{"product_id":"the-online-teaching-survival-guide-9781119765004","title":"The Online Teaching Survival Guide","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface ix\u003c\/p\u003e \u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003eForeword xxiii\u003c\/p\u003e \u003cp\u003eIntroduction xvii\u003c\/p\u003e \u003cp\u003e1 Teaching Online: The Big Picture 1\u003c\/p\u003e \u003cp\u003ePreparing to Teach in the Online and Blended Environments 2\u003c\/p\u003e \u003cp\u003eUh-Oh. What Did I Say I Would Do? 2\u003c\/p\u003e \u003cp\u003eIs This You? 3\u003c\/p\u003e \u003cp\u003eThe Definition of a Course 4\u003c\/p\u003e \u003cp\u003eHow Do Online and Blended Courses Differ from Traditional\u003c\/p\u003e \u003cp\u003eCourses? 6\u003c\/p\u003e \u003cp\u003eTypes of Online and Blended Courses 8\u003c\/p\u003e \u003cp\u003eThe Four Phases of a Course 10\u003c\/p\u003e \u003cp\u003eLearning Theories and Theorists 11\u003c\/p\u003e \u003cp\u003eLev Vygotsky (1896–1934): Theory of Social Development 11\u003c\/p\u003e \u003cp\u003eJohn Dewey (1859–1952): Experiential Learning 13\u003c\/p\u003e \u003cp\u003eJean Piaget (1896–1980): Theory of Genetic Epistemology or\u003c\/p\u003e \u003cp\u003eOrigins of Thinking 14\u003c\/p\u003e \u003cp\u003eJerome Bruner (1915–2016): Constructivism 14\u003c\/p\u003e \u003cp\u003eJohn Seely Brown (1940–): Cognitive Apprenticeship 15\u003c\/p\u003e \u003cp\u003eRoger Schank (1946–): Schema Theory 16\u003c\/p\u003e \u003cp\u003eAlbert Bandura (1925–): Social Learning Theory 17\u003c\/p\u003e \u003cp\u003eJean Lave (1939–): Situated Learning Theory 17\u003c\/p\u003e \u003cp\u003eK. Anders Ericsson (1946–2020): Expert Performance Theory 18\u003c\/p\u003e \u003cp\u003eEllen Langer (1947–): Theory of Mindful Learning 18\u003c\/p\u003e \u003cp\u003eDaniel Goleman (1946–): Theory of Emotional Intelligence 18\u003c\/p\u003e \u003cp\u003eOther Theorists and Influencers 19\u003c\/p\u003e \u003cp\u003eSummary—and What’s Next 19\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 20\u003c\/p\u003e \u003cp\u003e2 Pedagogical Principles for Effective Teaching and Learning:\u003c\/p\u003e \u003cp\u003e10 Core Learning Principles 21\u003c\/p\u003e \u003cp\u003eBackground of the 10 Core Learning Principles 23\u003c\/p\u003e \u003cp\u003eTen Core Learning Principles 24\u003c\/p\u003e \u003cp\u003ePrinciple 1: Every Structured Learning Experience Has\u003c\/p\u003e \u003cp\u003eFour Elements, with the Learner at the Center 25\u003c\/p\u003e \u003cp\u003ePrinciple 2: Learners Bring Their Own Personalized and\u003c\/p\u003e \u003cp\u003eCustomized Knowledge, Skills, and Attitudes to the Learning\u003c\/p\u003e \u003cp\u003eExperience 28\u003c\/p\u003e \u003cp\u003ePrinciple 3: Faculty Mentors Are the Directors of the Learning\u003c\/p\u003e \u003cp\u003eExperience 30\u003c\/p\u003e \u003cp\u003ePrinciple 4: All Learners Do Not Need to Learn All Course\u003c\/p\u003e \u003cp\u003eContent; All Learners Do Need to Learn the Core Concepts 31\u003c\/p\u003e \u003cp\u003ePrinciple 5: Every Learning Experience Includes the Environment\u003c\/p\u003e \u003cp\u003eor Context in Which the Learner Interacts 33\u003c\/p\u003e \u003cp\u003ePrinciple 6: Every Learner Has a Zone of Proximal Development\u003c\/p\u003e \u003cp\u003eThat Defines the Space That a Learner Is Ready to Develop into\u003c\/p\u003e \u003cp\u003eUseful Knowledge 34\u003c\/p\u003e \u003cp\u003ePrinciple 7: Concepts Are NotWords but Organized and\u003c\/p\u003e \u003cp\u003eInterconnected Knowledge Clusters 35\u003c\/p\u003e \u003cp\u003ePrinciple 8: Different Instruction Is Required for Different\u003c\/p\u003e \u003cp\u003eLearning Outcomes 36\u003c\/p\u003e \u003cp\u003ePrinciple 9: Everything Else Being Equal, More Time on\u003c\/p\u003e \u003cp\u003eTask Equals More Learning 37\u003c\/p\u003e \u003cp\u003ePrinciple 10:We Shape Our Tools, and Our Tools Shape Us 38\u003c\/p\u003e \u003cp\u003eSummary—and What’s Next 39\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 40\u003c\/p\u003e \u003cp\u003e3 Best Practices for Teaching Online: 10 Plus 4 41\u003c\/p\u003e \u003cp\u003eBest Practices for Online and Blended Teaching and Learning 42\u003c\/p\u003e \u003cp\u003eBest Practice 1: Be Present at Your Course 42\u003c\/p\u003e \u003cp\u003eBest Practice 2: Create a Supportive Online Course Community 45\u003c\/p\u003e \u003cp\u003eBest Practice 3: Develop a Set of Explicit Workload and\u003c\/p\u003e \u003cp\u003eCommunication Expectations for Your Learners and for Yourself 46\u003c\/p\u003e \u003cp\u003eBest Practice 4: Use a Variety of Large Group, Small Group, and\u003c\/p\u003e \u003cp\u003eIndividual Work Experiences 48\u003c\/p\u003e \u003cp\u003eBest Practice 5: Use Synchronous and Asynchronous Activities 49\u003c\/p\u003e \u003cp\u003eBest Practice 6: Ask for Informal Feedback Early in the Term 50\u003c\/p\u003e \u003cp\u003eBest Practice 7: Prepare Discussion Posts That Invite Responses,\u003c\/p\u003e \u003cp\u003eQuestions, Discussions, and Reflections 50\u003c\/p\u003e \u003cp\u003eBest Practice 8: Think Digital and Mobile for All Course Content 52\u003c\/p\u003e \u003cp\u003eBest Practice 9: Combine Core Concept Learning with Customized\u003c\/p\u003e \u003cp\u003eand Personalized Learning 53\u003c\/p\u003e \u003cp\u003eBest Practice 10: Plan a Good Closing andWrap Activity for the\u003c\/p\u003e \u003cp\u003eCourse 55\u003c\/p\u003e \u003cp\u003eFour More Best Practices for Online and Blended Teaching and\u003c\/p\u003e \u003cp\u003eLearning 55\u003c\/p\u003e \u003cp\u003eBest Practice 11: Assess as You Go by Gathering Evidences of\u003c\/p\u003e \u003cp\u003eLearning 56\u003c\/p\u003e \u003cp\u003eBest Practice 12: Rigorously Connect Content to Core Concepts\u003c\/p\u003e \u003cp\u003eand Learning Outcomes 56\u003c\/p\u003e \u003cp\u003eBest Practice 13: Develop and Use a Content Frame for the Course 57\u003c\/p\u003e \u003cp\u003eBest Practice 14: Design Experiences to Help Learners Make\u003c\/p\u003e \u003cp\u003eProgress on Their Novice-to-Expert Journey 