November 23 – December 6
Throughout this course we’ve talked about the value of community as it relates to learning. The readings for this unit further highlight that concept. The Community of Inquiry Model proposes three components of teaching presence: course design, facilitation of discourse, and direct instruction. All are integral to the concept of online classroom management.
- Judge the relative importance of various components of online instruction
- Assess the significance of various instructor behaviors toward student learning
- Compare and contrast multiple learning models
- Formulate a philosophy for teaching and learning that exemplifies personal ideology supported by scholarly research
- Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. Journal of Educators Online, 7(1), 30.
- Swan, K., Garrison, D.R., & Richardson, J.C. (2009). A constructivist approach to online learning: The community of inquiry framework. In C.R. Payne (Ed.), Information technology and constructivism in higher education: Progressive learning frameworks(1st edition, pp. 43-57). Hershey, PA: IGI Global.
- Stewart, D.P. (2008). Classroom management in the online environment. MERLOT Journal of Online Learning and Teaching, 4(3), 371-374.
Explore these pages on the iTeachU site regarding Welcome Letters and First Contact Assignments (two components of a well-designed online course):
We’ve looked at numerous educational models over the duration of this semester. As you prepare to write your philosophy of teaching and learning, review these models:
- Community of Inquiry (Garrison, Anderson, and Archer)
- Information and Interaction diagrams (Ally)
- Integrated Course Design (Fink)
- Auditive and Educative Assessment (Fink)
- Information Fluency (Screencast from instructor)
- Active Learning (Fink)
- Learning Assessment Cycle (Screencast from instructor)
While thinking about the pros and cons of public performance, consider how you will address:
As one of the capstones for this course, articulate your own personal philosophy of teaching and learning. Your ideology is personal, but it should be substantively supported by educational theory, scholarly writing, and research. Post your completed philosophy statement.
Our final synchronous meeting will take place on Blackboard Collaborate this week (time to be determined based on student preferences). Watch the Announcement page for details. You should be prepared to discuss your personal philosophy of teaching and learning.