STRETCH:
A Model of Online Instruction
Kelvin Bentley
Dean of General Education
Baker College Online
Overview
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Search
“Tackle”
Rethink
Elaborate
Transition
Collaborate
Hone
Search Yourself
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Self-assessment
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Schedule
Personality
Technology knowledge
Something to think about…
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“An instructor who is willing to use collaborative, active learning
techniques and ideas, and who allows for personal interaction,
brings in real-life examples, and builds reflective practice into
teaching, is a good candidate for teaching online”.
(Palloff and Pratt, 2002)
“Tackle” New Technologies
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Instructional Design
Software Programs
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Course Management Systems
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Adobe Acrobat
Microsoft PowerPoint
Macromedia’s Breeze
Quarbon’s Viewlet Presenter
Macromedia’s Robodemo
Techsmith Camtasia Studio
Blackboard
Open-source?
Streaming
Other Options?
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Adapting Publisher Resources
Rethink
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Syllabus
Course Content
Interactions
Assignments
Assessments
Rethink Your Syllabus
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Specific Course Outcomes
Textbook Information
Contact Information
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Format
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Faculty Picture
Email
Phone
Instant Messaging
Word, HTML, Acrobat
Other Resources
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Tutorials
Web pages
Rethink Content Development
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Content Development Options
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Intra-institutional Approach
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Content Expert, Instructional Designer, Faculty Trainer
Inter-Institutional Approach
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Consortia
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Tennessee Board of Regents Online Degree Programs
University of Texas TeleCampus
UMassOnline
Extra-Institutional Approach
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Learning Object Depositories
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MERLOT
MIT’s OpenCourseWare
ILumina Educational Resources for Math and Science
Rethink Course Content
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Learning Styles
ADA Compliance
Bandwidth Issues
Copyright Issues
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TEACH ACT and Using Blackboard
Other issues?
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Example: What investments are necessary to
design or develop content for your online
courses?
Elaborate Course Interactions
Learner-Teacher
Facilitating Discussion Board
Postings
Learner-Learner
Small-group activities
Learner-Guest or Expert
Students contact experts in the
community
Learner-Tools
Students using key features of
Blackboard
Learner-Content
Students researching web page
content
Learner-Environment
Students using online databases to
research a paper
(Hanna et al., 2000)
Elaborate Assignments and Assessments
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Assignments
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Link assignments to clear learning objectives
Develop rubrics
Provide detailed feedback
Assessments
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Use varied assessment formats
Provide detailed feedback
Use Proctors
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Proctoring Policy
Guard against Plagiarism
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Example: Turnitin.com
Transition into Online Instruction
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Teach any of the following types of courses:
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Web-enhanced
Hybrid
Online
Collaborate
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Peer Mentoring
Grant-funded course development
Colloquia
Hone the Quality of Your Instruction
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Student Evaluations
Rubrics
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Accreditation Guidelines
Resources
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Rubric for Online Instruction
Distance Education Clearinghouse
Conferences
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Conference on Distance Teaching and Learning
A Reminder of the Goal
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“…the marriage of new electronic
technologies and newly accepted
theories of learning promised to yield a
revolution in pedagogy itself. Learning
would be customized, self-paced, and
problem based. Course instructors
would be replaced by designers and
facilitators-the “sage on the stage”
would become the “guide on the side.”
Students would have the ability to
model outcomes, conduct experiments
based upon well-documented
laboratory simulations, rapidly
exchange ideas with fellow students
and teaching faculty, and where
appropriate, join global learning
communities…”
(Zemesky and Massy, 2004)
References
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Hanna, D. E., Dudka, M. G., & Runlee, S. C.
(2000). 147 Practical Tips for teaching online
groups. Madison, Wisconsin: Atwood Publishing.
Palloff, R. M., & Pratt, K. (2002). (Eds. K. E.
Rudestam & J. Schoenholtz-Reed). Handbook of
Online Learning, London: Sage Publications.
Zemsky, R., & Massy, W. F. (2004). Thwarted
innovation: What happened to e-learning and why.
The Learning Alliance, The University of
Pennsylvania.
Questions and Further Discussion