Online Teaching Communication Plan EdTech 523: Advanced Online Teaching

The following online communication plan sections were developed with the possibility that the user might teach any age or subject level. Therefore, information is extremely broad. I designed this communication plan knowing that while I currently teach K-3 music and could certainly teach that subject online, there are also possibilities for me to teach older children and adult learners information that may not be within the music realm.

Part 1: Routine Administrative Tasks Checklists

Checklist sections in grey may not apply to every LMS or online course.

___ New Module Page

___ Included objectives/learning goals ___ Inserted attention grabber - media, graphic, sound, etc. ___ Checked & updated all links ___ Removed outdated information, replaced with current research ___ Chunked information appropriately ___ Updated due dates ___ Made module specific content available ___ Enabled dropbox/assignment submission area ___ Included task/assignment list w/due dates ___ Linked to assessment rubric/checklist ___ Listed important big assignment due dates ___ Spell checked

___ Dropbox/Assignment Submission Page

___ Enabled ___ Updated due dates ___ Updated text ___ Linked to module page ___ Linked to assessment rubric/checklist ___ Spell checked

___ Assessment rubric

___ Updated due dates ___ Updated text ___ Spell checked

___ Opened New Module to Students ___ Weekly News Forum

___ Auto enrolled students to receive these posts to email ___ Posted invitation to start new module

___ Included module dates ___ Included graphic/media ___ Described learning goals ___ Addressed student questions ___ Overview of partner or group choice for assignment(s) ___ Identify leaders ___ Spell checked

___ Discussion forums

____ Posted prompt ____ Linked to discussion rubric ____ Posted netiquette expectations

___ Check and reply to 10% of new posts ___ Monday ___ Wednesday ___ Saturday ___ Ask thought provoking questions
____ Relate to research ____ Identify inappropriate posts and respond immediately via email/call ____ Spell check ____ Tech Help Forum ____ Subscribe to email of postings ____ Check and address major problems ____ Tuesday ____ Thursday ____ Saturday ____ Sunday ____ Allow other students time to address minor technical issues ____ Email student if problem is major & address on thread ____ Email/call student to see if major problem is resolved ____ Private Discussions & Email ____ Check and respond ____ Tuesday ____ Thursday ____ Saturday ____ Sunday ____ Check content ____ Respond thoroughly ____ Link answers if possible ____ Respond to inappropriate posts immediately via email/call

____ Call parents ____ Missing assignments ____ Inflammatory, bullying, or harassing posts ____ Danger of failing ____ ___# parents per week (after week 3) to share something great or progress

Part 2: Discussion Forum Strategies

Icebreaker Activity: Create a personal statement In the Introduction Forum (link), introduce yourself to the class. Include information about yourself such as: preferred name how far you are into the program activities & hobbies family & pets sports teams or performers Find 2 things in common with 3 other students and post what those commonalities are beneath their post. Bio for Adult Course My name is Jennifer Harris, but I prefer that adult students call me Jenni. I graduated from Simpson College in 2006 with a bachelors degree in music education. I taught my first 3 years in Texas while my husband was in the military and technical school, and 4 years in my native state of Iowa where I continue to teach music. Playing the piano, singing in choir, reading science fiction fantasy, and loving on my cat (and husband!) are just a few of my hobbies. Gaming is another preferred activity for my free time. I've played the Mass Effect trilogy, all the Assassin's Creed games, Drake's Fortune series, Bioshock games, and many more. I enjoy creating educational oriented games as well. I hold a Master of Educational Technology degree from Boise State University (2013), which has helped me develop my skills in teaching and developing as well. I'm looking forward to being a mom someday in the close future, but until then, I keep busy teaching a few private piano lessons and having Wednesday RPG night with friends. I also have a secret love of memes, especially Grumpy Cat and George Takeis facebook posts. I look forward to being your instructor this semester! Bio for K-12 Course My name is Mrs. Harris, and I am excited to meet you and be your teacher! I went to Simpson College and I went to Boise State University the same way you are going to class right now, online. I taught my first 3 years in Texas while my husband was in the army and college, and 4 years in Iowa where I still teach music. I grew up in Iowa on the Mississippi River, so I really like to fish. Playing the piano, singing in choir, reading science fiction fantasy, and playing with my cat are just a few of my hobbies. I also like to play video games on my XBox 360 and PS3. I like making my own games too! Im very excited to be your teacher, you can call or email me anytime! Icebreaker Activity: Image Representation

Post an image which best represents you, and describe the ways you feel the image shows your classmates your own personal characteristics. Respond to at least 2 classmates posts telling them if you think you have similar or opposite personalities and why you feel that way. The image of this piano best represents me. I am sturdy and dependable. I can be very loud when necessary, and equally as quiet. I chose this piano because of the ornate details since I am a very detail oriented person. I also try to make my creations as beautiful and purposeful as possible. The other reason why I chose this image is because I have played piano for 24 years. The piano creates unique and beautiful sounds and helps the player convey their emotions.