58\u003c\/p\u003e \u003cp\u003eConclusion 58\u003c\/p\u003e \u003cp\u003eSummary—and What’s Next 59\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 59\u003c\/p\u003e \u003cp\u003e4 Technology Tools to Support Teaching and Learning 61\u003c\/p\u003e \u003cp\u003eGuidelines for Choosing and Using Technology Tools 62\u003c\/p\u003e \u003cp\u003eGuideline 1: Pedagogy First, Technology Second 62\u003c\/p\u003e \u003cp\u003eGuideline 2: Keep It Simple 62\u003c\/p\u003e \u003cp\u003eGuideline 3: Involve Your Learners in Choices and Use of\u003c\/p\u003e \u003cp\u003eDigital Tools and Resources 63\u003c\/p\u003e \u003cp\u003eGuideline 4: Have Choices and Backups for When the Cloud\u003c\/p\u003e \u003cp\u003eDisappears 64\u003c\/p\u003e \u003cp\u003eGuideline 5: Review Your Technology Tool Set Every Two to\u003c\/p\u003e \u003cp\u003eThree Terms 64\u003c\/p\u003e \u003cp\u003eSet One: Basic Technology Tools for Online and Blended Teaching\u003c\/p\u003e \u003cp\u003eand Learning 65\u003c\/p\u003e \u003cp\u003eCommunication Tools in Learning Management Systems 66\u003c\/p\u003e \u003cp\u003eMore Thoughts on the Basic Tools 71\u003c\/p\u003e \u003cp\u003eSet Two: Enriched Basic Technology Tools 72\u003c\/p\u003e \u003cp\u003eSet Three: Tools for Applying Knowledge in Authentic Contexts 75\u003c\/p\u003e \u003cp\u003eStaying in Sync with Tools 77\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 78\u003c\/p\u003e \u003cp\u003e5 Four Phases of a Course: Themes and Happenings 79\u003c\/p\u003e \u003cp\u003ePhase 1 Course Beginnings: Starting Off on the Right Foot 79\u003c\/p\u003e \u003cp\u003eCourse Beginnings: Themes and Best Practices 79\u003c\/p\u003e \u003cp\u003eWhat’s Happening in Course Beginnings 83\u003c\/p\u003e \u003cp\u003ePhase 2 Early Middle: Keeping the Ball Rolling 85\u003c\/p\u003e \u003cp\u003eEarly Middle: Themes and Best Practices 85\u003c\/p\u003e \u003cp\u003eWhat’s Happening in the Early Middle 89\u003c\/p\u003e \u003cp\u003ePhase 3 Late Middle: Letting Go of the Power 90\u003c\/p\u003e \u003cp\u003eLate Middle: Themes and Best Practices 90\u003c\/p\u003e \u003cp\u003eWhat’s Happening in the Late Middle 95\u003c\/p\u003e \u003cp\u003ePhase 4 Closing Weeks: Pruning, Reflecting, andWrapping Up 97\u003c\/p\u003e \u003cp\u003eClosing Weeks: Themes and Best Practices 97\u003c\/p\u003e \u003cp\u003eWhat’s Happening in the Closing Weeks 101\u003c\/p\u003e \u003cp\u003eSummary—and What’s Next 102\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 102\u003c\/p\u003e \u003cp\u003e6 Phase 1: Course Beginnings 103\u003c\/p\u003e \u003cp\u003eOverview of Tips for Course Beginnings 104\u003c\/p\u003e \u003cp\u003ePreparing Your Syllabus and Course Site 104\u003c\/p\u003e \u003cp\u003eLaunching Your Course 105\u003c\/p\u003e \u003cp\u003eCreating Meaningful and Stimulating Discussion Forums 105\u003c\/p\u003e \u003cp\u003eManaging Discussion Forums 105\u003c\/p\u003e \u003cp\u003ePreparing Your Syllabus and Course Site 105\u003c\/p\u003e \u003cp\u003eCB Tip 1: Essential