach and include every learner, an online instructor needs the flexibility to move beyond Plan A to try multiple strategies.

Nudge the Learning Process

Student-to-student interaction gives learners a means to process information together. Nudge the process by ‘listening’ to their points then insert questions within the discussion to move it forward. An asynchronous discussion is not the place to wear your expert hat unless a student asks you directly what you know.

Specific Titles vs. Re:

Create the habit of using specific titles for each posting to avoid the string of Re:’s that occur in asynchronous discussions. You and your students (who should do the same) will feel less overwhelmed by lengthy discussion threads and be able to return easily to revisit/respond to those of interest.

Working with School Support Staff

If your teaching involves students who use school computers, avoid some technology issues by contacting key support personnel with a list of the websites and multi-media devices required for the course.  Follow up to build working relationships.

Encouragement

Help the overwhelmed online student by giving positive encouragement though email and responses to discussion postings with the goal of building confidence and independence.