Learn to teach online: Online Teaching and Learning (OT&L) Certificate from UNCW

If you are a teacher, professor, or corporate trainer, UNCW has put together an online teaching and learning certificate program that trains and prepares you to teach online.

Here is the official description. A link the program is here: http://www.uncw.edu/ed/mit/otlcertification.html

Program Description

The certificate program in Online Teaching and Learning (OT&L) will provide participants with a diversity of learning experiences. These include design, development, implementation, and management of online courses using various Learning Management Systems (LMS); design and delivery of synchronous learning environments and learning management systems; design and development of electronic, self-directed learning materials, and others. The program is designed to be flexible in order to remain current with developing technologies and delivery systems.

The intention for establishing this proposed graduate certificate program has been discussed with North Carolina Department of Public Instruction (NCDPI), Division of Instructional Technology. Although an official endorsement has not been established for K-12 educators yet, NCDPI has expressed its interest and support for the program and for considering Online Teaching and Learning endorsement for K-12 educators who will take the challenge of teaching online courses in their schools.

Until NCDPI officially establishes special endorsement for K-12 teachers who complete the certificate program, the licensed teachers who fulfill requirements of the program will receive Online Teaching and Learning professional certificate similar to other candidates from higher education, health, and other government agencies and business industries. By completing this certificate program, the licensed teachers and other candidates have required competencies for teaching online courses and managing online programs.

Certificate Program Objectives

The certificate program seeks to prepare professionals who have:

  1. Developed knowledge and skills of designing, developing, implementing, managing, and evaluating online learning environments and programs.
  2. Developed conceptual and practical understanding of principles of instructional design and effective online teaching.
  3. Demonstrated application of research-based, pedagogically effective learning strategies, appropriate organization of content, level of student engagement, differentiated learning, higher order thinking skills, and appropriate instructor-student and student-student interaction in the design of online learning environments.
  4. Demonstrated skills in integrating instructional design principles and procedures with multimedia technologies and course management tools to develop highly engaging and interactive online learning environments.
  5. Developed skills of planning, designing and incorporating strategies to encourage active learning, interaction, participation and collaboration in the online environment.
  6. Developed knowledge of legal, ethical, safe, and healthy behavior related to technology use.
  7. Developed knowledge and skills of designing, developing, delivering, and evaluating online learning environments and programs that are accessible for individuals with disabilities and are responsive to learners’ diversity and cultural differences.
  8. Demonstrated competencies in creating and implementing assessments in online learning environments in ways that assure validity and reliability of instruments and procedures.
  9. Demonstrated administrative skills in planning, launching, maintaining, and coordinating distance education programs.

Confusion over ADDIE

Why are we trying to replace ADDIE? What is wrong with ADDIE? Should we be replacing ADDIE? Let’s replace ADDIE with XYZ. 

I keep seeing these discussions over and over again in the field. Why? I am actually not quite sure. One guess is that people can ‘get known’ or ‘make money’ off of a new process. Maybe people just like to see new things – after all we are a tech field where nothing lasts more than 2 years. Honestly though I am not quite sure why we are trying to replace ADDIE.

So what is ADDIE?

ADDIE is a design process used for training design and development. You can read about what it is here.

The big question though, can we replace it?

The simple and short answer is NO. You cannot. Unfortunately for the people trying to replace ADDIE, it cannot and will not be replaced in instructional design. We might call it something else or even have our own unique way of doing it but guess what – its still ADDIE. That’s right. Regardless of what someone tells you – you will always need to do an analysis before you start a project. Always. 70% of projects in corporate america do not meet their desired expectations (as in fail) and one of the main reasons is a poor analysis (1, 2). If you want to fall in that category then do not do your analysis. I prefer to be in the ‘successful’ project category so I do analysis.

