Reaching Online Learners: Being Smart Isn't Enough
This panel offers three perspectives from instructors of online learning at Ohio State, from MOOCs to hybrid, on-campus courses using iTunes U and iBooks. They’ve created some of our most successful digital pedagogy projects - but what made their courses succeed, when others, led by equally qualified scholars, have not? This question forms the premise of our discussion.
Setting aside completion rates and other quantitative measures (which provide dubious indications of success, especially in MOOCs), the panel explores the interplay between the quality of course materials and other media content, key curricular concepts, and the presence of the instructor as essential criteria that inform successful instructional delivery.
We’ll also explore what didn't work, and lessons learned about the importance of high production value, performance, careful integration of online content into existing curricula and a willingness to employ unique strategies to hack the process when necessary.
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Additional Supporting Materials
- What does it really take to attain a high quality product? Here, we're not just talking about the instructor's attitude or teaching skills, which have been honed in a classroom. What do faculty need to have in terms of support, resources, training and funds to really pull off a successful online course or digital project? We'll talk frankly about the hard work involved.
- How do we seamlessly integrate online media content into our teaching? Here, we'll discuss the need for a good plan to successfully incorporate digital pedagogy into the conventional classroom environment. What are the strategies to use when you aren't using technology to replace face-to-face learning, but to seamlessly integrate online learning and digital texts into your teaching?
- How do performance and delivery play into student success and engagement? Many instructors see teaching primarily as an intellectual pursuit, and consequently, considering how content is delivered (i.e., how to dress, how to deliberately craft a persona) is often thought of as tactless. In online education, however, these considerations, as well as production values of media content, are critical to engaging an audience of remote learners.
Liv Gjestvang, Director, Learning Technology, The Ohio State University: Office of Distance Education & eLearning