A Simple Strategy for Maximizing Engagement in Online Courses (without Overwhelming Students or...

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A Simple Strategy for Maximizing Student Engagement (without Overwhelming Instructors or Students)

Presented on November 11, 2016 at theIndiana University Online Conference, Indianapolis, IN

Daniel T. HickeyProfessor of Learning SciencesCenter for Research on Learning and TechnologyIndiana University, Bloomington

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2009 in Sakai @IU2012 in CourseBuilder BOOC2013 in Canvas @ IU & IUHS


Participatory Learning and Assessment DESIGN PRINCIPLESUse public contexts give meaning to knowledge toolsReward productive disciplinary engagementGrade artifacts through local reflectionsLet individuals assess their understanding privatelyMeasure aggregated achievement discreetly

4James Greeno

Tools Needed to Implement PLAUse public pages as artifacts (wikifolios)I use discussion headers in CanvasIUHS teachers use Google docs (gPortfolios)Use threaded comments on pages for local interactionDiscussions in CanvasComments on Google docsOnline assessments Use open ended items for private self-assessmentsUse selected-response items for discreet module exams

Preparing for PLAOrganize ideas and resources into chunksAround 4-6 elements seems to workDistinguish between disciplinary knowledge and practicesKnowledge is what experts know, independent of context (i.e., textbook knowledge)Practices are what experts do in contexts that afford expertiseDefine personalized engagement context or practiceOrganizing goal, question, project, etc.Should embody experience, interests, and aspirationsDefine networking groups (optional)

Engle & Conants (2002) Design Principles for Productive Disciplinary EngagementProblematize Content- From learners perspective- Open up issues that experts see as closedGive Students Authority- Avoid known answer questions- Position students as stakeholdersEstablish Disciplinary Accountability- Defend positions - Be responsive and respectfulProvide Relevant Resources- Include time and information- Provide easy contextualized access

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Presentation ContextEd Psych 540: Learning & Cognition in EducationChallenging to TeachDiverse experience & ambitions among studentsAmbitious but busy instructor!Started adjuncts in 2011Typical AccountabilityUse textbook item bankInclude a pretestOnline in Sakai in 2009Canvas in 2013

9The P540 Team

Gina HowardLauren SmithAndi RehakXinyi ShenJoshua QuickFirat Soylu


P540CourseStructure



Supplemental ExampleEducational Assessment Big Open Online CourseP507 Assessment in Schools embedded for creditOffered to 500 students for free in 2013 with a grant from Google using CourseBuilder460 registered, 160 started, 60 finished, 9 in P507Offered a smaller streamlined version starting 2014Added videos and quizzed and automated key featuresStill open but not advertised widely

Supplemental ExamplesIndiana University High SchoolFully online schoolOne of the largest in the USCollaborating with teachers since 2013Biology class use online textbook and resourcesHistory and English classes only use OERsMoved to self-paced in 2016

Rebecca Itow(PhD Student)Courtney Gaylord(English & Comp)Jody Duncan(Biology)

Christine Hitchcock(Social Studies)

1. Use public contexts to give meaning to knowledge toolsReframe course resources and concepts as knowledge tools.Problematize knowledge from each learners perspective.Learner define a personally meaningful context.Disciplinary question, problem etc.Nascent disciplinary practice.Embodies their experience, interest, and aspirations.Learners redefine context as they progress in the course.Use public contexts for the work.Avoid known answer questions in public.RogersHall

My Learning Goal:Radiography students learning how to work as a team.After module 2, I decided to narrow my learning goal. It was too broad.Updated Learning Goal:Radiology students learning how to use critical thinking skills during a trauma situation.My Learning Context:I chose Radiography students learning how to work as a team because I have a class of students who struggles with working together and acting professionally. The students are separated in various hospitals in the area for several days in the week and have class two days on campus. The behavior is mostly during class on campus, but occasionally in the hospital too.Our team of faculty has had guest speakers from various professions come and speak to the students regarding student conduct, professionalism, etc. We have also had to place them in a seating arrangement in class. I feel like this has helped marginally, but I want to also prevent this behavior from happening when the new class of Radiography students begins in the Summer II/Fall.I have to teach an Introduction to Clinical Radiography course in Summer 2 and would like to incorporate some team strategies in the classroom. Im hoping I can get some ideas from this course or at least investigate why the current troubled class is acting this way.

