Personal Philosophy for Teaching Online
The ISTE Standards are the standard for digital age teaching and learning.
I believe in designing professional learning aligned to the ISTE Educator Standards because understanding how the student and educator standards work in concert empowers educators to stretch their professional practice and seek new learning.
Research based instructional strategies facilitate effective online teaching and learning.
In the age of misinformation, educators should place a premium on the instructional strategies research methods have proven improve learning outcomes for online learners. I've come to rely on the Using Technology with Classroom Instruction that Works framework because it remains effective in face-to-face, blended, and online environments.
Best practice models for technology integration are the pathway to the standard.
While the ISTE Student Standards show educators what effective technology integration will look like, best practice models for technology integration show the educator the pathway to get to the standard. TPACK, SAMR.
Learning happens by design.
Instruction designed to meet the needs of the "average" student results in meeting the needs of no one. I believe leveraging flexible technology is the key to designing to the edges. Incorporating flexible tools in online courses improves the learning outcomes for students with a varied learning profile. A learning management system like Schoology supports flexible development and delivery. Using the resources area allows educators to create learning opportunities that address the needs of their classroom.
SAMR. TPACK, and Triple E improve lesson design.
While the standards show educators what effective technology integration will look like, best practice models for technology integration like SAMR, TPACK, and Triple E show educators a pathway to get to the standards. Better lesson design improves learner outcomes in an online course. Using a best practice framework for technology integration improves lesson design.
Design for diversity.
Designing for diversity presents unique challenges and planning considerations. Designing for diversity considers principles of universal design for learning to improve learning outcomes for all students.
Learner satisfaction is the result of presence, presence, and more presence.
Establishing an emotional connection with online learners is the key to social presence. Connection enables development of interaction intensity, community cohesion, and instruction involvement. Effective online course design uses video and audio intentionally to humanize the online course experience.
Engaging the online learner requires additional opportunities to interact.
Effective online course design increases opportunities for students to interact with not only course content, but also other memebers of the learning community.
High levels of Instructor involvement engage the online learner.
Timely communication builds trust and community cohesion. The online instructor engages the online learner by actively engaging in the learning community themselves.
Authentic learning experiences develop well-rounded digital citizens.
Information literacy skills are needed to actively participate in today's society. In the middle years simply showing online learners how to navigate their digital lives efficiently and effectively falls short. To grow as digital citizens the online learner needs to be engaged in authentic experiences that address these skills regularly.
I believe in designing professional learning aligned to the ISTE Educator Standards because understanding how the student and educator standards work in concert empowers educators to stretch their professional practice and seek new learning.
Research based instructional strategies facilitate effective online teaching and learning.
In the age of misinformation, educators should place a premium on the instructional strategies research methods have proven improve learning outcomes for online learners. I've come to rely on the Using Technology with Classroom Instruction that Works framework because it remains effective in face-to-face, blended, and online environments.
Best practice models for technology integration are the pathway to the standard.
While the ISTE Student Standards show educators what effective technology integration will look like, best practice models for technology integration show the educator the pathway to get to the standard. TPACK, SAMR.
Learning happens by design.
Instruction designed to meet the needs of the "average" student results in meeting the needs of no one. I believe leveraging flexible technology is the key to designing to the edges. Incorporating flexible tools in online courses improves the learning outcomes for students with a varied learning profile. A learning management system like Schoology supports flexible development and delivery. Using the resources area allows educators to create learning opportunities that address the needs of their classroom.
SAMR. TPACK, and Triple E improve lesson design.
While the standards show educators what effective technology integration will look like, best practice models for technology integration like SAMR, TPACK, and Triple E show educators a pathway to get to the standards. Better lesson design improves learner outcomes in an online course. Using a best practice framework for technology integration improves lesson design.
Design for diversity.
Designing for diversity presents unique challenges and planning considerations. Designing for diversity considers principles of universal design for learning to improve learning outcomes for all students.
Learner satisfaction is the result of presence, presence, and more presence.
Establishing an emotional connection with online learners is the key to social presence. Connection enables development of interaction intensity, community cohesion, and instruction involvement. Effective online course design uses video and audio intentionally to humanize the online course experience.
Engaging the online learner requires additional opportunities to interact.
Effective online course design increases opportunities for students to interact with not only course content, but also other memebers of the learning community.
High levels of Instructor involvement engage the online learner.
Timely communication builds trust and community cohesion. The online instructor engages the online learner by actively engaging in the learning community themselves.
Authentic learning experiences develop well-rounded digital citizens.
Information literacy skills are needed to actively participate in today's society. In the middle years simply showing online learners how to navigate their digital lives efficiently and effectively falls short. To grow as digital citizens the online learner needs to be engaged in authentic experiences that address these skills regularly.