Elements of an Online or Blended Course\u003c\/p\u003e \u003cp\u003eSyllabus and Course Site 106\u003c\/p\u003e \u003cp\u003eCB Tip 2: More on the Essential Elements of an Online or\u003c\/p\u003e \u003cp\u003eBlended Syllabus 114\u003c\/p\u003e \u003cp\u003eCB Tip 3: Designing Learning for All 117\u003c\/p\u003e \u003cp\u003eCB Tip 4: Creating a Syllabus That Jump-starts Learning 119\u003c\/p\u003e \u003cp\u003eCB Tip 5: Using “Bookending” to Add Structure and Meaning 124\u003c\/p\u003e \u003cp\u003eCB Tip 6: The Faculty Role in Blended and Online Courses 128\u003c\/p\u003e \u003cp\u003eLaunching Your Course 131\u003c\/p\u003e \u003cp\u003eCB Tip 7: Hitting the Ground Running: How Not to Lose\u003c\/p\u003e \u003cp\u003ethe First Week 131\u003c\/p\u003e \u003cp\u003eCB Tip 8: Launching Social and Cognitive Presence 132\u003c\/p\u003e \u003cp\u003eCB Tip 9: Generating Energy and Purpose with Specific\u003c\/p\u003e \u003cp\u003eLearning Goals 137\u003c\/p\u003e \u003cp\u003eCB Tip 10: Getting to Know Students’ Minds: The Vygotsky\u003c\/p\u003e \u003cp\u003eZone of Proximal Development 140\u003c\/p\u003e \u003cp\u003eCB Tip 11: Getting into the Swing of a Course: Is There an\u003c\/p\u003e \u003cp\u003eIdeal Weekly Rhythm? 142\u003c\/p\u003e \u003cp\u003eCreating Meaningful and Stimulating Discussion Forums 145\u003c\/p\u003e \u003cp\u003eCB Tip 12: The Why and How of Discussion Forums: Their\u003c\/p\u003e \u003cp\u003eRole in the Online Course 145\u003c\/p\u003e \u003cp\u003eCB Tip 13: Four Types of Discussion Forums: Purpose,\u003c\/p\u003e \u003cp\u003eStructure, and Assessment 148\u003c\/p\u003e \u003cp\u003eCB Tip 14: Characteristics and Examples of Good Discussion\u003c\/p\u003e \u003cp\u003eQuestions 152\u003c\/p\u003e \u003cp\u003eCB Tip 15: Power Questioning for Meaningful Discussions 157\u003c\/p\u003e \u003cp\u003eCB Tip 16: Guided Student Response Posts—A Three-Part\u003c\/p\u003e \u003cp\u003eStructure 161\u003c\/p\u003e \u003cp\u003eManaging Discussion Forums 162\u003c\/p\u003e \u003cp\u003eCB Tip 17: Discussion Wraps: A Useful Cognitive Pattern or\u003c\/p\u003e \u003cp\u003ea Collection of Discrete Thoughts? 163\u003c\/p\u003e \u003cp\u003eCB Tip 18: Using Discussion Postings to Gather Evidence of\u003c\/p\u003e \u003cp\u003eLearning 166\u003c\/p\u003e \u003cp\u003eCB Tip 19: Feedback in Discussion Posts—How Soon,\u003c\/p\u003e \u003cp\u003eHow Much, andWrapping Up 168\u003c\/p\u003e \u003cp\u003eSummary—and What’s Next 170\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 170\u003c\/p\u003e \u003cp\u003e7 Phase 2: Keeping the Ball Rolling in the Early Middle 171\u003c\/p\u003e \u003cp\u003eOverview of Tips for the Early Middle 171\u003c\/p\u003e \u003cp\u003eMonitoring and Managing Communications 172\u003c\/p\u003e \u003cp\u003eMemory, Metacognition, and Learning Guides 172\u003c\/p\u003e \u003cp\u003eBuilding Cognitive Presence 172\u003c\/p\u003e \u003cp\u003eStrategies and Tools for Building Community 172\u003c\/p\u003e \u003cp\u003eMonitoring and