Archives for April 2013

How is emerging tech reshaping the future of faculty development?

presentation slides

During this panel presentation at Sloan Consortium’s 6th Annual International Symposium on Emerging Technologies for Online Learning on Tue, 4/10, 2:30PM (Wilshire A), learn how three faculty from different institutions use podcasts, eBooks, online courses, and Google+ Hangouts to reinvent “faculty development” into a community of learning.

Slides are available here.

Teach a MOOC…what, are you crazy?

Maria H. Anderson, Ph.D.
Director of Learning & Research, Instructure

Canvas Network:
Many of us have experience with SPOCs = Small Private Online Courses
Recommendations: 2-4 hrs/wk, 3-6 weeks

Considerations for Teaching MOOCs

– Assessments
– Resources provided
– Required materials
– Length
– Access to resources


Social Media MOOC –
Request student access to SoMe –

Recommendations from Maria

Resources Provided

  • Wherever possible, provide resources that are freely accessible in most of the world
  • Consider your role to be the curator of the millions of resources on the Internet


  • The assessments should provide another opportunity for learning (ex: design a quiz that is designed for students to fail unless they read the readings, then let students go back and take quiz again after failing first time and then completing the readings)


  • The activities should provide a chance to apply what you’re learning in the real world
  • Activities should provide a way for students to share and delight in what they are learning


  • Discussions provide a place to truly leverage the diversity and life experiences of your participants.
  • Discussions don’t have to be required unless the purpose of participating will be valuable to every student individually

Length of Course

  • MOOC students want to spend fewer hours per week and commit to less weeks
  • This doesn’t mean you teach a less rigorous version of the same course. It means you teach a different course. It might mean you teach three courses instead of one.

My Takeaways

  • MOOCs (massive open online courses) are fundamentally different from SPOCs (specialized private online courses)
  • student-created content are some of the most interesting and valuable components of MOOCs
  • MOOCs can be great venue for experimenting with new learning opportunities for students
  • MOOCs can be considered “service to the community” and are a great way to showcase the institution
  • motivation for offering MOOCs still must be identified
  • “enroll has become the new like button”
  • ongoing availability adds a unique dimension

How to Setup Custom Flipboard Subscription for #ET4Online

If you are looking for an elegant way on your mobile device to follow #ET4Online conversations on Twitter, consider creating a custom section on Flipboard for following the saved Twitter search #et4online. Here’s a quick tutorial on how to do so.

Similar steps could be followed to add other streams of #et4online social media to Flipboard…give it a try!

Sharing My ET4Online Experiences and Takeaways

For the next several days, I’m in Las Vegas for the Sloan Consortium 6th Annual International Symposium on Emerging Technologies for Online Learning. I’ve had the privilege of serving on the steering committee for this conference this year and also will be presenting.

I look forward to accepting the “challenge” of sharing my experience and takeaways of the conference. My blog here will be the primary home for my shared notes and social media, more to follow on my plan to knit my social media tools together to here on my blog and to “mob log” my experiences using just my iPhone.

Let the sharing begin! You’ll find me sharing my et4online experience at the following social media locations.

I'm sharing on Twitter I'm sharing on Google+ I’m sharing on Instagram and Flickr I'm sharing on a blog I'm sharing on YouTube

Presence and Engagement in Online Teaching

This video, found thanks to Graham Attwell, highlights the role of the teacher in creating and sustaining a learning community, developing presence and fostering engagement.

What additional tips might you offer faculty seeking to develop a sense of “presence” in their online teaching?