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