Guess what, (and this is the kicker) there is not one way to do an analysis or any step in the ADDIE process. That’s right – each company, project, branch of the military, contractor, etc has their own way of doing ADDIE that works for them. It does not need to be linear and each step, for instance, analysis, might need to be done differently for each project you work on. There is no one way to do analysis. This is really where things like SAM, AGILE, Rapid Prototyping, Dick and Carey, etc come in. They do not replace ADDIE. Instead, they define how to do one or many of the steps in ADDIE. And they are 1 of a 1000 ways to do it. Do not think one of them is the ‘best’ all the time. You need to change these steps for each project or client due to the million different factors that comes with that client/project. So guess what? They are all just ways to do ADDIE. They are NOT replacing it at all.

 

ADDIE – Development

Development

*If you are just coming to this screen, you might want to read about ADDIE, Analysis, or Design first

During this phase of instructional design (ADDIE) we develop our instructional product and get it ready for implementation.

Prototype – From our design, we should build our prototype. This can be a screen shot or mock-up of screens that show what the final product could look like. It is very important to get client approval here before moving onto storyboard development. These should also look good – so get a graphic designer to design them if needed. These will help the developer and graphic designer in the long run when looking at the storyboards if these are done well.

Storyboard – This is the story. Each screen (or scene/action if developing a game) will be depicted. Everything we have done in design will aid in the development of the storyboards. The client should be able to look at these (and see the visual in the prototype) and have an exact idea of what the final product will look and feel like. Again, these need to be signed off on.

Development – Once the storyboards are completed, development can begin. Thus, the instructional developer, programmers, graphic artists, etc. will develop the software or instruction. This might involve one to many different deliverables depending on the type of instruction being developed (i.e., CBT, software, game, simulation, training manual, instructor guide, etc.)

System Testing – During this phase the LMS, network, etc. should be tested (if needed) to ensure that the servers and network are prepared for the implementation. This is the time that the IT team and ISDers work out any system glitches, especially if delivering this to many users. This way when implementation is ready the rollout will run without glitches.

dev

xbox one’s best feature and how it can be applied to business and education

I recently obtained an xbox one. After a few weeks of playing around I have found what I believe is an awesome feature with tons of potential in gaming, education, and business. The feature? The Kinect recording feature. Essentially this is basically like an in game DVR service. So when I am playing a game and I do something that I believe is cool I can say ‘xbox record that’ and it will automatically record the last 30 seconds of play and put that away in my stored videos. Now this is awesome because it does not interrupt my gameplay at all. I dont need to press a button, stop playing, or go back and watch a clip later on to choose a part I want to have.

Now how does this apply to business and education? Well in all of my classes there is an archive that is basically a recorded video of the class. The problem? Its 3 hours long each week. Just imagine a student looking for one chunk of information from that class and having to sort through all of that video. Just imagine if during the class the student could place some kind of marker on the class so that they could come back? This would be like taking notes without having to actually take the notes and thus not distract the student from listening. This exact thing could take place during business meetings and such. Now I realize that there are recording devices out there that do this kind of thing but its not seamless and as easy as xbox’s kinect.

What College Will Be Like in 2023

An article about the future of education that I can somewhat agree with. This is one point made that I think is dead on:

“In the future, tuition will drop dramatically. No, just kidding.

The expansion of online delivery has led some to believe that universities will be able to scale up their classes and reduce their costs per student. While this will happen in a few cases—Georgia Tech is now offering an online computer science master’s for $6,600—it won’t transform the university cost structure. That’s because so many of the added costs are the result of the expansion of university administrations and other nonacademic functions, from career counseling to student activities.

Technology will help increase the class size, says Anthony P. Carnevale, the director of Georgetown University’s Center on Education and the Workforce, “but that’s pocket change in the whole scheme of things.”

read the entire article here

Global Learning Technology Conference in Wilmington, NC, OCTOBER 10-11, 2013

Faculty, administrators, e-learning and instructional design specialists, LMS system administrators – you may be interested!

Global Learning Technology Conference in Wilmington, NC, OCTOBER 10-11, 2013

This conference located at Hilton Wilmington Riverside Hotel will provide an opportunity for those working or teaching in the Instructional Design and Technology field to learn new tools, strategies, and network with one another.

