AAHPERD Convention Tampa, FloridaTeresa Hardman & Jennifer Dearden,

Morehead State UniversityApril 1, 2009

Good Practice Encourages Student Instructor Contact

Good Practice Encourages Cooperation Among Students

Good Practice Encourages Active Learning

Good Practice Gives Prompt Feedback Good Practice Emphasizes Time on Task Good Practice Communicates High

Expectations Good Practice Respects Diverse Talents

and Ways of Learninghttp://www.cuw.edu/Tools/faculty_staff/committees/chickering-gamson.html

1. Instructional Design and Organization2. Facilitating Discourse3. Direct Instruction

Setting the curriculum1.Establish welcome page and introductions2.Use e-learning functions as needed3.Provide clear guidelines and rubrics4.Provide a comprehensive5.Provide a comprehensive syllabus

Establishing time parameters1.Have a clearly stated syllabus2.Reinforce as needed through

announcements, emails, project guidelines and rubrics

Utilizing the medium effectively1.Technology help desk2.Online class orientation3.Ask “Dr. Dearden” or “Ask Dr. Hardman”

forums

Establishing “netiquette”1. Address as needed through:

1. Announcements2. Discussion3. Individual/group email

Designing Methods 1. Provide concrete step-by-step guidelines

for each learning activity2. Monitor cooperative learning projects

Facilitation tips:◦ Engage

Identify areas of agreement/disagreement through the group work pages

◦ Seek consensus interactive discussion board “Ask Dr. Dearden/Hardman” forum Weekly overview in announcements

◦ Creating a nonthreatening environment ◦ Giving grades for participation in discussion◦ Overview of what is due for each week◦ Make discussion interesting or provocative◦ Participate in discussions “wisely”◦ Require a product based upon the discussion.

Tips. con’t◦ Setting the climate for learning

Include introductions (instructor and student) Acknowledging 24/7 time frame model

◦ Drawing in participants Clear parameters for participation in discussion board Provide clear parameters for student facilitation of

discussion Provide meaningful discussion questions Instructor must guide and not dominate Exam questions are taken from discussion content

◦ Assessing the efficacy of the process Always give formative and summative feedback

Presenting content and questions Focusing the discussion on specific issues Summarizing discussion Confirming understanding/diagnosing

misperceptions Injecting knowledge from diverse Responding to technical concernsChickering and Gamson, 1987

When possible refer students to technical support for student technical problems.

Require research and citation from credible, diverse resources.

Clarify misperceptions of content material. Summarize discussions and confirm

understanding.

Shea, P., Frederickson, E.F., Pickett, A. M., & Petz, W. E. (2009). A Preliminary Investigation of “Teaching Presence” in the SUNY Learning Network. From “Award Winning Tools, Tips, and Techniques for Online Instruction”, Starlink Resource Packet, February 9-23, 2009.

Chickering A. W. & Gamson, A.F. (1987). Seven Principles for Good Practice in Undergraduate Education. Racine WI: The Johnson Foundation, Inc/Windspread.

Bransford, J., et al (2000). How People Learn, National Academy Press.

Anderson, et al (2001). Assessing Teaching Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks 5(2)

Teresa Hardman, Ph.D.t.hardman@moreheadstate.edu

Jenny Deardenj.dearden@moreheadstate.edu