Hanna, Donald E. : University of Wisconsin-Extension

Donald E. Hanna is Professor of Educational Communications for the University of Wisconsin-Extension. He has provided leadership in the implementation of learning technologies at the University of Illinois at Urbana-Champaign, Washington State University, and the University of Wisconsin, and he has also taught in the graduate programs in adult and continuing education at these three universities. He currently teaches graduate courses on the organization of educational technology, continuing and higher education, and organizational change in higher education at the University of Wisconsin-Madison. is Professor of Educational Communications for the University of Wisconsin-Extension. He has provided leadership in the implementation of learning technologies at the University of Illinois at Urbana-Champaign, Washington State University, and the University of Wisconsin, and he has also taught in the graduate programs in adult and continuing education at these three universities. He currently teaches graduate courses on the organization of educational technology, continuing and higher education, and organizational change in higher education at the University of Wisconsin-Madison.

Don received his Ph.D. in Adult and Continuing Education from Michigan State University in 1978. His experience in online education began in 1987, when he was the coordinator of an online conference as part of the Kellogg National Leadership Program. He is the author of numerous articles and book chapters. Most recently he authored and edited Higher Education in an Era of Digital Competition: Choices and Challenges (Atwood Publishing 2000). He is also the co-author and editor (with Colin Latchem) of a forthcoming book, Leadership in Open and Flexible Learning (Kogan Page Publishers, to be published in 2001).

Don's primary focus for this book has been on the overall organization of technology; how appropriate (and inappropriate) uses of technology contribute to organizational and faculty acceptance or rejection of online technologies and methodologies; and how the effective use of learning technologies can improve learning outcomes.


Glowacki-Dudka, Michelle :

Michelle Glowacki-Dudka is Coordinator of the Wisconsin Statewide Family Literacy Initiative, in association with the Wisconsin Technical College System Board. She received her doctorate in Adult and Continuing Education from the University of Wisconsin-Madison in 1999. Her research has focused on interorganizational collaboration among the public, private, and nonprofit sectors for developing educational programs. is Coordinator of the Wisconsin Statewide Family Literacy Initiative, in association with the Wisconsin Technical College System Board. She received her doctorate in Adult and Continuing Education from the University of Wisconsin-Madison in 1999. Her research has focused on interorganizational collaboration among the public, private, and nonprofit sectors for developing educational programs.

Michelle has multiple interests in organizational development through collaboration, community dialogue, the use of technology in support of learners� needs, and the role of adult educators within higher education. Along with coordinating family literacy programs in the state, she is the co-chair of the Midwest Research to Practice Conference (2000). She has also team taught graduate courses in continuing and higher education that incorporate the web and computer conferencing. She will teach at the University of Wisconsin-Milwaukee in Fall 2000.

Michelle's primary focus for this book has been on finding concrete connections between philosophy and practice in the implementation of online learning environments. She has concentrated on coordinating the development of the big picture of online learning. She has also shepherded the many details of this project.


Conceição-Runlee, Simone :

Simone Conceição-Runlee is an Instructional Design/Technology Consultant for the University of Wisconsin-Milwaukee School of Education. Her research interests include distance education, educational technology, instructional design, staff development, and adult learning. Her experience involves designing web-based courses for instruction and coordinating staff development activities for faculty and staff. is an Instructional Design/Technology Consultant for the University of Wisconsin-Milwaukee School of Education. Her research interests include distance education, educational technology, instructional design, staff development, and adult learning. Her experience involves designing web-based courses for instruction and coordinating staff development activities for faculty and staff.

Simone holds a Master of Science degree in Adult and Continuing Education from the University of Wisconsin-Milwaukee, and she is currently pursuing her doctorate at the University of Wisconsin-Madison in the area of adult and distance learning. Her dissertation focus is on the experiences of college faculty who teach online.

Simone's focus for this book has been to address issues of faculty development from the perspective of good teaching and instructional design, with a special emphasis on meeting learners� needs in the online environment. She has also researched and contributed many aspects of good practice in online environments, and she is an expert in helping faculty understand online and web-based technology tools, software, and design processes.

From experienced distance educators comes this comprehensive collection of strategies for teaching effectively online.

