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[ Music ]
>> I had suggested to you
that I hear this as the end
of the phrase.
What's a...
>> Steve Hopkins: I don't know
if anyone is really prepared
for this experience
until you've done it.
About nine years ago,
I began teaching online
in the School of Music.
In that time,
there has been a dramatic
and steady increase
in student interest.
>> Jeff, can you tell me
about the specific design...
>> David Hall:
We talk about online
versus resident instruction.
I think that is an artificial
boundary that's disappearing.
I'm the dean of IST.
We need not
to keep reinventing the wheel
over and over again.
We need to share
our experiences.
>> Sarma Pisupati:
Students like flexibility.
That's the generation
that we are dealing with.
Twenty-five years ago,
we couldn't have done this,
but now we have,
and we have to keep
up with the time.
>> Tom Hogan: Online learning is
in a tremendous growth phase.
You have the reach,
the ability to engage students.
Who would've thought --
10, 15 years ago --
these technologies could support
the entire course?
>> Ali Kara: We change according
to the changing lifestyle
of our students.
I teach marketing
and international
business courses.
>> We're talking to people
at the corporate level...
>> Elaine Farndale:
I have to say I didn't expect
teaching online to be
as different as it is
from the classroom.
It's considerably different.
[ Music ]
>> Ali Kara: They called me up,
and they said, you know,
we want somebody
to teach principles
of marketing course.
And I said, wow, you know.
I have never done anything
at a distance.
I said, you know,
it's a challenge.
Let me just think it over.
>> Let me know
when you need my help.
>> Okay.
>> I can take a break just
about any time.
>> Steve Hopkins: My wife
and I both teach online.
The big surprise is
that online teaching can consume
as much time as you give it.
You actually have to set limits.
>> Elaine Farndale:
I did my Master's degree online,
so I've been an online student.
In the online setting,
you've got to be a lot more
precise, a lot more clear
connections
between the different materials
and what you're trying to get
across to the students.
>> Global
knowledge management...
>> So today we're going
to be talking
about home cooling.
>> Sarma Pisupati:
The course should show the
personality of the instructor --
>> I can't take it any more...
>> Sarma Pisupati:
The way I put my fingerprint
on this course is by way
of caricatures.
Throughout the course,
the figure pops up and says,
Did you understand this?
If you want to learn more,
click here.
Those caricatures are made
with different outfits,
and students love that.
>> I'm looking for you
to identify the top five
to seven scholars, their...
>> Tom Hogan:
I've taught online.
I've been a student online.
>> How many people have a good
handle on the data?
>> Tom Hogan:
How do we shrink distance?
How do we personalize learning?
>> Show me a hand,
if you feel comfortable...
>> Tom Hogan:
A course can be tailored
to the individual learner.
There's no one-size-fits-all.
>> Okay, looks
like we've got Melissa, Diane,
Victoria, Joanne.
Excellent.
>> Tom Hogan: Learners move
at a pace that they're
comfortable with.
>> David Hall:
We created a physical hacking
lab, because you have
to learn offense,
in order to learn defense.
We've started putting
that program online.
Interestingly,
resident students wanted
to use the virtual lab more
than they wanted
to use the physical lab.
>> Elaine Farndale:
Because you're not
in a classroom setting,
standing in front of a group
of 20 students, the only way
to actually test learning is
through assignments.
So every week you're grading
20 assignments.
But at the same time,
you get a lot more freedom
for timing, being able to plan
in other aspects of your life.
>> Ali Kara:
Teaching online has been part
of my life,
but it doesn't take away
from other activities
with my family.
I don't sit in front
of my computer all day long.
>> Tom Hogan: In a typical day,
I get up, I go down to the gym
and work out, come back
and have breakfast.
Go up to my home office.
Work for several hours --
grading papers, doing research,
class announcements.
Sometimes I take a nap.
After noon, I'm back at it.
>> Steve Hopkins:
It's always good
to have a certain flexibility.
In syllabus,
I say you can expect a reply
within 24 hours [laughs].
But -- I mean,
the truth of the matter is
that most of us are probably
responding much more often,
but it's a really good gig.
It's very satisfying.
>> Steve Hopkins: The real --
shall we say --
baptism came when I was asked
to write the film music course.
