{ "document_id": 12808, "page": 88, "width_pt": 612, "height_pt": 792, "rotation": 0, "pipeline_version": "paddleocr-vl-1.6+paul-48", "engine": "paddleocr_vl", "source_run_id": 12921, "item_count": 21, "counts_by_type": { "footer": 1, "footnote": 5, "header": 1, "heading": 3, "link": 3, "text": 8 }, "build_ms": 2, "items": [ { "id": "p88.1", "order": 1, "type": "header", "bbox": { "l": 376.8, "t": 755.28, "r": 540.24, "b": 741.6 }, "text": "KYSU Online Faculty Handbook", "attrs": { "block_label": "header" }, "level": 2 }, { "id": "p88.2", "order": 2, "type": "text", "bbox": { "l": 68.4, "t": 719.76, "r": 528.48, "b": 690.96 }, "text": "students enter and exit their classrooms. It helps cultivate a sense of community, inclusion, and support among students." }, { "id": "p88.3", "order": 3, "type": "text", "bbox": { "l": 68.16, "t": 686.16, "r": 536.4, "b": 585.84 }, "text": "In addition to the community discussion forum, the course design should include graded discussion forums focused on the course content at planned intervals. These discussion forums approximate the more formal discussions that typically occur in a residential class setting, where students express their points of view on the subject matter or discuss content presented in lectures or assigned readings. The role of an instructor is to prompt these discussions with thought-provoking questions, guide the direction and tone of the discussion as it develops, and help students appreciate the strengths and weaknesses of various points of view. This looks" }, { "id": "p88.4", "order": 4, "type": "heading", "bbox": { "l": 96.72, "t": 418.32, "r": 282.96, "b": 404.4 }, "text": "4.1.4 Scheduled Learning Activities", "attrs": { "block_label": "paragraph_title" }, "level": 3 }, { "id": "p88.5", "order": 5, "type": "text", "bbox": { "l": 67.68, "t": 399.12, "r": 537.84, "b": 270.72 }, "text": "Although online courses allow for asynchronous academic engagement, the course must follow a schedule. The course schedule outlines the modules’ sequence and the corresponding learning activities, assignments, and deadlines. Module deadlines ensure that students complete and submit work throughout the course (typically eight weeks) rather than submitting most of their assignments (or perhaps all their assignments) at the end of the course. The course schedule also plans for a regular feedback loop of substantive interaction whereby the online instructor evaluates students’ work and instructs them accordingly. Students can learn from and respond to the instructor’s substantive feedback as the course progresses. The course schedule should be posted in the syllabus within the online course." }, { "id": "p88.6", "order": 6, "type": "text", "bbox": { "l": 67.68, "t": 266.4, "r": 413.04, "b": 251.76 }, "text": "See also 3.1 – Subject Matter Expert (SME) Model for Online Courses." }, { "id": "p88.7", "order": 7, "type": "heading", "bbox": { "l": 68.64, "t": 246.24, "r": 327.84, "b": 232.32 }, "text": "4.2 Instructor's Actions: Before the Course Starts", "attrs": { "block_label": "paragraph_title" }, "level": 3 }, { "id": "p88.8", "order": 8, "type": "text", "bbox": { "l": 67.92, "t": 226.08, "r": 530.64, "b": 141.36 }, "text": "Before the online course is made available to students, the online instructor must complete the Course Onboarding Checklist and a few set-up tasks to establish an active and welcoming presence within the course. The Course Onboarding Checklist is provided by the Office of Online Education and must be completed before the course launches for students. The checklist includes verifying course content, confirming faculty information, and ensuring all links and resources are functional." }, { "id": "p88.9", "order": 9, "type": "heading", "bbox": { "l": 96.96, "t": 136.08, "r": 232.8, "b": 122.64 }, "text": "4.2.1 Faculty