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If you're a fan of the book, tweet #TOWLYM! If you're not yet a fan, I hope you become one. Read on.
Institutions around the world are increasing their online presence, from rural elementary schools to prestigious doctoral programs. Within these institutions are faculty members and teachers who might not have adequate preparation for designing online courses or teaching them in an effective way. TOWLYM was written as a no-nonsense, practical, and sometimes humorous guide for teachers and faculty who just want to know how to do it and why it should be done that way. The book includes everything a teacher or professor needs to know to design and teach a high quality online course- from brainstorming and storyboarding to grading, giving feedback, and handling unique online student issues. This book can be a useful addition to an institutionally-supported training program, or as a stand-alone resource for those who lack institutionalized support for online course design and teaching.
- Sales Rank: #1039485 in Books
- Published on: 2015-01-23
- Original language: English
- Dimensions: 9.00" h x .31" w x 6.00" l,
- Binding: Paperback
- 136 pages
Review
Angela takes a straight-forward, no nonsense approach to equipping faculty to teach online. Her book is packed with practical tips and resources for faculty and she shares secrets to designing and teaching high quality online courses. Whether you're an experienced online instructor or just beginning your online teaching journey, this is a book you'll be glad to have on your bookshelf. This is the book I wish I had when I first began teaching online.
Dr. Jason Rhode, Director of Faculty Development & Instructional Design Center at Northern Illinois University
Velez-Solic offers rich and enticing advice, ideas, and examples for the novice online instructor as well as for those with years of experience seeking validation, extension, and perhaps even transformation of their instructional approaches. Open any chapter and you will discover starter seeds from which you can plant and grow some luscious gardens and eventual arboretums.
Dr. Curtis Bonk, Professor of Education, Indiana University Bloomington
It felt like I was sitting and sharing a coffee with Angela and she was giving me guidance, her best ideas and tips, as well as sound advice. Very practical and honest. Clearly written by someone who knows the ropes and is eager to share her knowledge! A big thumb's up.
Dr. Larry Ragan, Director at the Center for Online Innovations in Learning (COIL) at Penn State University
Angela has a passion for online education, and even more importantly, she has a passion for helping others become outstanding online instructors. She dives into topics such as learning management systems, faculty development, assessment, multimedia, authentic assignments, online discussions, how to get started, and many more! This is a fast, easy read FULL of practical tips and strategies. Whether you are a novice or have been teaching online for years, you will find great value in this book!
Dr. Brian Udermann, Professor and Director of Online Education, University of Wisconsin LaCrosse
From the Author
What's inside?
I will tell you right now that if you're looking for a book filled with endless, properly formatted APA citations of people who support what it is I am telling you, this is not that book. I have very few citations in here because they don't matter. Well, they do matter because research in this field is in its infancy and those who do publish quality writing should be respected and their books, articles, blogs, and other materials are important contributions to our fundamental and academic understanding of what is happening in higher education, but you need to trust that I know this stuff enough to teach you without them.
I have strong opinions and you will read a lot of them: about faculty training, about what 'quality' is, about active and engaging online learning, about practical application being the pinnacle of a good learning experience, and a few other things. I feel qualified to judge these areas of online learning and can support my assertions. I am not a traditionalist when it comes to education and I never will be. I don't think kids should sit in desks all day and learn, and don't agree with standardized tests and measurements of intelligence. I don't say those things in this book because they're irrelevant, but I have been an educator for a long enough time to know in which philosophies I am grounded and which I will continue to preach. While I say I'm not a traditionalist, there are still parts of me that refuse to acquiesce to the trends. I prefer to read a book rather than a screen, for example. So, while I work with technology and significantly depend on it, I still hold on to some 'old ways' of doing things.
My approach is informal. I will tell you like it is, how it is, and what to expect. This is who I am as a person; I'm very much unrestrained and uninterested in being the most politically correct person in the room. I am, however, interested in honesty and forthrightness, which is painfully missing in the academy, I might add. Anyway, I give you personal stories and experiences as well as examples from my own courses. I tell you to contact me, and I sincerely mean it.
