McDaniel's Online Teaching and Learning track (planned soon to be a stand alone certificate) is designed to meet the needs of classroom teachers (K-20), professional development trainers, and any individual interested in the design, development, and delivery of online learning.
The track consists of three 3-credit hour courses and one 4-credit hour capstone course.
OTL 501: Foundations of Online Teaching and Learning
OTL 502: The Technology of Online Teaching and Learning
OTL 503: Designing Online Learning Environments
OTL 590: Portfolio Project (Capstone)
Together, OTL 501, OTL 502, and OTL 503 focus on:
- the theoretical foundations of online teaching and learning
- flexible and appropriate instructional design strategies for learner-centered, online course design
- strategies for establishing community, appropriate online personae, and managing an online class
- strategies for assessing online projects, conferences, and ePortfolios
- practical hands-on experiences with the basics of Web page development and multimedia production, as well as building and managing online learning objects
Although the OTL series is not prescriptive in terms of theory and pedagogy, it does emphasize learning design (which focuses on the needs of the learner) over the traditional Systems Design (which, it can be argued, has tended to focus more on the needs of the instructor). To that end, we carefully consider collaborative learning, student-centered strategies, constructivist pedagogies, and performance (digital portfolio) assessments. While giving due respect to Systems Design and behaviorist learning theories, one goal of this program is to seek less industrial course development processes and more flexible design strategies--ways of putting together online learning courses and activities that are, it is hoped, more appropriate to students, as well as to the institutional/cultural situations most faculty and trainers find themselves in.
The purpose of OTL 501 is for the participant to develop his/her own theoretical framework appropriate to online learning. OTL 502 covers the essential technical skills necessary for building basic online learning activities. OTL 503 uses the theory from 501, the skills from 502, and applies them both as participants develop an appropriate design process, build the complete structure of an online class with at least one content module, and start to apply best practices for preparing and teaching an online class. In OTL 590, the capstone course, participants complete the design and development of the online class and document each design decision in an online portfolio--connecting each decision and class component with appropriate online theoretical, pedagogical, and technological contexts.
All OTL courses are designed to be taught in 8 weeks. In this course, there are 6 modules. Modules 1 and 2 last two weeks each. Modules 3-6 last one week each.
Each module is designed to be a discreet unit of study, while also working together with other modules to create a complete course.
Modules begin at 12:01 a.m. on Mondays and end at 11:59 p.m. on Sundays. All times used in the class are Eastern Standard.
OTL-501: FOUNDATIONS OF ONLINE TEACHING AND LEARNING (3 credit hours) is a broad introduction to the basic principles of online teaching and learning. Modules cover (a) the emergence of online learning, (b) cognitive and learning factors in online distance learning environments, (c) constructivism and collaborative learning, (d) quality, evaluation, and assessment, and (e) emerging issues. This class is reading intensive. Emphasis will be on creating the proper framework so as to be able to design/teach/implement systems for learner-centered instruction.
OTL 501 is a reading-intensive, discussion-based class. Students who complete The Foundations of Online Teaching and Learning (OTL 501) will have a broad background in the primary issues of online teaching and learning and be able to:
- Discuss a number of basic learning theories (including cognitive, behavioral, social, and psychological) and explain what implications each has for the design of online learning environments
- Discuss the importance of community and collaboration in online learning
- Explain how learning styles, gender, culture, and geography can affect online teaching and learning
- Discuss different ways of assessing online learners
Each participant is expected to:
- actively participate in weekly discussion forums
- participate and collaborate in a class Wiki project
- build a learning log (made available to all class members)
- write a short (500-1,000 word) paper that outlines a "personal" theoretical framework for online design--a framework appropriate to each participant's personal focus in online teaching and learning (e.g. K-12, professional development, HR, teacher training, higher ed)
Deliverable |
Due |
%
and points |
For more information
|
|
| 1 | Discussion Board Participation |
Throughout the
class Participate in each forum each week |
36 |
|
| 2 | Participation in Class Wiki |
begin reading/research/
writing/editing by 2nd week of class
and continue until the end of Module 5 |
30 |
|
| 3 | Learning Log |
Make a minimum of two entries each
week |
24 |
|
| 4 | Paper: "Towards
a Theory of Online Learning: A Personal Framework" (500-1,000 words) |
DATE |
10 |
In terms of time and commitment, this course is based on the traditional, 3-(graduate)-credit-hour semester. That means we expect participants to do the same amount of work in 8 weeks as they would in a regular long semester.
It is expected and that each participant sign on to Blackboard at least twice a week and participate in the Discussion Forums.
To do well in this class, participants should expect to spend approximately 105 hours, roughly divided as follows:
- 35 hours reading articles and book chapters
- 45 hours participating in online discussions/activities
- 25 hours in writing/preparing/participating in the online Wiki
| DATE | Class Begins |
| DATE (End Mod. 5) | Wiki should be completed |
| DATE (Two days before class ends) | Final Paper: "Towards a Theory of Online Learning: A Personal Framework" (500-1,000 words) |
| DATE (One day before class ends) | Final Learning Log entry |
| DATE | Class Ends |
Individual Learning Logs are critical components of this online class. Essentially, the Learning Log is a reflective journal that chronicles your learning experiences with: (a) the assigned readings, (b) the class conferences, and (c) your individual assignments.