Icebreaker Activity: Create a Superhero Create your own superhero using marvels superhero generator: http://marvel.com/games/play/31/create_your_own_superhero or another monster/creature builder. Upload your image to the introduction forum and give us a description of your hero. Include: name, superpower, good guy/bad guy, and other characteristics you find important. Try to make your character have similar characteristics to yourself. Comment on 2 other students superheroes and explain how your character is similar and different.

Name: Discordeia Good Guy Superpower: Super truth bolt, magnification vision, instant knowledge About: Discordeia was raised by awesome parents who taught her the power of truth and love. She likes to help others by helping them admit the truth and work hard to correct their mistakes. A hardworking superhero, Discordeia pays careful attention to details using her vision magnification superpower. When Discordeia touches a book, she can absorb the knowledge it contains in a matter of seconds, depending on the size of the book. She loves learning, explaining, and helping others have fun with their learning.

Critical Thinking Prompts for Discussion Boards Provide an example which relates the subject matter to a real life situation. Find an infographic, video, image, or media clip which relates to the topic and summarize the connections. Find an article which relates to the topic and summarize its findings. If you could redesign the technology involved, what would you change or do differently, and why? Design 2 questions based on the readings that you might add to a chapter review as the editor of a text book. Reflect on how the subject will change your teaching/work methods. Create a video, glog, or infographic which summarizes readings or studies for the module. Develop a response to the presented question using a view opposite of your preferred view/ Respond to a classmates position taking the opposite perspective. Respond to the prompt from the perspective of an opposite role of your choice, for example, old person vs. young person, male vs. female, child vs. parent, poor vs. wealthy, etc. State your role at the beginning of the post. Suggestions for Non-Traditional/Web Tool Ways to Present Discussions

Prezi Imgur SlideRocket SlideShare PowToon Google Docs Glogster

Prezentit VuVox Viddix Empressr DomoAnimate FlipBook Audacity

Xtranormal VoiceThread Wordle ABCya Tagxedo Poplet Bubbl.us

Gliphy Pixlr Sumopaint Animoto Blabberize Voki TimeToast

Discussion Area Guide

Technical Help Forum The Technical Help Forum is reserved for exactly as it states, tech help. This is an area to post your questions about technical issues you are having with your hardware, software, internet, and web tools. Before posting in the tech help forum, please attempt to use Google (or use another search engine) to find an answer to your questions. YouTube also contains a great deal of tutorials which might assist you. If your tech help question pertains to major issues such as an inability to upload assignments to the dropbox, or problems accessing areas with provided information such as BlackBoard or Adobe Present, I will post a response both on the tech help forum, and send the specific student an email. If the issue warrants a phone call or synchronous walkthrough, I will also make myself available. Should questions concern minor problems or questions such as how can I convert a .doc to a .pdf or what is the best graphic organizer for this assignment? I will allow classmates to respond before posting my own response or suggestions. Part of learning online is submerging yourself within the technology, and finding new tools to display your thoughts. You should use the Student Lounge to post tips, tools, and other technology related information, and reserve this forum for questions only. Please do not post that a module link is broken in this forum,, instead please email the instructor regarding this issue. Emails Please use the same rules of netiquette when sending emails that you would use in the discussion forum. You should use email to contact your instructor when problems arise or you have specific questions regarding your assignment/project. Before emailing, please ask yourself: Have I read all of the materials provided in the module which may answer my question? Have I reread the email I intend to send to check for grammar/spelling/content? Have I used proper netiquette? Would my question(s) be better posted in the General Help Forum of the module so all of my classmates can benefit from the response? (If the answer is yes, please post your question in the General Help Forum) Other email tips:

Email group members to arrange meetings and due dates - for all other discussions and work, please use a collaborative document such as a Google Doc or Wiki so the instructor can trace your work CC or BCC the instructor when addressing a group member who has been out of contact or who has not followed netiquette rules.