Beginning with pre-instruction preparation and progressing through actual online teaching, 147 Practical Tips for Teaching Online Groups will help you feel more comfortable and competent heading into an online course, whether you're a new instructor or an experienced professor. The authors dispel popular myths in online education and anticipate the potential problems you might face teaching in the online medium. They also advise you on how to set up and implement your online course, and make the course discussions as interactive as those you have in the traditional face-to-face classroom setting.

If you're involved in web-based education � or if you're about to be � 147 Practical Tips for Teaching Online Groups will become one of your most trusted resources.

Acknowledgments

Foreword
by Parker J. Palmer

Preface

A Unique Look at the Authors

Why This Book?

The Web-based Environment

Synchronous and Asynchronous Learning

The Addition of Technology to the Teacher, Learner, and Content of
the Classroom

The Context of This Book

Chapter 1 Before You Begin

1. Know Yourself
2. Determine Your Philosophy of Teaching and Learning
Teacher-centered
Learner-centered
Learning community-centered
Technology-driven
3. Be a Team Player
Instructor
Coordinator
Learner liaison
Instructional designer
Graphic designer
Technology personnel
Resource personnel
Administrative personnel
4. Learn New Skills for Teaching Online
5. Understand Your Audience
6. Understand the Online Environment
7. Learn about the Technology
8. Learn about Your Resources
9. Recognize the Absence of Physical Presence
10. Create Multiple Spaces for Work, Interaction, and Socializing
11. Include Multiple Types of Interactions
12. Consider Which Interactions to Include
13. Consider Learner-to-Teacher Interaction
14. Consider Learner-to-Learner Interaction
15. Learner-to-Expert Interaction
16. Learner-to-Content Interaction
17. Learner-to-Technology Interaction
18. Establish the Preferred Class Size
19. Consider Team-Based Learning
20. Form Personal Relationships Online
21. Develop Learning Communities
22. Learn through Dialogue
23. Be Prepared and Flexible
24. Define Your Role in the Online Classroom
25. Clarify Your Expectations of Learners' Roles
26. Expect Learners to Be Present Online and to Avoid
Passively Observing
27. Expect Learners to Create, Share, and Hold Knowledge
and Experiences
28. Expect Learners to Be Self-Motivated and Self-Directed
29. Expect Learners to Manage Their Time Effectively
30. Expect Learners to Be Ready to Learn
31. Expect Learners to Troubleshoot Problems
32. Expect Learners to Contribute to the Class Discussions
33. Expect Learners to Teach Others and Facilitate the Experience
34. Expect Learners to Act as Collegial Members of the Class
35. Expect Learners to Review Readings and Materials Thoughtfully and
Reflectively
36. Expect Learners to Provide Timely, Meaningful Feedback to You and
Their Fellow Learners
37. Expect Learners to Be Leaders
38. Expect Learners to Listen to Others
39. Expect Learners to Communicate by Addressing Each Other,
Not Just You
40. Expect Learners to Be Proactive
41. Expect Learners to Observe the Process
42. Establish a Contingency Plan

Chapter 2 Myths and Constraints of Online Teaching and Learning Myths of Online Teaching and Learning

43. Myth: Learners Are Unable to Adapt to the Online Environment
44. Myth: The Instructor Has to Know How to Do Everything
45. Myth: Time Requirements for Teachers Are Lower in an
Online Environment
46. Myth: Online Classrooms Aren't Conducive to Group Interaction
and Activities
47. Myth: Online Classrooms Aren't as Social as Face-to-Face
Classrooms
48. Myth: The Number of Learners in Online Classrooms Can
Be Unlimited
49. Myth: Technology Will Always Work
50. Myth: The Course Will Market Itself; Post It on the Web and They
Will Come
51. Myth: Learners Will Always Understand Your Intended
Expectations for Them from Your Clearly Written Syllabus
Constraints for Interactive Online Teaching and Learning
52. Constraint: Fear of Technology
53. Constraint: Different Levels of Technology Skills
54. Constraint: Literacy Levels
55. Constraint: Ability to Type and Use the Keyboard
56. Constraint: Access to a Computer and an Internet Connection
57. Constraint: The Comfort of Physical Work Space
58. Constraint: Having a Disability
59. Constraint: Not Being Able to Correspond in the Language of
the Course
60. Constraint: Reaching across Multiple Time Zones