Theory of Learning: I believe that we all learn by life experiences. The older we get, the more we learn from our experiences. We observe others and learn from their and our own mistakes. I think we retain information better when we are motivated and determined to succeed. In regards to my learning goal, I think the students are not motivated to get their degree. I am not sure if it has to do with prior life experiences in which they have not had to work hard for something or if they are not interested altogether. I think to work together as a team, every individual has to be motivated to get the job done. This is my dilemma for students; how do I get them motivated in the classroom?

Preferred Networking Group:First choice: Science;Second choice: Comprehension;Third choice: Literacy

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Most Relevant Cognitive Themes: I think all of the 8 themes described in the book are relevant to my learning goal, but number 3 is true for student radiographers, extended practice is needed to develop cognitive skills (p. 6). The students practice positioning different body parts to obtain a desired image for the exam. It is important that they practice this with each other and on patients as much as possible to become more familiar and comfortable. Working together frequently will also help build these skills needed for the job and team development.Theme number 1, learning is a constructive process, is the least relevant for my learning goal (p. 5). Learning to work with other healthcare workers requires tremendous knowledge and skill in order to sufficiently perform the required duties. According to the text, learning is the construction of meaning by the learner (p. 6). This is true when developing teamwork skills by extended practice, however, the knowledge must be there first to perform specific duties sufficiently. It was extremely difficult for me to choose a theme that was most/least relevant. From my experience as a Radiographer, they all are important aspects when students are learning how to work as a team.

Relevance of the Implications(when referring to working as a team in the hospital)#12. Automaticity facilitates learning by reducing resource limitations.I chose this as the most relevant for my goal because the more the student works with a team, the better they become. Confidence will increase and the skills used within the team will become more automatic.#23. Perception and attention are guided by prior knowledge.I chose this second because having prior experience is always a plus for working in a team. If students have had prior experiences as working as a team, the more successful they will be working within the team because they know what to expect. This gives them more energy for other skills to learn.#34. Perception and attention are flexible processes.The same as my choices for #1 and #2. I feel like this is a repeat in that the more the student works in a team, the more it becomes automatic. They will become more productive.#46. All students should be encouraged to manage their resources.The more self-regulated students are within a team, the more successful the team. They will be able to strategize more efficiently in a team to complete the task.#55. Resources and data limitations constrain learning.It may take some students longer to grasp the skills needed to work as a team. This could slow the team down.#67. Information processing is easier when to-be-learned information is distributed in working memory.In a mock team scenario, visual and auditory rehearsals will allow students to retain the information gathered longer.#71. Information processing is constrained by a bottleneck in sensory and short-term memory. I chose this as least important (although it is relevant) because in the healthcare environment, you have to be on your toes and pay attention to everything that is going on around within the team.

Takeaway Relevant Specifics in Chapter 2Information about sensory memory helped me realize that I need to slow down on the amount of material given to the students. On sensory registry, there is only so much information they can handle at one time (p.20). Finding more meaningful activities with course work could help them retain material more efficiently.Presenting new information visually and auditorially will help the student perceive the material (p.20). Having the students act out a scenario together will help them retain information learned within the specific scenario- especially if something wrong or right happened.Attention! Clear instructions for working as a team will equal better quality and performance of the task (data-limited tasks p. 22-23). Student should know their role within the group to enhance their performance and eliminate confusion.Automaticity (as mentioned earlier) is important for teams. Extended practice of skills will make those skills automatic and need little attention (p. 23).Working memory works over time (p. 28). Students who are older (may) have more experience and know more particulars about working within a team.

Results: Overall Public Engagement in P540Wikifolios averaged 1569 words (144-3291)Groupwikis averaged 3477 words (2705-4630)

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Figure 3. Modules and Wikifolio Assignments in the New English 10 Course

36Lesson 1: Introduction to Narrative WritingCCSS W.10.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Briefly: Tell a story that readers enjoy reading including a beginning, middle, and end. Points along the way of your story should keep the story flowing.Getting startedNarrative is just another way to say "story-telling," and people do it all the time. Talking with friends, writing letters, or just telling your folks what happened while you were out today are all narrative. Other examples of narrative would includehistory, the daily news, TV dramas, movies, and even children's fairy tales. Humans are great storytellers and love a great story. We communicate our culture to our children through stories and morality plays. Without narrative, life would be pretty boring. The important part about a good narrative is making sure the story is an interesting one, and putting all the parts together so that the story flows from point to point toward the climax of the story. A good narrative leaves the reader wanting more.

