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1. Focus on Course Creation. Rather than trying to make traditional courses or library programs fit into a new format, take this opportunity to build the learning opportunity of your dreams without the restrictions of tables, chairs, and four walls. What are the experiences and needs of your learners? What are the essential questions?
Ideas: Learning outcomes, digital resources, professional interaction, engage learners
2. Consider the “You” Factor. Share your professional interests and enthusiasm. “You” make your course unique. Seek ways to create an online presence that conveys your professional personality and reflects a caring, supportive atmosphere. For instance, share your knowledge and love of reading through online book club discussions.
Ideas: Virtual office, focused videos, email updates
3. Structure Learning Experiences. How do you and your students see the “big picture” of the course? Visualize the course content and activities. Create a centralized theme and an area for “the” course. Create an environment for student knowledge construction.
Ideas: CourseQuest, course diagrams
4. Think Different. Explore totally new ways of approaching your course content and communications. Focus on REAL: Relevant, Engaging, Authentic Learning.
Ideas: Blogs, collaborative writing
5. Model Techniques. Set expectations high and model outstanding performance. Demonstrate effective writing and discussion techniques. Share ideas for dealing with information overload.
Ideas: Labeled readings, sample forum discussion
6. Differentiate Learning. Online courses provide an opportunity for assignment choices and options to meet individual interests and needs. Carefully follow student progress and provide feedback, guidance, and support. Encourage different ways to share understandings including text-based discussions, audio and visual sharing, and other forms of communication.
Ideas: Choice of discussion tracks, varied readings and assignments, multiple communication channels
7. Establish Learning Communities. Create opportunities for students to develop supportive and collaborative online relationships. Ideas: Cohort groups, collaborative assignments, open discussion areas
8. Encourage Independent Learning. Seek ways to generate enthusiasm, expand thinking, and challenge students through reflective questions, varied resources, and professional connections. Continue to learn yourself and share your experiences.
Ideas: Extended readings, practical projects, professional online connections
Seven Principles of Good Practices
Effective Teaching Strategies
1. Objectives & Standards: The teacher should know what OBJECTIVES and STANDARDS of performance are to be expected, and the pupils should be informed about these objectives and standards.
2. Set: This purpose of this element is to “get” and “focus” student attention to the lesson. The teacher literally attempts to create receptive minds.
3. Teaching: This element includes the components of input, modeling, and checking for understanding. Each of these components can incorporate a multitude of method and techniques.
4. Guided Practice: This is an opportunity for students to grasp and develop the concept through participation in activity or exercise. This element is most effective if students are continuously monitored by the teacher for the purposes of time-on-task and assessment of learning. Immediate feedback (peer or teacher) is powerful at this point in the lesson.
5. Closure: This purpose of this element is to help students “bring things together in their own minds”. Good closure allows the brain to secure the “parts” of the concept or skill as a “whole”. It’s similar to the experience of stepping back and gazing at the whole picture created when the final piece of a puzzle is in place!
6. Independent Practice: This primary purpose of this element is to reinforce the content or skill that was mastered in the lesson. Independent practice of the concept or skill should continue over time and be applied to as many relevant situations as possible. In other words, independent practice should include use of the concept or skill in a context other than the one in which it was learned.
Illinois Center for Teaching, Learning and Technology
Developing a Teaching Development Plan
Six Practical Strategies to Improve Your Online Courses
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