Harris offers a rather simple approach for developing online instructors that begins with focusing on technology and pedagogy without creating too much of a burden. To affect pedagogy, Harris recommends an understanding of Bloom's taxonomis of competencies in the cognitive domain--knowledge, comprehension, application, analysis, synthesis, and evaluation (Harris, 2005). Armed with even a rudimentary knowledge of Bloom's taxonomy, online instructors can create learning outcomes that begin with the end in mind.
Once online instructors are comfortable with pedagogy, the next developmental step is to learn technology. Harris recommends all prospective online instructors take a self-assessment test because interest in learning and applying technology often has a direct correlation to the course development and deployment, both good and bad. Those instructors who display a desire to excel in the online environment usually want to shae their experiences; therefore, according to Harris, institutions should look for opportunities to facilitate information sharing (Harris, 2005).
Harris then recommends applying the elemets of ADDIE instructional design: analysis, design, development, implementation, and evaluation. Within this non-linear framework, instructors should evaluate throughout the process (see Formative evaluation). In addition to applying ADDIE, instructors should also consider the following elements that affect course quality: academic standards, consistency, and communication (Harris, 2005).
Becoming an effective online instructor is not an impossible task; however, the process requires planning the work and then working the plan.
References
Harris, C. R. (2005). Developing basic online teaching skills, encouraging experimentation. Distance Education Report, 9(11), 5-8.
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