{"product_id":"the-online-teaching-survival-guide-isbn-9781119765004","title":"The Online Teaching Survival Guide","description":"\u003cp\u003e\u003cb\u003eA timely update to the best-selling, practical, and comprehensive guide to online teaching  \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Online Teaching Survival Guide\u003c\/i\u003e provides a robust overview of theory-based techniques for teaching online or technology-enhanced courses. This Third Edition is a practical resource for educators learning to navigate the online teaching sector. It presents a framework of simple, research-grounded instructional strategies that work for any online or blended course. This new edition is enhanced with hints on integrating problem-solving strategies, assessment strategies, student independence, collaboration, synchronous strategies,  and building metacognitive skills. This book also reviews the latest research in cognitive processing and related learning outcomes.  \u003c\/p\u003e \u003cp\u003eNew and experienced online teachers alike will appreciate this book’s exploration of essential technologies, course management techniques, social presence, community building, discussion and questioning techniques, assessment, debriefing, and more. With more and more classes being offered online, this book provides a valuable resource for taking your course to the next level. \u003c\/p\u003e \u003cul\u003e \u003cli\u003eUnderstand the technology used in online teaching and discover how you can make the most of advanced features in the tech you use \u003c\/li\u003e \u003cli\u003eLearn specialized pedagogical tips and practices that will make the shift to online teaching smoother for you and your students \u003c\/li\u003e \u003cli\u003eExamine new research on cognition and learning, and see how you can apply these research findings your day-to-day \u003c\/li\u003e \u003cli\u003eAdopt a clear framework of instructional strategies that will work in any online or blended setting \u003c\/li\u003e \u003cli\u003eLearn how to make the most of your synchronous online class meetings using flipped model techniques integrated with asynchronous conversation \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eRecently, schools across the globe have experienced a shift to online courses and teaching. The theories and techniques of synchronous virtual online teaching are vastly different from traditional educational pedagogy. You can overcome the learning curve with this theory-based, hands-on guide. \u003c\/p\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 \u003cp\u003e\u003cb\u003eJudith V. Boettcher\u003c\/b\u003e is a nationally known consultant and author on online learning. She has led faculty support organizations at Penn State University, Florida State University, and supported faculty initiatives at the University of Florida and Duquesne University and many other colleges. She is a sought-after speaker on best pedagogical practices in online learning.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eRita-Marie Conrad\u003c\/b\u003e is an experienced online educator, award-winning author, and digital learning strategist who has had the privilege of working at the University of California-Berkeley, Duke University and The Florida State University to help faculty strengthen their online programs and pedagogies. She is a frequent conference speaker and provides workshops on engaging digital learners.\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eDramatically improve your virtual teaching skills with the newest edition of a leading resource\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eA practical, evidence-based resource, the Third Edition of \u003ci\u003eThe Online Teaching Survival Guide\u003c\/i\u003e presents a simple and practical framework of instructional strategies mapped across a four-phase timeline that works for any online or blended course. This edition focuses specifically on thoroughly integrating problem-solving strategies, assessment strategies, learner independence, collaboration, and metacognition throughout the text.\u003c\/p\u003e\u003cp\u003eThe accomplished authors include brain research about learning within the text to support their techniques while retaining the practical and approachable style familiar to readers of the previous editions. The Third Edition includes new and revised content grounded in constructive pedagogy, learning principles, and best practices.\u003c\/p\u003e\u003cp\u003eYou’ll learn how to adapt to a changing education climate that is rapidly embracing distance, remote, and online education.\u003c\/p\u003e\u003cp\u003ePerfect for educators new to online teaching and those who seek to refine or improve their online teaching skills, \u003ci\u003eThe Online Teaching Survival Guide\u003c\/i\u003e will also earn a place in the libraries of faculty developers and trainers, online and blended instructional designers, and educators in training.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47990304473317,"sku":"NP9781119765004","price":40.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119765004.jpg?v=1761787279","url":"https:\/\/k12savings.com\/products\/the-online-teaching-survival-guide-isbn-9781119765004","provider":"K12savings","version":"1.0","type":"link"}