CONQUERING THE CONTENT: STRATEGIES, TASKS AND TOOLS TO MOVE YOUR COURSE ONLINE Robin M. Smith, Ph.D.
Robin M. Smith, Ph.D. Conquering the Content: Strategies, Tasks and Tools to Move Your Course Online I. INTRODUCTION
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
Poll/Question How long have you been teaching? o 0 5 years o 6 10 years o 11 15 years o 16 20 years o 20-25 years o 25+ years
What is your most frustrating aspect of teaching?
What is your most time-consuming aspect of teaching?
Task Put online part or all of the course you ve been teaching F2F.
Strategies Navigation reflects content structure Course is easy to update Course follows adult learning principles
Tools Graphic Syllabus to reflect scaffolding of content Chunked content for optimal learning System to separate logistics from enduring content - Learning Guide
Different Environment
Time is limited
No Production Team
Learning new things
NOT!
Creating Learning Experiences
Face to face vs. Online
Modifications are needed
Activities and Preparation Review Chapter 1 Conquering the Content Complete Action Steps 1-4 at the end of Chapter 1
Robin M. Smith, Ph.D. Conquering the Content: Strategies, Tasks and Tools to Move Your Course Online II. GRAPHIC SYLLABUS
Novice Expert
Activity Beads
Information Retrieval
Information Retrieval
Information Retrieval
Information Retrieval
Information Retrieval
Information Retrieval
Linda Nilson, The Graphic Syllabus and the Outcomes Map
Graphic Syllabus
Capacity of Working Memory =7 plus or minus 2 George A. Miller Harvard University, 1956
Passive learning Active engagement Passive learning Active engagement Passive learning Active engagement Pattern of Class Lecture
Information Retrieval
Information Retrieval
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
Robin M. Smith, Ph.D. Conquering the Content: Strategies, Tasks and Tools to Move Your Course Online III. CHUNKING
Chunking Grouping pieces of information into meaningful segments
Capacity of Working Memory =7 plus or minus 2 George A. Miller Harvard University, 1956
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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Activity and Preparation Review Form 10 in Conquering the Content (Chunks and Bridges, pp. 122-123)
Robin M. Smith, Ph.D. Conquering the Content: Strategies, Tasks and Tools to Move Your Course Online IV. LEARNING GUIDE
Face to face vs. Online
Separate Logistics from Content
Chapter Numbers Non-Enduring Dates Time References
Thank You! Robin M. Smith, Ph.D. 501.680.5479 robinmsmithphd@gmail.com