[VPAAEtal] ITDE Instructional Design Newsletter (TAMU-C) - February 18, 2008

Mon Feb 18 10:57:18 CST 2008

 Online Learning InfoCast

The VOCAL Online Teacher

Savery (2005) proposed that teaching online requires a special set of
teaching skills. The teacher should be visible, or-ganized, compassionate,
analytical, and a leader by example. This VOCAL ap-proach summarizes key
characteristics an instructor uses in an effective online learning
environment. Savery stated,

The ability of the teacher to effec-tively infuse these characteristics into
their instructional practice-to be VOCAL-will promote a supportive,
challenging, constructive, rigorous and effective instructional
environ-ment. Instructors who practice a  VOCAL approach will have more
productive learning environments, fewer management problems and more
positive learning experiences with their students (p. 1).

The VOCAL strategies associated with this VOCAL approach are applicable to
varying degrees in web-enhanced, blended/hybrid, or entirely online learning
environments. The focus of this writing is the online learning environment.

Visible-Instructor visibility is essential in an online environment.
Students need to know that the instructor is "present" in the course. In
turn, the instructor needs to know that the students are actively engaged in
the course.

Strategies:

1. Place personal and professional in-formation as well as a photo in the
course syllabus or on the course wel-come page.

2. Share instructor comments in a timely fashion to the discussion fo-rums.

3. Send an email to students during the semester just to "check-in" with
them.

4. Post announcements regularly. These announcements may be rec-ognition of
an outstanding accom-plishment of a student or group in the course.

Organized-Organization of the instruc-tor and the course are essential in
creat-ing a meaningful learning environment. Learners want to know what is
expected of them and when assignments and ac-tivities are due so they may
organize their time. It is important that directions are clear, thorough,
easy to find, and easy to navigate.

Strategies:

1. Prepare a syllabus that is thorough and answers learner questions be-fore
they are asked.

2. Provide course assignments and due dates early in the course so students
know what to expect and when.  Hy-perlink to needed resource docu-ments and
other areas of the course.

3. Provide students with a document that explains the rules of netiquette in
discussion forums and in commu-nicating concerns to the instructor.

4. Anticipate the need for "non-instructional" discussions by creating a
discussion forum titled "student lounge" or "coffee shop."

C-Many adults choose an online course to enable them to handle the schedule
of conflicting life demands. Students in online courses must handle the
idiosyn-crasies of computers and network tech-nologies. Learners in online
courses tend to be more open to share their lives with an instructor in an
online course. In con-sideration of these factors, Savery (2005) stated that
the online instructor should exercise compassion.

Strategies:

1. Include a discussion category "All About Me" to provide opportunity for
class members to grow together as a community and so that each person
becomes a "real person" in the online course.

2. When a student shares information with you, the instructor, ask if you
can share it with the rest of the online community.

3. Use familiar ice-breakers like a dis-cussion topic that asks learners to
post a message that includes some-thing about themselves they are most proud
of, or something no one knows about them.

Analytical-Successful learners are ac-tive participants in an online course.
The online instructor should manage the course using available analytical
tools to   ensure that students are actively en-gaged. 

Strategies:

1. Provide smaller and more frequent assessments across the course term.

2. Provide clear expectations and guide-lines that will be used in assessing
participation.

3. Specify the format for completed work to be used by students to assist
you in the assessment process.

Leader-The instructor should lead in the online classroom by modeling best
prac-tices in teaching. The instructor sets the tone for the online course
in communica-tions with the student.

Strategies:

1. Follow through with promises. If you commit to doing something, do it.

2. Use the public and private means of online course communications to be
visible to your students.

Savery J. (2005). Be VOCAL: Characteristics of successful online
instructors. Journal of Interac-tive Online Learning, 4(2), 141-152.

Online Courses-Formative Survey

Students in online courses (01W, 02W...) are required to complete a
formative survey approximately two weeks into the term. The purpose of the
formative survey is for the instructor and department head to monitor
successful start-up of the term. Survey ad-ministration dates and delivery
of the survey results to faculty and department heads is 

  Term

  Dates Surveys are 

  Administered to Students

  Results to Faculty/    

  Department Heads

  Jan 31-May 9 (14 Weeks)

  Feb 15 - Feb 22

  February 25

  Feb 4-May 9 (13 Weeks)

  Feb 15 - Feb 22

  February 25

  Jan 31-Mar 14 (7 Weeks)

  Feb 14 - Feb 18

  February 22

  Mar 24-May 9 (7 Weeks)

  Mar 27 - Mar 31

  April 1

Coordinate Dropboxes with the Gradebook

When returning assignments via the dropbox, remember that a dropbox must be
included in the gradebook in order to return the assignment to the student.
If the item is not included in the gradebook, you will receive an error
message when you try to return the basket.

* * *

Exam Statistics 

Your online course includes a powerful diagnostic tool called Exam
Statistics. Accessed from the Exam Builder or from the Unit and Quick Grade
views in the Gradebook, Exam Statistics provides both exam-level and
question-level sta-tistical analysis for the exam.

eCollege Training Sessions

Training sessions on specific eCollege components and instructional software
tools are available for the design and de-velopment of your online course.

To find out more about each session or to register for one or more sessions
go to www.tamu-commerce.edu/itde. Select the 'training' link under
Instructional Design on the left navigation bar. 

  IDU Staff

  Julie A. McElhany, Ed.D.

  Coordinator for Instructional Design

  Dean Aslinia, M.S.

  eLearning Support Specialist

  Alan Francis, M.B.A.

  eLearning Administrative Specialist

  Jess Lamphere, B.S.

  eLearning Support Specialist

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