GLTC will consist of half-day workshops. These hands-on presentations are in lab settings and explore various technologies for teaching and learning. The conference keynote and presentations offer those interested in improving the quality of education the opportunity to gain information and exchange ideas on the applications of learning technologies for education and training.

GLTC 2013 themes

· Innovative Instructional Strategies

· Community Partnerships

· Training & Professional Development

Visit our website for more information http://uncw.edu/ed/gltc/ or email us at e-learning@uncw.edu

MOOCs: Why I am confused

Why am I confused about MOOCs? I am confused because we have had online learning since the mid 1990s. We have conducted a million research studies on them, we have tried them, tested them, all colleges have them, etc. But all of a sudden we change their name to MOOCs? What changed? I honestly cannot figure it out. Maybe the way universities would accept credit could change but nothing about learning in the course has. For instance, I was reading this article sent to me by a colleague yesterday and saw something really interesting in the article “Tennessee will run two kinds of courses — traditional and online — side-by-side, and the results will be compared.” I thought wow – didnt we do this 1000 times in 1995? Dont we have a book entitled the no significant difference phenomenon? Havent we tested everything in online courses from comparing them for achievement, looking at social presence, class numbers, workload, time to teach, etc? SO WHY THEN ARE WE REPEATING THESE EXACT SAME EXPERIMENTS? Its not like we have 1 experiment, we literally have 1000s to look through which answers all of these questions. So are MOOCs the future of learning? Here is why I think they are not. 1) Online learning is tried and tested. Completion rates are nearly half that of regular universities. That means on average 60% of students graduate from a normal college who start, around 30% graduate from online universities. Why the high drop out rate? MOTIVATION. Why do MOOCs, who actually have less intructor/student interaction believe that they would improve that? I think motivation will actually be worse. 2) Why would someone pay $1200 for a course that has 5000 students in it vs paying $1200 for a course that has 10 students in it and a dedicated instructor? 3) The biggest scam of all MOOCs – believe that the content designed by leaders in the field is somehow better than the content designed by UoP. Guess what UoP, Walden, etc hire these same people to develop their courses. There isnt a difference. Its no different than using that person’s book in the class. Unless you have them as a professor and have access to them, there is no difference.

Anyway, those are my thoughts for the day. Until I see how MOOCs are any advantage to a student I will continue to think they are just an extension to online learning and soon enough coursera will be another online school that competes with UoP and Walden.

MOOCS – The good and the bad – My experience

After taking several MOOC courses I am ready to speak about what I think are the good and bad qualities about them. Just to described what I did. I look at several of the larger sites like Coursera and signed up for courses with them and also went to smaller MOOCs that were available just so I could see what was out there.

Honestly if I had to sum up the experience, it was like finding a good website with tons of good information about one topic. It didn’t really have that ‘course’ feeling because there was nothing at stake for me but it was more than just a website. I guess I would describe as a website with a emphasis on learning rather than just sharing information. I now think MOOCs are just learning websites, not really courses. Anyway…

They organize a lot of good material in one place. This is great if I am interested in a topic. It’s easier than having to search the internet or library for the material. In many ways, I felt like MOOCs were just organized text books that were digital and more alive than an actual book – again, learning websites.

Most of the courses were set up the same – video, quizzes, and a discussion forum.

The videos were good. It’s nice to have an instructor talk about a topic. But some were like 70 minutes. Really can I look at you present your PPT for 70 minutes? I would encourage those professors to break up their videos in 5 minute chunks. An issue with the videos is that if I had a question, I could not stop the instructor and ask them about it and the discussion forums were not much help as the instructor cannot answer a question when 70,000 people (let alone 25) are in a course. Some of the courses videos were better than others, with some using professional video editing software and others just using youtube. I preferred the youtube videos because I could bookmark or save them if I wanted to use as resources later on.