Chapter 3 Organizing the Online Course

61. Identify the Course Design
62. Consider Course Goals and Objectives
63. Consider Content
64. Consider Readings
65. Consider Resources
66. Copyright Issues
67. Determine Methods of Delivery
68. Consider Interactive Applications
69. Consider Non-Interactive Applications
70. Give Learners Appropriate Advance Information
71. Tell Learners about the Computer Hardware and Software
They'll Need
72. Tell Learners about the Level of Computing Proficiency
73. Tell Learners about the Level of Course Content and the Course's Time
Expectations
74. Decide and Communicate What's Private and What's Public
75. Develop Course Details
76. Establish Discussion Guidelines
77. Develop a Flexible Syllabus
78. Organize Content into Modules or Units
79. Create a Timeline
80. Develop Assignments
81. Decide about Evaluation Techniques to Use
82. Evaluate Your Learners
83. Determine Course Effectiveness
Strategies for Evaluating Learning
84. Use Quizzes
85. Use Essays
86. Use Portfolios
87. Use Performance Evaluation
88. Use Interviews
89. Use Journals
90. Use Reflective Papers
91. Use Web Site Development
92. Use Learner Participation Figures
93. Use Peer Assessment
94. Use Learner Self-Assessment
95. Consider How You'll Grade Assignments
96. Develop a Way to Evaluate Group Projects
97. Develop a Way to Grade Portfolios
98. Develop a Way to Grade Reflective Papers
99. Consider Strategies for Course Improvement
100. Use the One-Minute Assessment
101. Use a Pretest/Post-test Approach
102. Use a Learner Tryout
103. Use Direct Observation
104. Ask Learners for Their Reflections
105. Conduct Peer Reviews
106. Do a Teacher Preview
107. Reflect on Your Experiences

Chapter 4 Beginning Instruction in the Online Course: Implementing the Course Design

108. Create a Space for Learning
109. Design Strategies for Assessing Learners' Characteristics and
Building Learners' Self-Knowledge
110. Design Strategies to Introduce Learners to Each Other
111. Use Effective Teaching Strategies
112. Gain Agreement with the Learners about Rules, Norms, and
Procedures for Discussion-and Do So from the Start
113. Use a Freeflowing and Interactive Content and Structure
114. Develop Team-Building Activities
115. Share Biographical Information or Stories
116. Share Course Assignments
117. Create a Social Space
118. Involve Learners in Team Projects
119. Develop Asynchronous Group Discussions
120. Develop Challenging Problems
121. Promote Critical Thinking
122. Encourage Students to Evaluate Information
123. Encourage Students to Analyze Information
124. Encourage Students to Connect Information
125. Promote Self-Regulating Learning
126. Build Collaborative Skills
127. Create a Loose Framework for Exploring Topics
128. Create Opportunities for Learners to Teach and to Facilitate
Discussions
129. Add Games and Fun Activities into the Learning Mix
130. Use Existing Software Applications Creatively
131. Use Case Studies
132. Use Simulations as Opportunities for Learning by Doing
133. Use External Communities, People, and Resources to Build
Content Knowledge
134. Create Opportunities for Reflection on the Course, Technology,
Content, and Process
135. Help Your Learners Manage Information
136. Encourage Substantive Feedback from Learners...Including Yourself
137. Motivate Your Learners to Participate
138. Give Learners Roles during Discussions
139. Make Students Facilitators
140. Make Students Process Observers
141. Make Students Information Networkers/Summarizers
142. Consider Online Office Hours
143. Take Advantage of Opportunities for Continuous Learning
144. Read All You Can about Online Learning
145. Understand That You're Not the Only One Who Feels Overwhelmed
Once in a While
146. Know That Sometime, Someday You'll Struggle with the Technology
147. Enjoy Yourself!

Postscript
Some Final Words
Appendix A, Online Classroom Software
Appendix B, References and Bibliography
Appendix C, Online Resources