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37Part OneEvaluate and Rank Resources: Go to the following sites and read/watch the information/examples on narrative writing. Rank their relevance to you on you wikifolio. Find and share other relevant resources if you wish. Summarize each resource: In two or three sentences, explain what this resource tells you.Evaluate each resource: Consider for whom it is intended and what its goals seem to be. How effective is it at accomplishing those goals for that audience?Rank each resource: How useful will this resource be foryouas you work on the next assignment? Please explain briefly why you ranked each one as you did.

EVELYNS EVALUATING NARRATIVE RESOURCESPurdue OWL Website:This site goes into a decent amount of detail telling the reader about how a narrative essay is written. It goes on saying that this type of writhing are often anecdotal, experiential, and personal. It allows the one who is writing them to express themselves in creative and most of the time quite ways.Evaluation:This resource is good in describing to the reader key points in how a narrative essay is written. Telling the reader such things as, If written as a story, the essay should include all the parts of a story, when would a narrative essay not be written as a story, the essay should have a purpose, the essay should be written from a clear point of view, use clear and concise language throughout the essay, the use of the first person pronoun I is welcomed, and finally as always, be organized. Over all this resource tells the reader in a very detailed way how to correctly write a narrative essay.Ranking:I give this a 1 because it goes into some decent detail about the learning how to write a narrative essay, going into further detail about telling all parts of a narrative story to the reader.

39LADONNAS EVALUATING NARRATIVE RESOURCESPurdue OWL: Essay Writing- Rank 1Summary: This resource is an informational guide on the things you should include in your narrative essay. It gives you several tips on what people will be looking for in your essay and uses understandable language to convey it's information to you. This resource is easy to read and understand. It's a little short, but its full of information.Evaluation: I've used OWL as a resource before, so this resource was easy for me to read and understand. I feel that this resource would be useful for anyone who chooses to read it; adults could read it and have no problem with understanding it and so could younger children. I like this resource because it uses plain and simple language to show you what it's talking about and it appears to be written by a person, not a computer or machine, if that makes any sense.Rank: I chose rank 1 for this resource because I found it to be the most informational and useful. As I said, I've used the Purdue OWL before and have been able to understand it easily, I found that to be true with this page of the website too. As with the other resources, I found this one to be short, but this one had more information in it than the other two.

40Part Two: Choosing a Topic for a Personal NarrativeCall this section of your Wiki Topics.First:Think of five particularly important events in your life. For example, a big move for your family, an injury or setback, a challenge, a victory or other key event.Second: Briefly describe your events. Whathappened? Who was involved? Whendid this happen? Where? How did it shape you into the person you are today or how did it change your views on a subject?Third: Support your topic. It's not good enough for a narrative to just list the event. You also need to explain why it was so important. After each event you think of, explain what made it such an important one in your life. List your reasons in a logical order.Fourth: Choose the topic that you think you would like to write about. Explain why you have chosen it.

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The topic I would most like to write about is the head injury I sustained. Iwish to write about this because it is one of the most major event in my life that I can remember. Therefore it is easy to remember and easy to give all the necessary details, so that it makes sense and people area able to follow along and completely understand what I am writing.

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I think the topic I'd most like to write about is the injury I've sustained to my wrist. There are a lot of aspects about it that I think are really interesting and there were so many different opinions from each doctor that I think it would make an interesting story. There are a lot of other things I like about my other topics, but I think that this topic is probably the most interesting and diverse one that I have.

INTRODUCTION TO THE COURSEABOUT MEAt the top of yourIntroduction to Course and Historical Questionswikifolio, insert a heading that saysAbout Me. Underneath that, write a few sentences introducing yourself to the instructor and your classmates. Tell us your name, where youre from, what youre interested in (activities, hobbies, etc.), and why youre taking a course with IU High School, if youd like. Write a bit about some big questions you have about history or current events. What are you most interested in learning more about as we study the history of the world from about the 1300s to now?

Note the use of the wikifolioNote the use of personalizationNot the use of big questions43

Note that he says I like the Self-pace nature of home school44

INTRODUCTION TO THE COURSEMY ESSENTIAL QUESTIONS RANKINGNow, take a look at the essential questions listed below. Read the hyperlinkeddocument to get a deeper sense of each question, particularly those that seem most interesting to you.Create a section in your wikifolio titledEssential Questions Ranking.Under that heading,rank the questions from most interesting/relevant to you to least interesting/relevant to you. In other words, rank the question you find most compelling as number 1, the question you find next most fascinating as number 2, and so on with the question you find least interesting to you as number 7. If you'd like to learn more about one or more questions, follow the link for the questions which will take you to a description on the World History for us All website

INTRODUCTION TO THE COURSESeven essential questions in History: Why do people live where they do and how do their surroundings affect their livesHow do networks influence power and wealth?Why are differences in power so enormous in the modern world?How does the allocation of resources and goods affect human interactions and behavior?How do the ways that humans express identity create unity and conflict?How have technological advancements affected how humans interact with each other and their environment?How have changing ideas about spirituality and morality affected history?