Your Learning Logs will be shared with the class in a "Learning Logs " Discussion Forum. Each class participant will have his/her own Discussion "thread."
Benchmark is two posts a module, but you are encouraged to make as many posts as you like. This becomes something like a diary of your learning.
Four books are required for OTL 501. Other readings will be available online. Participants are encouraged to keep the books for subsequent OTL classes. All four books required in 501 are also used in 502 and 503! In total, participants will need to purchase six books for four classes.
REQUIRED BOOK PURCHASES for OTL 501:
- Bender, T. (2003). Discussion-based online teaching to enhance student learning: Theory, practice, and assessment. Sterling, Virginia: Stylus Publishing.
- Gillani, B. (2003). Learning theories and the design of e-learning environments. Lanham, Maryland: University Press of America.
- Hiltz, S.R., & Goldman, R. (2005). Learning together online: Research on asynchronous learning networks. Mahwah, New Jersey: Lawrence Erlbaum Associates.
- Palloff, R., & Pratt, K. (2003). The virtual student. San Francisco: Jossey-Bass.
REQUIRED ONLINE READINGS include:
- Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online Learning. Athabasca Canada: Athabasca University. Retrieved April 5, 2006 from http://cde.athabascau.ca/online_book/ch1.html
- Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online Learning. Athabasca Canada: Athabasca University. Retrieved April 5, 2006 from http://cde.athabascau.ca/online_book/ch2.html
Additional Online Readings May be Required.
Grades will be apportioned as follows:
| 1 |
Discussion Board |
36% |
| 2 | Class Wiki | 30% |
| 3 | Learning Log | 24% |
| 4 | Final Paper | 10% |
Grading Guidelines
According to Graduate School grading policy, the following symbols are used: "A "--excellent; "B"--good; "C"--passing; and "F"--failure. In this course, assignment and course grades will be calculated as follows: "A" = 90-100; "B" 80-89; "C" =70-79; "F" --<70
The grade of "B" represents the benchmark for the Graduate School. It indicates that the student has demonstrated competency in the subject matter of the course, i.e., the student has fulfilled all course requirements on time, has a clear grasp of the full range of course materials and concepts, and is able to present and apply these materials and concepts in clear, reasoned, well organized and grammatically correct responses whether written or oral.
Only students who fully meet this standard and, in addition, who demonstrate exceptional comprehension and application of the course subject matter, merit an "A".
Students who do not meet the benchmark standard of competency fall within the "C" range or lower. They, in effect, have not met graduate level standards. Where this failure is substantial, they earn an "F".
The Grade Of "I" (Incomplete): The grade of "I" is exceptional and given only to students whose completed coursework has been qualitatively satisfactory but who have been unable to complete all course requirements because of illness or other extenuating circumstances beyond their control. The grade of "I" may be considered only for students who have completed at least fifty percent (50%) of the total coursework requirements and who have received a passing grade on all the coursework, which they have completed The instructor retains the right to make the final decision on granting a student's request for an "I", even though the student may meet the eligibility requirements for this grade.
Writing Standards
Effective teachers and trainers are also effective communicators. Written communication is an important element of the total communication process. The Graduate School recognizes and expects exemplary writing to be the norm for course work. To this end, all papers, individual and group, must demonstrate graduate level writing ability and comply with the format requirements of the Publications Manual of the American Psychological Association (latest ed.). Careful attention should be given to source citations, proper listing of references, representation of numbers, and the presentation of tables and figures.
Policy on Academic Integrity (Plagiarism)
Plagiarism is the intentional or unintentional presentation of another person's idea or product as one's own. Plagiarism includes, but is not limited to the following: copying verbatim all or part of another's written work; using phrases, charts, figures, illustrations, or mathematical or scientific solutions without citing the source; paraphrasing ideas, conclusions, or research without citing the source; and using all or part of a literary plot, poem, film, musical score, or other artistic product without attributing the work to its creator. Students can avoid unintentional plagiarism by carefully accepted scholarly practices. Notes taken for papers and research projects should accurately record sources of material to be cited, quoted, paraphrased, or summarized, and papers should acknowledge these sources in footnotes.
The penalties for plagiarism include a zero or a grade of 'F' on the work in question, a grade of 'F' in the course, suspension with a file letter, suspension with a transcript notation, or expulsion.
Note: Work submitted for this class must be your own, and it must be original to this course. If you have questions regarding this stipulator, please consult instructor.
Honor Code
The McDaniel College community affirms its commitment to the ideals of personal integrity and community honor, including academic endeavors and respect of personal property. Academic violations consist of cheating, plagiarism, revamping other student's work, and misuse of library materials and electronic media. Students will uphold the Honor Code in all endeavors.