Discussion Forums The Discussion Forums are where you complete the critical thinking and reflection portions of your assignments. There will be a new Discussion Forum for each module, and you will find the link to the Discussion Forum within the home page box for that module. The Discussion Forum will contain 3 threads, 2 with a unique prompt name, and 1 titled Reflections. You are required to choose one of the of the unique prompts to participate in (participating in the 2nd is optional), and you are required to post in the Reflection thread. When you click on the link to these threads, you will be provided with a prompt to write about linked to the readings and research found in on that modules main page. Please note that this is an area for subject specific discussion. If you would like to discuss anything that is off topic please do so in the Student Lounge forum. You should also reply to the posts of 3 different students providing them with your unique perspective regarding their post and relating readings and research to the post. Please see the discussion rubric for assessment and grading information. Student Lounge The sky's the limit in the student lounge! Feel free to discuss anything that would be deemed school appropriate. Treat this like a coffee shop, share ideas, swap tools, ask questions, discuss vacation plans, but be courteous and keep your netiquette in check! General Help Forum Please post questions regarding the current module in the general help forum linked beneath that module box. Be sure to reread the module information to look for an answer to your question before posting. Remember, netiquette rules apply, just as they do to any other forum. Netiquette Rules Read the entire post before commenting, this can help prevent misunderstandings Be kind and respectful at all times Be accepting of other peoples opinions. Allow yourself to agree to disagree, but back up emotional input with research. Remain on topic Ask yourself if your post or response would be something you would be okay with saying or writing to your grandparents. Reread your posts and responses for grammar, spelling, and understanding Spell check Present your initial post early, giving others enough time to respond by the deadline

Discussion Forum Reply Examples and Suggestions

The Antagonist Reply: Youre post is stupid and so are you! Suggestions: This post is inappropriate because it does not follow the posted netiquette rules.

Use research to explain why you disagree with the post. Use appropriate language and avoid insults. Explain your perspective on the issue. Relate your perspective to your personal experiences.

The Groupthinker Reply: I totally agree with you, great post! Suggestions: The post should be between 200-400 words Relate why you agree with the poster to a real life experience Provide an example from another piece of research which concludes with the posters original thoughts Formulate a new question that would take the post to the next level, i.e. think outside the box. Apply what you agree with to a new situation. The Longwinded Reply: I agree/disagree with your post and here is why... 3000 words later... ...and thats why I agree/disagree with your post. Suggestions: Limit your post to between 200-400 words. Be brief yet concise. Find the best example within the research that encompasses many of your thoughts. Use a quote to express your thoughts Summarize the reply you write first into a second, shorter reply The Editor and Chief Reply: I agree/disagree with your post because John Doe and Jane Smith write in their 2010 article Lorem ipsum that Lorem ipsum dolor sit amet, consectetur adipiscing elit. Fusce pretium, urna et semper ornare, quam urna feugiat metus, euismod pellentesque felis massa quis ante. Praesent eget velit lorem, vel luctus odio. In my experience, Sed eros sem, blandit eget eleifend vel, semper quis magna. Sed vulputate justo imperdiet libero mattis ut vulputate orci euismod. Suspendisse gravida ipsum nisl, in bibendum tellus. Praesent lacus velit, gravida in fringilla id, bibendum eget nisl. I do appreciate your perspective on this issue, and might try to incorporate the way you structured the subject matter in the future. Suggestions: None, the reply: Was brief and concise Was between 200-400 words Sited research Maintained netiquette standards Related information to real life

Part 3: Management Issues and Strategies (Contingency Plan)

The following are strategies an instructor could use for various online management issues. The suggestions are listed from least hands on to more involved. Group Inactivity Provide examples Model Provide a checklist/rubric Ask thought provoking question, Have you thought about... Email members to see if there's a problem (flaming, harassment, etc) Mixup Groups Assign a group leader Assign Roles (leader, note taker, editor, ect.) Introduce new materials Provide choices for assignment completion Peer review Share a new piece of reading to incorporate into project Synchronous meeting with instructor Individual Inactivity Provide choices for assignment completion Call the individual "out of the blue" Email the individual to see if there are problems or issues Email/phone parents Mix up groups All students to choose their partner Make the student the leader of the week Use project section as an example for the rest of the class Showcase students previous work Assign individual a special/leadership role Branch off a project and allow student to incorporate their interests Synchronous conversation Dominant student Site netiquette rules Email, private message, or call student Show appreciation for excessive posting, but remind student there are other students who are required to reply Institute a new rubric which states a posting maximum Assign group leaders Assign group roles giving dominant student a submissive role (recorder, non-named role) Ask student to complete task in unique way which may require more detail and thus more time Inappropriate Posting/flaming Begin course with netiquette assignment Integrate a netiquette assignment when problems arise

Call/email/private message student Repost netiquette rules Ask student(s) to create a list of netiquette rules Call/email parents

Stagnant Threads Model Provide examples Include probing questions based on Bloom's Taxonomy Base posts on a reading assignment Student lead discussions Student Choice Multiple thread choices Change header to something more controversial Mixup format Close threads and set due dates Encourage students to post early and often Mix up roles Host synchronous session Making discussions more meaningful Ask students to relate posts to real life experience Ask students to relate posts to their current practice Vary format of discussions Include a reflection due date based on the replies of peers Rotate through roles of discussions (leader, first responders, repliers, reflectors, devil's advocate, etc) Require students to blog about the discussion process

