Theory Day 4: Planning for Web-based Instruction

 OK. So now we've reviewed the theory behind online learning, including the advantages and limitations of multimedia, and explored potential instructional strategies for use on the web---all in preparation for planning our own classroom website. During Day 4 we will sketch a plan for building our own classroom websites.

THE ASSIGNMENT

1. Read the articles below which offer guidelines on how to plan for building a classroom website and also the definitions of synchronous and asynchronous learning.

2. Brainstorm ideas for individual classroom websites including instructional strategies, tools, and activities. Be sure to consider the audience and purpose for the classroom website, as well as the content area and level.

SYNCHRONOUS SETTINGS: Organize into small groups based on secondary of elementary level and content areas.

ASYNCHRONOUS SETTINGS: Work independently to brainstorm.

3. Decide on at least one instructional strategy with at least two accompanying instructional activites for use on the classroom website.

Planning the Components of a Course Website

As in all courses, the quality of the instructional planning maximizes the learning for all students. In the Web environment, answers to two questions are especially valuable.

• What components will enhance teaching and learning?

• What components will save time by being posted for students to access online?

At the most basic level, instructors can post content and announcements at a course website. However, course planning usually begins with a course map – an outline of topics, weeks, objectives, activities, assignments, and assessments to show alignment of course components with each other in a weekly calendar format. Planning also includes the purposeful design of activities to create a student learning community – supportive student groups in a course that develop with the students’ active access, pursuit, generation, and evaluation of information and learning in their discussion, chats, and e-mail communications.

Examples of Possible Course Website Components

1. Course Syllabus
2. Staff Information
3. Student Information
4. Course Calendar – Due dates for readings, activities, assignments, quizzes, and exams
 Communication Tools – Areas for participating in group or class discussions about particular issues, keeping electronic journals, completing “dry or simulated lab” exercises to prepare for “wet or real lab” experiences, or engaging in chat sessions. Many students are able and willing to participate more fully online than in face-to-face classes, especially when discussion assignments require each student to post a comment or the results of a brief assignment and to reply to a comment or question from other students.

Student Tools – Areas for using the Assignment Tool to send and receive completed papers, homepages, or personal profiles of students, and access to grades.

Assessments – Areas for quizzes, exams, and surveys; online grade books; and assessment statistics.

5. Weeks (or Units or Topics), which could include:

• Assignments and Activities, including directions and due dates. For face-to-face classes with webenhancement, you may wish to include required assignments, even if minor, for extra points to be turned in at the scheduled class times or other incentives to maintain class attendance.
• Course Documents – For reference, study, or answers to frequently asked questions
• Lectures – Notes and audio to highlight key concepts of course content

 

The communication terms “synchronous” and “asynchronous” refer to the element of time in course interactions.

Synchronous communication occurs when there is a simultaneous learning experience. Instructor and students communicate at the same time, i.e., in “real time.” Synchronous online communication can take place via text (instant messaging, chat tools, and “virtual classrooms”), as well as via interactive audio and video conferencing classrooms”), as well as via interactive audio and video conferencing.

Asynchronous communication offers participants more choices of where and when to engage in learning. An example would be a web-based course in which the instructor posts a lecture and assignments online for students to view, complete, and submit at another time. Another example would be a “threaded discussion” forum in which students post messages and responses over a period of days or weeks. While synchronous communication may seem most desirable due to its similarity to the traditional classroom experience, there are limitations. One limitation is complexity: due to the limited number of communication channels available in an online environment, conversational turn taking becomes a more involved process (who is responding to whom? whose turn is next?). There also may be issues of complexity in the tools used for synchronous interaction that  can put some students (e.g., the disabled) at a disadvantage. (FSU, 2009)