Information", "attrs": { "block_label": "paragraph_title" }, "level": 3 }, { "id": "p88.10", "order": 10, "type": "text", "bbox": { "l": 67.44, "t": 116.64, "r": 536.4, "b": 73.68 }, "text": "Fostering a positive faculty-to-student relationship is vital in building community in online courses. A well-written and personable faculty profile can set a positive tone for the course. This puts students at ease and increases their confidence to reach out with questions and ask for" }, { "id": "p88.11", "order": 11, "type": "footnote", "bbox": { "l": 70.32, "t": 565.68, "r": 535.92, "b": 516.96 }, "text": "[p88.11.2]The nature of teacher-student interaction in distance education can make it more time-intensive than needed for traditional courses, as noted by the American Association of University Professors’ Special Committee on Distance Education and Intellectual Property Issues “Statement on Online and Distance Education” (https://www.aaup.org/report/statement-online-and-distance-education).", "attrs": { "block_label": "footnote" }, "children": [ { "id": "p88.11.1", "order": 12, "type": "link", "bbox": { "l": 133.902, "t": 529.785, "r": 464.637, "b": 517.997 }, "text": "(https://www.aaup.org/report/statement-online-and-distance-education).", "attrs": { "uri": "https://www.aaup.org/report/statement-online-and-distance-education)", "action_type": "/URI" } }, { "id": "p88.11.2", "order": 13, "type": "text", "bbox": { "l": 70.32, "t": 565.68, "r": 535.92, "b": 516.96 }, "text": "⁵⁰", "attrs": { "inline": true, "text_offset": 0, "text_span": 10, "bbox_estimated": true } } ] }, { "id": "p88.12", "order": 14, "type": "footnote", "bbox": { "l": 68.88, "t": 513.6, "r": 443.52, "b": 500.16 }, "text": "51 https://www.ecfr.gov/current/title-34/part-600#p-600.2(Distance%20education)", "attrs": { "block_label": "vision_footnote" }, "children": [ { "id": "p88.12.1", "order": 15, "type": "link", "bbox": { "l": 80.3948, "t": 517.997, "r": 442.986, "b": 501.735 }, "text": "https://www.ecfr.gov/current/title-34/part-600#p-600.2(Distance%20education)", "attrs": { "uri": "https://www.ecfr.gov/current/title-34/part-600#p-600.2(Distance%20education)", "action_type": "/URI" } } ] }, { "id": "p88.13", "order": 16, "type": "footnote", "bbox": { "l": 69.36, "t": 496.8, "r": 231.6, "b": 484.08 }, "text": "[p88.13.1] See the short introduction to RSI:", "attrs": { "block_label": "vision_footnote" }, "children": [ { "id": "p88.13.1", "order": 17, "type": "text", "bbox": { "l": 69.36, "t": 496.8, "r": 231.6, "b": 484.08 }, "text": "⁵²", "attrs": { "inline": true, "text_offset": 0, "text_span": 10, "bbox_estimated": true } } ] }, { "id": "p88.14", "order": 18, "type": "footnote", "bbox": { "l": 76.56, "t": 484.08, "r": 404.4, "b": 470.88 }, "text": "https://rise.articulate.com/share/vbTizQ9cVlTJY1MP9Y4ZEW3sgXlRbag", "attrs": { "block_label": "vision_footnote" }, "children": [ { "id": "p88.14.1", "order": 19, "type": "link", "bbox": { "l": 78.3501, "t": 484.104, "r": 403.282, "b": 472.174 }, "text": "https://rise.articulate.com/share/vbTizQ9cVlTJY1MP9Y4ZEW3sgXlRbag", "attrs": { "uri": "https://rise.articulate.com/share/vbTizQ9cVlTJY1MP9Y4ZEW3sgXlRbag", "action_type": "/URI" } } ] }, { "id": "p88.15", "order": 20, "type": "footnote", "bbox": { "l": 67.92, "t": 466.56, "r": 522, "b": 424.08 }, "text": "different in a residential classroom lecture than in an online course. However, a well-designed online course will provide assigned discussion forums in various course modules to ensure regular and substantive interaction with the course content.", "attrs": { "block_label": "vision_footnote" } }, { "id": "p88.16", "order": 21, "type": "footer", "bbox": { "l": 529.92, "t": 49.2, "r": 543.84, "b": 37.68 }, "text": "35", "attrs": { "block_label": "number" } } ], "excluded_furniture": { "first": [], "last": [] } }