Lacking a Sense of Community Icebreaker activities Include different formats for discussions: phone calls, text, VoiceThread Response "rule" for a discussion week Reply to the post above and below your post Reply to someone of opposite gender Reply to 2 posts that you disagree with Reply to someone with opposite (characteristic) Create groups for multiple threads with the same prompt Mixup groups Choose your group Arrange groups by commonalities or differences Students Who Include Personal Beliefs - religious, political, etc Discourage practice unless course applies to the area

Model appropriate discussions Provide examples Request student pose questions which help others reflect instead of "telling" Encourage student to discuss belief in perspective of context and real life situations rather than presenting as fact Encourage other students to post their perspective Encourage other students to discuss how posts make them feel Contact student Model opposite perspective to help poster empathize with other views

Part 4: Discussion Forum Assessments K-5 Text Discussion Forum Rubric

CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards A position statement is present, but does not make the author's position clear. 1 - Below Standards

Position Statement

The position statement provides a clear, strong statement of the author's position on the topic.

The position statement provides a clear statement of the author's position on the topic. Most of the examples are specific, relevant and explanations are given that show how each example supports the author's position. Author makes 5-7 errors in capitalization or ending sentence punctuation (period, exclamation point, question mark), but the essay is still easy to read.

There is no position statement.

Examples

All of the examples are specific, relevant and explanations are given that show how each example supports the author's position.

At least one of the examples is relevant and has an explanation that shows how that example supports the author's position. Author makes 8-12 errors in capitalization and/or ending sentence punctuation (period, exclamation point, question mark) that catch the reader's attention and interrupt the flow. Author makes 8-12 errors in grammar or spelling that distract the reader from the content. The post is between 50-100 words in length.

Examples are NOT relevant AND/OR are not explained.

Capitalization & Punctuation

Author makes 3-4 errors in capitalization or ending sentence punctuation (period, exclamation point, question mark), so the essay is exceptionally easy to read.

Author makes more than 12 errors in capitalization and/or ending sentence punctuation (period, exclamation point, question mark) that catch the reader's attention and interrupt the flow. Author makes more than 12 errors in grammar or spelling that distract the reader from the content. The post is 50 or less words in length.

Grammar & Spelling

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes 5-7 errors in grammar or spelling that distract the reader from the content.

Length

The post is between 150-200 The post is between words in length. 100-150 words in length.

K-5 Oral Discussion Rubric (VoiceThread)

CATEGORY

3 Speaks clearly and distinctly all (10095%) the time, but mispronounces one word. Mostly (80-98%) speaks in complete sentences. Stays on topic most (99-90%) of the time.

2 Speaks clearly and distinctly most ( 9485%) of the time. Mispronounces 2-3 words. Sometimes (70-80%) speaks in complete sentences. Stays on topic some (89%-75%) of the time. Shows a good understanding of parts of the topic. Either does not relate topic to real life experiences or practice, or does not connect readings or research. Presentation is 30 sec-1 minute long.

1 Often mumbles or can not be understood OR mispronounces more than 3 words.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and does not mispronounce words.

Uses Complete Sentences

Always (99-100% of time) speaks in complete sentences.

Rarely speaks in complete sentences.

Stays on Topic Stays on topic all (100%) of the time.

It was hard to tell what the topic was.

Content

Shows a full understanding of the topic. Related topic to real life experiences or practice, and connects readings or research.

Shows a good understanding of the topic. Related topic to some real life experiences or practice, and connects some readings or research.

Does not seem to understand the topic very well. Does not relate topic to real life experiences or practice, and does not connect readings or research.

Time-Limit

Presentation is 2-4 minutes long.

Presentation is 1-2 minutes long.

Presentation is less than 30 seconds OR more than 4 minutes.

High School and Adult Text Discussion Forum Rubric

CATEGORY 4 - Above Standards 3 - Meets Standards 2 - Approaching Standards A position statement is present, but does not make the author\'s position clear. Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. 1 - Below Standards

Position Statement

The position statement provides a clear, strong statement of the author\'s position on the topic.

The position statement provides a clear statement of the author\'s position on the topic. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

There is no position statement.

Support for Position

Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.

Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

Evidence and Examples

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position. All sources used for quotes, statistics and facts are credible and most are cited correctly.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position. Most sources used for quotes, statistics and facts are credible and cited correctly.

Evidence and examples are NOT relevant AND/OR are not explained.

Sources

All sources used for quotes, statistics and facts are credible and cited correctly.

Many sources are suspect (not credible) AND/OR are not cited correctly.