Managing Communications 173\u003c\/p\u003e \u003cp\u003eEM Tip 1: Tools for Teaching Presence: Announcements, E-mails,\u003c\/p\u003e \u003cp\u003eDiscussion Forums, and Texting 173\u003c\/p\u003e \u003cp\u003eEM Tip 2: Monitoring Student Progress Using Analytics 176\u003c\/p\u003e \u003cp\u003eEM Tip 3: Early Feedback—It’s a Two-Way Street 178\u003c\/p\u003e \u003cp\u003eEM Tip 4: Tips for Making Grading Time Efficient and Formative 182\u003c\/p\u003e \u003cp\u003eEM Tip 5: Dealing with Difficult Students—What Do You Do? 185\u003c\/p\u003e \u003cp\u003eMemory, Metacognition, and Learning Skills 190\u003c\/p\u003e \u003cp\u003eEM Tip 6: Steps in Memory Making: What Behaviors Make a\u003c\/p\u003e \u003cp\u003eDifference 190\u003c\/p\u003e \u003cp\u003eEM Tip 7: Promoting Metacognitive Skills—Activities for\u003c\/p\u003e \u003cp\u003eThinking About Thinking 194\u003c\/p\u003e \u003cp\u003eEM Tip 8: Student Guides for Course Reading and Listening\u003c\/p\u003e \u003cp\u003eResources 198\u003c\/p\u003e \u003cp\u003eBuilding the Cognitive Presence 201\u003c\/p\u003e \u003cp\u003eEM Tip 9: Building Cognitive Presence Using the Practical\u003c\/p\u003e \u003cp\u003eInquiry Model 201\u003c\/p\u003e \u003cp\u003eConclusion 204\u003c\/p\u003e \u003cp\u003eEM Tip 10: Core Concepts of a Course—Do You Know Yours? 204\u003c\/p\u003e \u003cp\u003eEM Tip 11: Assessment Plans for Online and Blended Courses 208\u003c\/p\u003e \u003cp\u003eAn Assessment Plan That Is Distributed and Continuous 210\u003c\/p\u003e \u003cp\u003eEM Tip 12: Three Best Assessment Practices 211\u003c\/p\u003e \u003cp\u003eEM Tip 13: Assignments for the Evaluating and Creating\u003c\/p\u003e \u003cp\u003eLevels of Bloom’s Taxonomy 215\u003c\/p\u003e \u003cp\u003eStrategies and Tools for Building Community 218\u003c\/p\u003e \u003cp\u003eEM Tip 14: Collaborating with Groups of Two or\u003c\/p\u003e \u003cp\u003eThree—Micro-Teaming 219\u003c\/p\u003e \u003cp\u003eEM Tip 15: Projects in Online Courses: Setting Up and\u003c\/p\u003e \u003cp\u003eStructuring Groups 221\u003c\/p\u003e \u003cp\u003eEM Tip 16: Using Synchronous Gathering Apps 224\u003c\/p\u003e \u003cp\u003eEM Tip 17: Using Audio and Video to Create Engaging\u003c\/p\u003e \u003cp\u003eLearning Experiences 226\u003c\/p\u003e \u003cp\u003eSummary—and What’s Next 228\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 228\u003c\/p\u003e \u003cp\u003e8 Phase 3: Letting Go of Power in the Late Middle 229\u003c\/p\u003e \u003cp\u003eOverview of Tips for the Late Middle 229\u003c\/p\u003e \u003cp\u003eGoing Deeper: Leveraging the Power of Questions 230\u003c\/p\u003e \u003cp\u003eFeedback for Cognitive Growth 230\u003c\/p\u003e \u003cp\u003eAssessing Learning as You Go with Projects 231\u003c\/p\u003e \u003cp\u003eCommunity Empowerment and Social Networking 231\u003c\/p\u003e \u003cp\u003eGoing Deeper: Leveraging the Power of Questions 231\u003c\/p\u003e \u003cp\u003eLM Tip 1: Questions and Answers: Upside Down and\u003c\/p\u003e \u003cp\u003eInside Out 231\u003c\/p\u003e \u003cp\u003eLM Tip 2: Three Techniques for Making Your Students’\u003c\/p\u003e \u003cp\u003eKnowledge Visible 233\u003c\/p\u003e \u003cp\u003eLM Tip 3: Developing Rigor in Questioning: Eight Intellectual\u003c\/p\u003e \u003cp\u003eStandards 235\u003c\/p\u003e \u003cp\u003eLM Tip 4: Moving Beyond Knowledge Integration to\u003c\/p\u003e \u003cp\u003eDefining Problems and Finding Solutions 240\u003c\/p\u003e \u003cp\u003eFeedback for Cognitive Growth 242\u003c\/p\u003e \u003cp\u003eLM Tip 5: Timely Feedback on Assignments and Using Rubrics 243\u003c\/p\u003e \u003cp\u003eLM TIP 6: Substantive Feedback: Doing It Wisely andWell 248\u003c\/p\u003e \u003cp\u003eLM Tip 7: Rubrics for Analyzing Critical Thinking 252\u003c\/p\u003e \u003cp\u003eAssessing Learning as You Go with Projects 254\u003c\/p\u003e \u003cp\u003eLM Tip 8: Customizing and Personalizing Projects 255\u003c\/p\u003e \u003cp\u003eLM Tip 9: Managing and Facilitating Group Projects 258\u003c\/p\u003e \u003cp\u003eLM Tip 10: Assessing Group Projects 260\u003c\/p\u003e \u003cp\u003eLM Tip 11: Four Coaching Practices During Project Time 263\u003c\/p\u003e \u003cp\u003eCommunity Empowerment and Social Networking 266\u003c\/p\u003e \u003cp\u003eLM Tip 12: Course Middles and Muddles: Souped-Up\u003c\/p\u003e \u003cp\u003eConversations to Spark Energy 266\u003c\/p\u003e \u003cp\u003eLM Tip 13: Using Social Networking to Build Community 268\u003c\/p\u003e \u003cp\u003eLM Tip 14: Experts: A Touch of Spice 270\u003c\/p\u003e \u003cp\u003eSummary—and What’s Next 273\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 273\u003c\/p\u003e \u003cp\u003e9 Phase 4: Pruning, Reflecting, andWrapping Up 275\u003c\/p\u003e \u003cp\u003eOverview of Tips for the Closing Weeks 275\u003c\/p\u003e \u003cp\u003eMeaningful Projects and Presentations 276\u003c\/p\u003e \u003cp\u003ePreparing for the Course Wrap 276\u003c\/p\u003e \u003cp\u003eMeaningful Projects and Presentations 276\u003c\/p\u003e \u003cp\u003eCW Tip 1: Using What-If Scenarios: Flexing Our Minds\u003c\/p\u003e \u003cp\u003ewith Possibilities 277\u003c\/p\u003e \u003cp\u003eCW Tip 2: Stage 3 of a Learning Community: Stimulating and\u003c\/p\u003e \u003cp\u003eComfortable Camaraderie 279\u003c\/p\u003e \u003cp\u003eCW Tip 3: Learners as Leaders 281\u003c\/p\u003e \u003cp\u003eCW Tip 4: Course Wrapping with Concept Mapping:\u003c\/p\u003e \u003cp\u003eCapturing Course Content Meaningfully 284\u003c\/p\u003e \u003cp\u003eCW Tip 5: Using Case Studies: Making Content Real 288\u003c\/p\u003e \u003cp\u003ePreparing for the Course Wrap 292\u003c\/p\u003e \u003cp\u003eCW Tip 6: Pausing, Reflecting, and Pruning Strategies 293\u003c\/p\u003e \u003cp\u003eCW Tip 7: Gaming Activities for Energy, Learning and\u003c\/p\u003e \u003cp\u003eEngagement 295\u003c\/p\u003e \u003cp\u003eCW Tip 8: Closing Experiences: Wrapping Up a Course\u003c\/p\u003e \u003cp\u003ewith Style 298\u003c\/p\u003e \u003cp\u003eCW Tip 9: Debriefing Techniques: What One Change Would\u003c\/p\u003e \u003cp\u003eStudents Recommend? 