On October 18th, Online Education held the inaugural “Online Teaching Faculty Showcase”. Experienced online faculty members from Western Michigan University, Dr. Regina Garza Mitchell and Dr. Cathryn Bailey shared highlights of their online education experiences as well as tips and tricks for optimizing instruction of an online, hybrid, or web enhanced course.
Dr. Regina Garza Mitchell
Dr. Regina Garza Mitchell kicked off the talk with a presentation entitled, “Seven Key Things to Know About Teaching Online.” In this interesting and informative talk, Dr. Garza Mitchell walked the audience through seven things she wished she had known before she began her journey with online education 20+ years ago. Her talk was informed by her years as an online education student, instructional designer, instructor, administrator, and researcher.
1. Plan Ahead
- Start building your course as far in advance as possible. Ask yourself what you want students to learn, and how you will lead them to this learning. Research and see if the content already exists somewhere, and if it doesn’t, find out what you will need to learn to create it.
- Take advantage of assistance. There are existing templates to use, or you can create your own. Take advantage of Instructional Designers to storyboard the class.
- Exchange Ideas! Not just within your own department. Branch out, and see what you can learn from instructors in other areas.
2. Communicate - Early and Often
- Send a pre-class email, create a welcome video, update and send regular weekly announcements, respond to discussions only as you would in a face to face classroom setting, and give specific feedback on assignments using the feedback space on Elearning.
- Communicate in a variety of ways
- Clarify your expectations for communication through the syllabus, by using a rubric, and in the assignment description.
3. Use Content in Multiple Forms
- Use links to websites and resources, create your own web pages within Elearning, use E-reserves, dropboxes, and discussions.
- Use verbs telling students what to do with each activity - maybe they should watch a short video, or listen to a lecture. Sometimes you will want them to read an article you have linked, and other times you may want them to scan a website as a resource for further research.
4. Technology is a Tool
- Technology should support your teaching practice, it is not a replacement for good teaching. Don’t try to do all the complicated tech based activities you see other people doing - that may not be your thing! Sometimes simpler is better.
- Provide the Help Desk information - and remember that you are not the help desk!
5. Manage Your Time and Help Students Manage Theirs
- Set expectations at the very beginning. Learners should know how many hours they should expect to spend using for instruction, for studying, and for homework. After they have those expectations they can decide if they have the time to take the course at that time. Encourage students to stick with a schedule - Mondays from this time to this time I will spend reading/listening/writing/etc.
- Set reasonable expectations for yourself as the instructor. Decide what days and times you will check into the course and which days and times you will respond to email. Pre-schedule course announcements and they will post regularly and automatically at the time you choose. Remember that you are not required to be available 24 hours a day.
6. Keep Learning
- Read and attend trainings that are offered to you!
7. Keep it Interesting
- Ask yourself: Would I want to take my class?
Dr. Cathryn Bailey
Dr. Cathryn Bailey’s talk, entitled, “Dogs, cats and a philosophy of online teaching: Or, Some of what I’ve learned about online teaching I’ve learned from Nib, Vin, and Orange peel,” discussed the philosophy of Online Education and how some of what she learned, she learned from her animals. Her approach grew out of her experience teaching philosophy and gender/women’s studies for 20+ years and her first attempt at teaching online about 12 years ago that left her feeling a bit “stung”. Four years ago, she decided to embrace the challenge of online teaching to make it a meaningful experience for all involved. This new approach caused a shift in Dr. Bailey’s interests in pedagogy to questions of online pedagogy.
Why a philosophy of online teaching?
Finding out the big whys can make some of the small whats much clearer and more manageable
You may find that some challenges that felt fundamental were actually symptomatic. You may not need to add what you thought you needed, or in the format you thought you needed. Ex: “how to set up a discussion’ or “recording all those lectures!”
Online teaching can become an opportunity to rethink the relationship to students, to pedagogy, and to self
Listen More, Expound Less
“Students and online support folks know stuff” Don’t try to do it all yourself. Listen and learn.