The book begins with how I personally got involved with online learning and then moves into the process of planning the online course on paper (like a blue print), deciding on activities, discussion and interaction, how you're going to assess their learning, adding some bells and whistles, and then moves into what happens when it's time to go live and teach it for the first time. After that I cover some student issues, feedback strategies, and what to do when things don't go well. Towards the end I have a chapter that covers hybrid or blended approaches, which is its own animal all together. One of my peer reviewers felt like that chapter didn't fit with the rest of the book, but it's important enough to me to keep it despite the fact that it might seem oddly 'thrown in'. Finally, I wrap it up with some ideas moving forward.
Within the chapters I do have some links and if you have the print version I do apologize for you not having the ability to touch your finger on the word or words to magically see that link. However, I'd bet my bottom dollar that we will have that capability at some point, when anything and everything we see could be hyperlinked. For now, what you will need to do in those situations is simply use Google, or your search engine of choice, to look it up online until that technology is invented. What you will see, though, is a star symbol, and when you do, know that it's a helpful tip for you to remember or take note of. Hint, highlight it! I've also included end-of-chapter checklists for you in most of the chapters, just to remind you of some important tidbits from that chapter.
In this book I hope you find some help, epiphanies, comic relief, and recognition that you're not alone in this adventure that is online teaching. I look forward to hearing from my readers about what worked, what didn't, and perhaps new ideas I can include in future iterations. Thanks for taking the time to read this and, if you like what you see, please pass it on to others.
Respectfully yours,
Angela
From the Inside Flap
If you like what you're reading, please tweet #TOWLYM!
Follow me: @JustCallMeAngVS
Thanks!
Most helpful customer reviews
2 of 2 people found the following review helpful.
Outstanding (and entertaining) introduction to teaching online!
By GM
I just finished this great little book, and I plan to recommend it to colleagues. Although I have been teaching for over 35 years, I have resisted teaching online because I love the excitement and sense of community of a F2F class. This funny, charming book has made me reconsider--Angie not only discusses the technical and pedagogical issues in teaching on-line, she discusses the emotional aspects. She has convinced me that I could build a sense of community and have the same enjoyment in an on-line class that I do in person.
The book is is full of very practical tips, from the major (backward design) to the time-saving (only put actual dates one place so they aren't difficult to change). Stories from her own classes illustrate main points. The tone is informal--I felt that I was sitting in her office for a teaching consultation. Chapters end with brief lists of main points, making it a handy reference.
This is a great book for anyone who is contemplating teaching online, and also for those of us who thought we never would!
3 of 3 people found the following review helpful.
Great introduction for teachers new to online instruction
By Rebecca D Armstrong
[[VIDEOID:86ef3c3d4d1628e4456a5235bf38cb3]] This book is a great introduction for teachers who are new to online learning and want a friendly, non-threatening invitation to put their toe in the water without drowning in the deep end. It is not for experts or those who want lots of footnotes with their content. The breezy, casual style brings the reader into the experience of both building and then teaching an online course with lots of practical advice and good examples of effective methodology. The author speaks with the experience of having taught online for many years and that comes through on every page. She isn't afraid to voice strong opinions about what should and should not be done in the online environment, but she can back up her opinions with the savvy that comes from experience and the academic credentials. The video review shows you pages inside the book and gives more specifics on some of the content. I do recommend this short (180 pages) book to any college teacher needing to get up to speed quickly on the best way to teach online.
1 of 1 people found the following review helpful.
I just got my copy this week and really enjoyed reading it
By Julia L. Parra
Thank you, Angela, for sharing this with me on LinkedIn! I just got my copy this week and really enjoyed reading it. I appreciated that you added a piece about the fact that teaching online (teaching in general too, but online has some unique aspects) can be an emotional experience. I remember really struggling for a while with the feeling of 24/7 connectedness with my online courses. At first, it was kind of a cool thing but after about 4 or 5 years, I just remember being so exhausted. I had to really re-think what I was doing and the expectations I was creating for myself and my students. I am still very connected but I instigated changes in my course design and my life to not be 24/7 connected. Again, thank you, Angela for a GREAT read and resource.
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