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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Effective Online Instructional Practices in a Residency-Based Teacher Preparation Program

Theresa Gilliard-Cook (State University of New York at Oswego, USA)
Additional Authors
Kristen Munger (State University of New York at Oswego, USA)
Session Information
July 8, 2014 - 5:30pm
Blended Models and Course Design
Areas of Special Interest: 
Blended Course
Major Emphasis of Presentation: 
Best Practices
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Electronic Poster
Plaza Foyer
Session Duration: 
60 Minutes
Electronic Poster Session

Overview of how a university instructor and instructional designer collaborated to create a quality learning environment for students enrolled in a clinically rich education program.

Extended Abstract

SUNY Oswego's School of Education ventured into online synchronous teaching in the Summer of 2012 with the O-RITE (Oswego Residency Initiative for Teacher Excellence) project. O-RITE is an intensive, residency-based 13-month graduate teacher preparation program that combines in-service learning with instruction. The challenge was and is to find ways to engage students in an environment that is non-traditional and virtual, which we accomplished using Blackboard Collaborate.

The first part of the presentation will provide a brief overview of the O-RITE program so participants can understand differences between the needs of students in traditional online programs and those enrolled in programs featuring a clinically rich field placement. Because students spend their days teaching full-time in schools and their evenings taking online classes, their expectations are different compared to students whose classes are not directly connected to a field component. The students require real-time, efficient communication with instructors who can help them apply what is being taught as well as help them troubleshoot problems that arise in the high needs schools in which they are placed.

Our use of Blackboard Collaborate enabled real-time communication with students during synchronous online sessions, and we used other software, such as Camtasia, to enable students to participate meaningfully in asynchronous sessions. In the asynchronous sessions, they watched videos with quiz questions embedded and completed associated mini-assignments, which were then uploaded to the Angel Learning Management System. This combination of experiences illustrates some of the many effective practices we used to promote student interest, engagement, and accountability.

The bulk of our presentation will provide ideas and additional examples of effective practices we used when developing online synchronous and asynchronous sessions. To conclude the presentation, we will present some lessons learned as well as other things for online instructors to consider when developing online courses. During the Q&A, suggestions and ideas are welcome!

Lead Presenter

Theresa Gilliard-Cook is an Instructional Designer at the State University of New York (SUNY) at Oswego. Prior to joining the staff at SUNY Oswego in 2012, she was at Syracuse University's Project Advance (SUPA) as a member of the Design Team and a Teaching Assistant in SU's School of Education. She was also Adjunct Faculty in the university's School of Information Studies.

From 1998 - 2007, she held several positions at Onondaga Community College as a member of the Information Technology team most, recent as Technology Support Manager. She served as Adjunct Faculty in the college's Computer Studies department as well.

Theresa earned her BS in Information Management and Technology and her MS in Telecommunications and Network Management from Syracuse University. She is completing the final requirements to earn her CAS in Instructional Design, Development and Evaluation from the same institution.