Step 3: Go Live
Contact your students approximately 7–10 days before the course’s start
date. Set up a face-to-face meeting if
possible, or at least send out an e-mail
that includes a welcome, a description
of the course, your contact information, and the hardware and software
requirements. Attach two files to the
e-mail—a student information sheet
to be returned to you and a list of your
expectations for the students.
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Teachable moments often occur in the midst of an online discussion,
so be prepared to seize the agenda to take advantage of the situation,
just as you would in a regular classroom.
you can make sure they understand If possible, open your course a few
the prerequisite and foundational days before the official start date so
skills before they try to complete the the students can read the syllabus,
assignments. look at the navigational structure, and
introduce themselves, which will add
a human element to the course.
As the instruction proceeds, keep
track of ways to improve the course,
making note of where things went
well and where they didn’t, as these
insights will come in handy the next
time you teach the course. Also, be
sure to include an evaluation for the
students to complete at the end. This,
along with notes, grades, completed
assignments, activities, and discussion
postings, will help you evaluate your
objectives.
Remaking face-to-face course content in an online format is a daunting
task for first-time course designers.
But with these guidelines, you can
create online experiences that are
as meaningful as—or perhaps more
than—the original course you taught
in the classroom.
Be sure to ask students about their
technology experience on the information sheet to determine if some
need extra help through tutorials,
teacher explanations, or videos. Remember that the course should focus
on core content and not technology.
• Master of Arts in Education:
Concentration in
Instructional Strategies
• Master of Arts in
Educational Leadership
• Master of Arts in
Educational Technology
Teacher Education University is accredited by
the Accrediting Commission of the Distance
Education and Training Council (DETC). Teacher
Education University is licensed by the Florida
Department of Education, Commission for
Independent Education, License Number 3328.
The student expectation list will
help both you and the students avoid
future frustration. For example, students should understand at the outset
that online courses are typically more
time intensive than face-to-face courses. Also, even though online courses
are accessible 24 hours a day, students
often think that grades and instructor responses will be immediate. Tell
them to expect feedback on assignments and grades within five to seven
days of the due date. For student
e-mails, you should send short acknowledgments upon receipt, even if
you’re not able to send full responses
immediately.
1079 W. Morse Blvd. • Suite B
Winter Park, Florida 32789-3751
1.800.523.1578
www.TEU.edu
The West Central Learning Academy covers many of these expectations
during a one-week orientation class
that every student must complete before participating in an online course.
The orientation also familiarizes students with Moodle and the general
operation of online courses.
Resources
Blackboard: www.blackboard.com
Blogger: www.blogger.com/home
Flickr: www.flickr.com
Moodle: http://moodle.org
Teacher Tube: www.teachertube.com
Voice Thread: http://voicethread.com
WebCT: www.blackboard.com/webct
Wetpaint: www.wetpaint.com
Gerry Davis is an educational
technologist with the Northwest
Ohio Educational Technology
Foundation. He is also an adjunct instructor at Bowling
Green State University, where
he teaches classes focusing on
integrating technology into the K– 12 curriculum.
Donna M. Dick is an educational technologist with the
Northwest Ohio Educational
Technology Foundation. She is
also an adjunct instructor at
Bowling Green State University,
where she teaches classes focus-