There really wasn't a textbook
for that.
Writing the text became a very
all-consuming aspect of my life
for about a year.
Fortunately,
some really fine instructional
designers helped organize the
rollout of the course.
>> I think we might want
to delete that sentence...
>> Tom Hogan:
When you can collaborate
with an instructional designer,
you feel a lot more comfortable.
You can take more risk
and be more innovative.
>> -- together at the same time,
also one-on-one...
>> David Hall: Initially,
you might get a little uneasy
feeling that, well,
what's this instructional
designer doing here?
>> I can copy the code
in from here to here.
>> Steve Hopkins: Oh,
that would be wonderful.
>> David Hall: But then,
when you see the kinds
of changes they're making,
you go, I wish I'd thought
of that [laughs].
>> Elaine Farndale:
The design team are very good
on knowing what works
and what doesn't work.
We had one face-to-face meeting.
This is what we need to develop.
This is the support
that can be provided.
And then, I just went off
and did it.
I was really trying to work
out how you capture
that classroom experience
in an online format.
I used PowerPoints
with voiceover --
quick and easy reference cards,
in effect.
>> Hofstede identified
four dimensions...
>> Elaine Farndale:
And then voiceover helped make
that connection.
>> Steve Hopkins:
I'm the content guy.
I write the lessons,
in terms of recordings,
in terms of film clips,
and so forth.
[Background talking]
But I'm really dependent
on the instructional designers
to help shape the course,
the way it's delivered.
>> Maybe it's an interactive
component that we actually
build --
>> Steve Hopkins: Yeah, yeah.
>> -- and we can do that.
I'm sure [inaudible]
full screen.
>> Ali Kara:
I think that the best qualities
of a well-authored course should
have: One, interactivity
with the students,
as well as students interacts
with each others,
as well as interact
with the instructors.
Second, the content should be
rigorous and independent
from the textbook
and independent
from the
classroom presentations.
Third, in some courses,
there has to be some group
aspects involved.
The students will never be the
sole decision-makers.
They will be making decisions
in groups.
And finally, assessment tool,
which is assessing the knowledge
of students that they learned
through this.
>> Tom Hogan:
In an online class,
all of the exams,
all of the content,
everything is done.
I can shift from being director
or producer to being engaged
with students.
For people who are visual
learners, I want to have video.
For people who like to learn
by doing, I
like to have simulations
and games.
>> All right.
Great, Jennifer.
>> Tom Hogan: Teaching online,
in particular,
gives maximum flexibility.
>> Instructor: Well, Jennifer...
>> Tom Hogan:
You have synchronous
communication,
like Web conferencing
and chat pods;
[background talking]
asynchronous communication,
like responding to e-mail.
>> Ali Kara:
When they send their questions
to the instructors,
they always want
immediate feedback.
That makes the process a little
bit more challenging,
because there could be a
situation that you can't get
back to them right away.
>> Elaine Farndale:
I actually choose to communicate
with my students asynchronously.
Whether it's e-mail
or if they do want to call you,
that's absolutely fine.
But they're all spread
across the U.S.
or across the world.
So, as long
as you have channels open,
there won't be any actual
learning experiences
that one person might miss
out on, just
because the time zone
isn't right.
>> Steve Hopkins:
When you've got students asking
challenging questions,
you're not immediately
on the spot.
You've actually got time
to think it through
and perhaps do some research,
to give them the answers
that they need.
>> Tom Hogan: Residential,
online, hybrid --
it doesn't matter anymore.
It's about content, interaction,
engagement.
[ Background music ]
>> Elaine Farndale:
If you're looking
for a bit more freedom,
then the online class is a way
of achieving that.
>> Steve Hopkins:
This is so much
of where our educational
delivery is going.
>> David Hall:
You can either get out in front
and lead the band
or stand along the sidelines
and wait for it to go by.
>> Sarma Pisupati:
You don't have to sit
on the fence.
People should have zeal
and enthusiasm
to be lifelong learners.
>> Ali Kara: I've learned a lot.
I think I'm a better teacher
in the classroom,
because of my involvement
with the world campus
and online delivery.
>> Tom Hogan: Be open.
Don't be intimidated.
We need to learn and grow
and be a student of our craft,
as we are asking students
to be a student of theirs.
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