CONQUERING THE CONTENT: STRATEGIES, TASKS AND TOOLS TO MOVE YOUR COURSE ONLINE. Robin M. Smith, Ph.D.
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1 CONQUERING THE CONTENT: STRATEGIES, TASKS AND TOOLS TO MOVE YOUR COURSE ONLINE Robin M. Smith, Ph.D.
2 Robin M. Smith, Ph.D. Conquering the Content: Strategies, Tasks and Tools to Move Your Course Online I. INTRODUCTION
3 Robin M. Smith, Ph.D. Coordinator of elearning, University of Arkansas for Medical Sciences 15 years experience in online learning Developed Center for Web-based Learning Author of Conquering the Content: A Step-by-Step Guide to Online Course Design
4
5 Poll/Question How long have you been teaching? o 0 5 years o 6 10 years o years o years o years o 25+ years
6 What is your most frustrating aspect of teaching?
7 What is your most time-consuming aspect of teaching?
8 Task Put online part or all of the course you ve been teaching F2F.
9 Strategies Navigation reflects content structure Course is easy to update Course follows adult learning principles
10 Tools Graphic Syllabus to reflect scaffolding of content Chunked content for optimal learning System to separate logistics from enduring content - Learning Guide
11 Different Environment
12 Time is limited
13 No Production Team
14 Learning new things
15 NOT!
16 Creating Learning Experiences
17 Face to face vs. Online
18 Modifications are needed
19 Activities and Preparation Review Chapter 1 Conquering the Content Complete Action Steps 1-4 at the end of Chapter 1
20 Robin M. Smith, Ph.D. Conquering the Content: Strategies, Tasks and Tools to Move Your Course Online II. GRAPHIC SYLLABUS
21 Novice Expert
22 Activity Beads
23 Information Retrieval
24 Information Retrieval
25 Information Retrieval
26 Information Retrieval
27 Information Retrieval
28 Information Retrieval
29 Linda Nilson, The Graphic Syllabus and the Outcomes Map
30 Graphic Syllabus
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34 Capacity of Working Memory =7 plus or minus 2 George A. Miller Harvard University, 1956
35 Passive learning Active engagement Passive learning Active engagement Passive learning Active engagement Pattern of Class Lecture
36 Information Retrieval
37 Information Retrieval
38 Activities and Preparation Review Forms 5, 6, and 8 from Conquering the Content Fill in the Course Outline template (Word) Review the Graphic Syllabus template (PPT) and start brainstorming your own graphic syllabus
39 Robin M. Smith, Ph.D. Conquering the Content: Strategies, Tasks and Tools to Move Your Course Online III. CHUNKING
40 Chunking Grouping pieces of information into meaningful segments
41 Capacity of Working Memory =7 plus or minus 2 George A. Miller Harvard University, 1956
42 Still relevant today? Chunking the content into absorbable pieces helped keep students from feeling overwhelmed and provided them with the essential information for completing the exercises and grasping the concepts without exhausting them with too much written content. Garrison, et. al., 2000
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54 Activity and Preparation Review Form 10 in Conquering the Content (Chunks and Bridges, pp )
55 Robin M. Smith, Ph.D. Conquering the Content: Strategies, Tasks and Tools to Move Your Course Online IV. LEARNING GUIDE
56 Face to face vs. Online
57
58 Separate Logistics from Content
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60 Chapter Numbers Non-Enduring Dates Time References
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62 Thank You! Robin M. Smith, Ph.D
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