Beyond motivation and self-discipline, following are the other traits we find successful online students have in common:
- Successful Online Learners actively participate in conferences. The conferences are set up to help you better understand a specific aspect of the course. Taking part in the interchange will lead to a better understanding of the topic.
- Successful Online Learners are active members of their student group. Blackboard has a special feature that allows students to work in a private study area with or without the faculty member. This is an excellent place to work out your strategies on group work or run ideas by your course mates.
- Successful Online Learners take advantage of the fact that there are no time and place barriers. Students can access their courses 24 hours a day, seven days a week, at home or away. The coursework fits their schedule, it doesn't dominate it. They work on their course when they can give their full concentration to it.
- Successful Online Learners ask questions. They put their questions in the Café whenever they have a question, and before they can forget it.
- Successful Online Learners work at their own pace. Some modules may take some students longer than others (others may take less time). Because there is no rigid pacing as required in a classroom, successful students take the extra time they need to absorb material before moving on.
- Successful Online Learners are adventuresome. The course material provided on the Web is just the beginning. The advantage of the medium is the window it provides to all sorts of electronic libraries and other interesting places to visit that give new perspectives or updates on the course material. Research is easier on the Web, and research is a significant advantage in understanding college-level material.
- Successful Online Learners understand the power of their computer. In addition to the Web resources, online learners know how to manipulate text, cut and paste citations (always using proper references, of course), e-mail, and chat.
- Successful Online Learners start early. They don't wait a few before they get started. They log on right away, get an overview of the course and the workload, plan their five weeks, and surf around to see what resources are available (help desk, tutorials, etc.).
- Successful Online Learners keep an informal and clear writing style that aids online communication, which is predisposed to textual ambiguity.
- Successful Online Learners give correspondents the benefit of the doubt when their intentions seem unclear. Ask for clarification and always assume the best intentions. Sometime, it takes patience, courtesy, and kindness to listen through the noise.
- Successful Online Learners submit work on time.
The following guidelines are generally accepted as "proper behavior for the Internet"... otherwise known as "netiquette."
- Remember there is a person on the other side of the screen.
It's so easy to forget that the words on the screen are going out to people who have feelings and emotions just like we do. Think it through and always ask yourself if it would be appropriate to say face-to-face. How you are perceived in the online world is totally dependent on your written communication style. What you say can be overshadowed by how you say it. - Take a second look before you post.
Remember that whatever you type may be floating around in cyberspace (or at least on Blackboard) for a very long time. After an unfortunate incident in junior high regarding an intercepted note, I learned an important lesson the hard way... never put anything in writing you wouldn't want the world (or at least your principal!) to read. The same is true to an even greater extent online. Once you’ve posted something to the web, it is very much out of your hands. Unlike a written message, you don't necessarily have the power to destroy it. Choose your words with care. - Discussion board posts are not as formal as a paper, but should be more formal than email.
Your use of vocabulary, spelling, and grammar may not make or break your experience online, but they do create an impression of you. How you present yourself online makes a difference in how others respond. Take the time to use spell-check and reread your post before hitting "submit"... it might save you some embarrassment later. - Be careful of irony and sarcasm.
It is so easy to misinterpret an email... and not just in the case of humor. Because there are no nonverbals to go along with your comments, what was meant as a humorous remark or snappy come-back can be interpreted in a VERY negative light. Using a smiley face J or other emoticon can help, but don't use a smiley to say something you should not. Short responses can be misinterpreted as being curt or impolite. If you think your words could be perceived negatively, they probably will be. - WRITING IN ALL CAPS is like SHOUTING.
Writing in all caps is generally frowned upon by your colleagues. - Avoid "Me Too" Messages
A post which says only "I agree" or "Yes!" can be very frustrating, especially to those with a slower speed internet connection. If you take the time to post, say something substantive. - Abusive, harassing, or inappropriate material of any kind is obviously unacceptable.
Some useful resources on Netiquette.
The instructor will be checking into the course several times a week and will be posting messages and announcements regularly.
- Email: instructor's email
If you do not receive a response same day, you can usually expect a response within the next 24 hours.
Technical Requirements:
A recent computer (PC or Mac) with a connection to the internet. It is best if you have Microsoft Office Suite, but it is not required for this class.
The best browser to use is Internet Explorer. (Those of you who use Netscape will notice that the assessible font tags produce especially small text in the Netscape browser.)
Technical Help:
In many cases, your instructor should be able to help you, especially if it concerns logging into Blackboard or the use of Blackboard's features. You should also check the McDaniel Blackboard FAQs at http://www2.mcdaniel.edu/its/faq_blackboard.htm.
For other technical problems, contact Steve Kerby at skerby@mcdaniel.edu or 410-386-4686. Phone calls are only returned during business hours. Email, however, is answered 7 days a week. Please include OTL in the email subject header. Every attempt will be made to respond to emails within 24 hours, if not much sooner.
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McDaniel College |
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