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About This Book | |
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About the Author | |
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Foreword | |
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Introduction | |
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The Many Variables of Online and Blended Teaching | |
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Self-Paced versus Cohort Approach | |
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Full-Time versus Part-Time Online Students | |
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Blended versus Fully Online Courses | |
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Create-Your-Own versus a Purchased Curriculum | |
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Teacher as Course Author and Organizer versus Teacher as Facilitator Only | |
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Teacher Performance (and Perhaps Pay) Based on Course Completion versus Based on Rubric or Evaluation Systems | |
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What Kind of Online or Blended Teaching Model Is Right for You? | |
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Course Philosophy | |
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Connect to Content | |
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Connect with Other Students | |
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Connect with the Teacher | |
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Connecting on All Three Fronts | |
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Preparing to Teach an Online Course | |
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Course Organization | |
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Fleshing Out the Course Information Button | |
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Be Vocal, an Acronym for Teacher Success | |
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A Word to the Wise | |
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Building Relationships with Students | |
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Starting at the Beginning | |
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Continuing the Relationship | |
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Hosting Face-to-Face Events | |
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Building an Online Persona | |
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Using Announcements Effectively | |
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Types of Announcements | |
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Practical Considerations in Using Announcements | |
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Incorporating Voice Elements into Announcements | |
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Discussion Board Strategies and Facilitation | |
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Discussion Board Basics | |
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Asking Quality Questions | |
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Rubrics and Grading | |
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Teaching Students to Respond in Ways That Keep the Discussion Moving | |
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Teaching Discussion Board Etiquette | |
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How Much to Be Involved | |
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Types of Posts | |
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Handing over the Reins for Student-Led Discussions | |
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Teaching Synchronous Sessions | |
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Basic Capabilities of Synchronous Tools | |
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Communication Tools: Microphone, Video, Chat, and Polling | |
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Presentation Tools: Whiteboard, Screen Sharing, and File Sharing | |
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Time Considerations | |
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Making Up Missed Sessions | |
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Building a Routine | |
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Activity Ideas | |
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Creating and Modifying Assignments | |
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Defining a Good Assignment | |
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Creating Un-Googleable Assignments | |
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Keeping Your Course Current | |
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Using the Platform to Create Unique Experiences | |
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Collaborating in Online Courses | |
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Why Collaboration Is Essential | |
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Wikis | |
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Blogs | |
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Google Docs | |
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E-portfolios | |
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Collaborative Groups | |
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Staying Involved | |
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Differentiating Assignments | |
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What Is Differentiation? | |
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Creating Choice within Assignments | |
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Customized Path through a Session or Unit | |
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Critical Paths | |
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Differentiating for Special Needs Students | |
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Grading and Feedback | |
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Grading in a Virtual Space | |
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Understanding the Basics | |
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Canned Comments and Personalizing Feedback | |
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Rubric Grading | |
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Word Options for Grading Student Work | |
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File Management | |
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Accessibility, Communication, and Office Hours | |
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Communicating with Digital Natives: Speaking Their Language | |
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Office Hours and Tutoring | |
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Communication Methods | |
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Choosing Your Communication Method Based on Message | |
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Time Management and Routines | |
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Making the Transition | |
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Creating a Weekly Routine | |
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Top-Three Strategy | |
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Managing the E-mail Monster | |
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Using Adaptive Release | |
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Creating a Work-Life Balance | |
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Strategies for Blended Learning | |
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Toward a New Way of Learning | |
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Basic Blended Learning Models | |
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Learning Variables on a Digital Scale | |
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Example Activities for a Blended Environment | |
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Designing Mixed Assignments | |
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Using Online Tools to Make the Face-to-Face Classroom More Efficient | |
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Choosing Your Tools | |
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Training to Teach Online | |
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The Process of Becoming an Online Teacher | |
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Taking an Online Course | |
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Online Training Courses and Professional Development Books | |
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Teaching Part-Time Online | |
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Taking on More Advanced Roles | |
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What to Expect During the Transition | |
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Finding a Mentor or Mentor Community | |
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Avoiding Isolation and Connecting with Other Online Teachers | |
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iNACOL National Standards for Quality Online Courses | |
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Sample Syllabus | |
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iNACOL National Standards for Quality Online Teaching | |
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Frequently Asked Questions | |
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References | |
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Resources | |
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Glossary | |
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Acknowledgments | |
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Index | |