301\u003c\/p\u003e \u003cp\u003eConclusion—and What’s Next 302\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 302\u003c\/p\u003e \u003cp\u003e10 Teaching Accelerated Intensive Courses 303\u003c\/p\u003e \u003cp\u003eOverview of Tips for Intensive Courses (IC) 303\u003c\/p\u003e \u003cp\u003eIC Tip 1: Designing Intensive Courses Using Content Framing\u003c\/p\u003e \u003cp\u003eand Case Studies 304\u003c\/p\u003e \u003cp\u003eIC Tip 2: High-Impact Practices for Short Courses: Reflections,\u003c\/p\u003e \u003cp\u003ePatterns, and Relationships 306\u003c\/p\u003e \u003cp\u003eIC Tip 3: Developing Expertise in Intensive Courses: Can It\u003c\/p\u003e \u003cp\u003eBe Done? 310\u003c\/p\u003e \u003cp\u003eConclusion—and What’s Next 313\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 313\u003c\/p\u003e \u003cp\u003e11 Flexible Learning Models and Experiences 315\u003c\/p\u003e \u003cp\u003eOverview of Tips for Flexible Learning Designs (FL) 315\u003c\/p\u003e \u003cp\u003eWhat Are Flexible Learning Designs? 316\u003c\/p\u003e \u003cp\u003eFL Tip 1: Incorporating Online Elements Quickly—Five\u003c\/p\u003e \u003cp\u003eEssentials 317\u003c\/p\u003e \u003cp\u003eFL Tip 2: Making Large Online Classes Feel Small 322\u003c\/p\u003e \u003cp\u003eFL Tip 3: Structuring the Synchronous Online Class Meeting 326\u003c\/p\u003e \u003cp\u003eConclusion—and What’s Next 330\u003c\/p\u003e \u003cp\u003ePause, Reflect, and Integrate 330\u003c\/p\u003e \u003cp\u003e12 What’s Next: Reflecting and Looking Forward 331\u003c\/p\u003e \u003cp\u003eReflecting and Looking Forward Using the Four Course Phases 331\u003c\/p\u003e \u003cp\u003eDesign and Preparation Phase 332\u003c\/p\u003e \u003cp\u003eReflecting on Phase One, Course Beginnings 333\u003c\/p\u003e \u003cp\u003eReflecting on Phase Two, Early Middle 334\u003c\/p\u003e \u003cp\u003eReflecting on Phase Three, Late Middle 335\u003c\/p\u003e \u003cp\u003eReflecting on Phase Four, Closing Weeks 336\u003c\/p\u003e \u003cp\u003eReflecting and Looking Forward with the Learning Experiences\u003c\/p\u003e \u003cp\u003eFramework 337\u003c\/p\u003e \u003cp\u003eLearner 337\u003c\/p\u003e \u003cp\u003eFaculty Mentor 338\u003c\/p\u003e \u003cp\u003eContent and Knowledge Resources and Goals 338\u003c\/p\u003e \u003cp\u003eEnvironment and Context 339\u003c\/p\u003e \u003cp\u003eAdvice from Fellow Online Instructors 340\u003c\/p\u003e \u003cp\u003eAdvice 1: Just Do Your Best 340\u003c\/p\u003e \u003cp\u003eAdvice 2: It’s Kind of Fun to Do the Impossible! 340\u003c\/p\u003e \u003cp\u003eAdvice 3: Be Prepared to Learn a Lot 341\u003c\/p\u003e \u003cp\u003eAdvice 4: Don’t Underestimate the Value of Connection 342\u003c\/p\u003e \u003cp\u003eAdvice 5: Let Go of What Used to Be 342\u003c\/p\u003e \u003cp\u003eConclusion: Innovation as a Three-Phase Process 343\u003c\/p\u003e \u003cp\u003eReferences 345\u003c\/p\u003e \u003cp\u003eIndex 369\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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