Quizzes were very generic. Hitting mostly low level knowledge. I guess this is to be expected unless the instructor has been trained on assessing high level knowledge though multiple choice questions, which is not easy feat, I would guess most of these automatic scoring assessments are not really that good and leave a bad taste in most people’s mouths. A few of the courses had assignments and again these were not graded by people but rather automatic score checkers. Not a bad thing but I think these features were highly underutilized and there needs to be a better system if these are to be actual courses.

Forums. I thought the forums were ok. I think this had to do with the instructors experience teaching online. Some of the courses had like 30 different places to talk to each other which is obviously way too confusing. The courses that had less than 10 topics seemed a lot more organized however you are really just talking with classmates. It was tough to get the instructor to read the posts, so these are not much better than any internet forum. I didn’t feel like I was in a course forum – Not that its bad but you need instructor interaction for this to be a course. Otherwise its just a website geared towards learning.

Overall I found the experience fun but there was nothing new here. There are plenty of websites out there that teach me about something and are better than MOOCs. There were some really good ones though but I was never wowed by anything. It just seemed like a lot of the courses were thrown together in order to ‘teach’ a MOOC rather then put together a really good course. Again, I guess that is what you should expect when you are not paying anyone to put these courses together and you do not know if the instructors have ever really been taught to teach online. I am not saying there were not good instructors but even a good instructor needs to learn how to teach online before doing so. I guess overall I was somewhat disappointed I wasn’t wowed. I was expecting more. Everything just seemed to rushed.

Anyway, those were my initial feelings. I avoided posting stats about MOOCs in this post but will do so in the near future.

Call for proposals: Global Learning Technology Conference (GLTC) now open

Submit Here

GLTC advances awareness of technology for learning and connects educators, technology coordinators, administrators, instructional designers, developers, researchers and scientists who use and study technology for learning. Conference presentations and exhibits will focus on technological innovations and their impact on learning and transforming education and training.

Sessions choices are a hands-on-workshop (90 minutes) or a concurrent session (45 minutes).   Keep the proposal length to a minimum of 250 words.  You will also be asked to supply a statement of what the audience will walk about from your session knowing.   

Submit a proposal on any of the following categories:

The Innovative Instructional Strategies category, instructors/teachers from higher education or k-12 will share and learn methods that are cutting-edge and successful according to research. These sessions may range from strategies for individual domains or interdisciplinary strategies for multiple domains.  The sessions will be identified as k-12 or higher education focused.

The Community Partnership category is for both business and any level educators.  These sessions will be for both business partnerships as well as educators to learn how educators are preparing students as well as the skills businesses require gainful employment.

The Training & Professional Development category will be for the community business members to share training and professional development strategies that are successful in obtaining and keeping employee’s knowledge and skills current while maximizing transfer of knowledge and minimizing cost.

Topics for the above categories may include:

  • Emerging technologies
  • Mobile learning
  • Professional learning
  • Team-based learning
  • Design thinking
  • Assistive technology
  • Social media
  • Virtual learning environment
  • Distance education/e-learning
  • Applied learning
  • Assessment and evaluation
  • Digital Content

Submit a proposal for one of the following types of session

  • Concurrent sessions where presenters speak on their work, research or a subject relevant to the conference theme. There will be time set aside for discussion and questions
  • Workshops where participants are provided an opportunity for hands-on exploration. We encourage proposals where workshops are designed for participants to work around a tool, platform, or concept. Workshops are scheduled should be highly participatory.

We encourage interactive presentations and ask that you describe how your session addresses the theme of the conference in up to 200 words.

Conferences of this sort might often find the need of screening important information on LED screens for the ease of its participants. Visual Impact LED Screen Rentals gives you the option of renting big LED screens for such events. Look them up today.

Pete & C 2013!

Here is my presentation (well poster) for Pete & C 2013. This year it is on developing apps for the K-16 classroom. I start by discussing the most difficult ways then get into how to do it using simple and free methods

petec2013