Depend on others, um, up to a point
“Consult experts but don’t give up your power” There are best practices out there, but it is important to also make sure that specific practices work for your content.
Neither fear looking foolish nor cede your relevant claims to expertise
“Adopt a modified beginners mind” You are an expert, but you are also learning. It’s ok if you have students that let you know something isn’t right, or a link isn’t working. These students are helpful! You can ask them to let you know if something doesn’t look right. You will learn to appreciate students like this.
Keep an eye on what’s coming next
“Don’t teach online if you’re an unrepentant procrastinator”
Pay meticulously close attention to the details
“An ounce of prevention is worth a pound of cure” Spend time looking through all the dates and details and links prior to launching the next module in Elearning. Schedule this time. Planning ahead is important. You can’t expect to have a quality course, or feel good about your course, if you are waiting to prepare until the week before. Creating a course takes weeks. Began far in advance.
Don’t compare a Yorkie to a Lab mix
“Appreciate what this unique beast has to offer” Online teaching is not face to face teaching, and face to face teaching is not online. Neither is “better” they aren’t the same.
Avoid a victim mentality
“Claim agency and pride in your online teaching work” Don’t fall into the trap of saying “Ugh” or “I was forced” or “I had to” or “You know this is the way things are now”. This is your work. Be proud of what you are doing.
Defensiveness is the first act of aggression
“Respond to critics by being excellent” Don’t feel you need to defend yourself or your work or that you are “just” teaching online. Be excellent. You are working hard, no matter where that work is taking place.
Don’t grieve over that supposedly greener grass
“Don’t romanticize the face-to-face classroom” Not all face to face teaching is amazing. The reality is that it is usually ok. Don’t fall into the pit of thinking you are losing something by teaching online. Online teaching can also be amazing.
Dial up your praise and engagement factor
“Consider adopting an encouraging, high-validation approach” What may seem silly, actually might feel good as an online learner. Who doesn’t like to know they did a good job? Use items such as emojis and course badges to encourage students.
Be self-reflective; let online teaching be a pedagogical doorway
“Get curious rather than resentful or apologetic” Sometimes what you create and rethink for online instruction can inform and improve your teaching practice as a whole - not matter the format.
Consider becoming explicit about your online teaching philosophy
- What is very highest purpose of the online teaching work you have chosen to do? i.e., “easy money” vs. “providing a flexible learning opportunity”
- What compromises do you feel you are making in the online realm, and are they actually necessary?
- How many of the issues you are having with online teaching are connected to your own personal, psychological issues and concerns? i.e., losing the validation of a face-to-face crowd or a loss of confidence in one’s expertise
- How might stereotypes and assumptions about online education be limiting your creativity? Have you yourself taken an online class, for example?
Recommendations
Dr. Regina Garza Mitchell Recommends:
- Recommended Reading
- Teaching Online by Claire Howell Major (2015)
- Engaging the Online Learner by Rita-Marie Conrad and J. Ana Donaldson (2011)
- Online Teaching and Learning: Putting the Principles and Practices of Dialog Education into Action by Jane Vella (2007)
- Recommended Training
- Eteaching Endorsement @WMU
- Other WMU trainings
Dr. Cathryn Bailey invites you to continue the conversation:
- Cathryn Bailey, Prof, Dept. of Gender and Women’s Studies, philosopher, hobbyist photographer
- Website “The Virtual Pedagogue,” www.virtualpedagogue.com “mindful college teaching,” with a special focus on online education
- ”Online teaching: A new doorway into our brick and mortar classrooms,” forthcoming in Feminist Teacher
- Sabbatical project—epistemology and ethics of feminist online teaching—for Spring 2019
References:
Bailey, C. (2018). Dogs, cats and a philosophy of online teaching: or, some of what I’ve learned about online teaching I’ve learned from Nib, Vin, and Orange peel.
Garza Mitchell, R. (2018). Seven key things to know about teaching online.