INTRODUCTION TO THE COURSEMY ESSENTIAL QUESTION EXPLANATONConsider the essential question you find most interesting. You will use this question repeatedly as we work through our course and you'll be answering it as best you can in thefinal capstone project. Think of your question as a focusing lens as you study the past. Create a new heading titledMy Essential Questionin your wikifolio page.Identify the question you plan to use as your driving question for this course and write 1 to 2 sentences (feel free to write more) for each of the following: your interpretation of the question (What does the question mean to you?)your personal experiences with the question (How does this question connect with your skills and interests?)why you chose this question as your most relevant (What about this question is particularly compelling to you? Why does it get you excited?)how you anticipate answering this question (What examples from history may fit in with this question? What challenges do you foresee in trying to answer this question?)In addition, write 1-2 sentences about which question you found least relevant to you and why.

Inroduced both the perspective used, the final project, and sets up a proleptic cycle47

Had to to give a rationale, connect to prior experiences

Last paragraph shows how the format pushes elaboration and futher deeper consideration

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Reward productive disciplinary engagement

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Randi EngleDE involves declarative knowledge and cultural practicesPDE connects knowledge to practices, makes connections, finds resources, etc.Support PDE so it can be rewardedComment directly & locally on wikifoliosWork in the open and encourage lurking No grades or mandatory postsThis really requires DBR to get rightEasier for me because of my research

Wikifolios averaged 8.9 comments & 95 words/commentGroupwikis forums averaged 61 postsGroupwiki averaged 40 comments & 92 words/comment 2062 comments included 182 badges

Agreement & Disagreement in Badges vs. Comments

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64Part Three: Collaborate with classmates.Go to the discussion forum for this activity and paste your dialogue exchange into the forum.Then respond to at least two of your classmates. In your comments, consider how well the writer has followed the rules and conventions of writing dialogue. If the writer needs to make changes in the formatting, spacing, or punctuation in order to follow the rules of dialogue, let them know how to make those changes. If the speech doesnt sound fluid and natural, let them know how to make it sound more fluid and natural. Dialogue is difficult to write, so work together to make all of your dialogue stronger!

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Courntey: But it's important to keep in mind that in order to be "narrative-worthy" you need to focus on an experience that really taught you something and changed you in some way. You say that you think about the head injury a lot, but you haven't explained what made it important in your life. Your move to SD certainly sounds as though it might produce a narrative that is more reflective and interesting than any of these injuriesLadonna: But I am wondering, I know you chose the event of the plates crashing on your head because you say it was the most memorable for you, but I was wondering, what are the other factors that made that event important in your life? For instance, I chose my wrist injury because it has changed me as a person. Did your injury change you, do you think? Or did you just chose it simply because it was something you remember vividly?

Again notice the teacher presence

But in particular notice the much later comment from a subsequent student70

Grade artifacts through local reflections

Wikifolios generate lots of text and commentsGrading artifacts and comments undermines participationGrade reflections on PDE.Contextual engagement (suitability of personal context for practicing using concepts)Collaborative engagement (what students learned from others)Consequential engagement (consequences of new knowledge for disciplinary practice )Summative assessment of engagementProleptically shapes prior engagementFormative assessment of knowledge

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MelissaGresalfi

Reflect. After you've commented on your classmates' workandreceived a sufficient number of comments from classmates, post three reflections at the bottom of your chapter 2 wikifolio page. Insert a bold header calledReflectionand write at least one paragraph on each aspect of your engagement.Critical engagement: How suitable was your instructional goal and educational context for learning the ideas this week? Did your classmates have goals where these implications were more directly relevant? For example, some instructional goals make bigger demands on short term memory than others. You are not being asked to criticize your understanding or your work; rather you are critiquing the suitability of your instructional goal and experience for learning to use these ideas.Collaborative engagement.Review the comments from your classmates and reflect on any insights that emerged in the discussions or anything that was particularly useful or interesting. Single out the classmates that have been particularly helpful in your thinking, both in their comments and from reading their wikifolios.Consequentialengagement. What are the consequences of what you learned this week for your instructional goal and in general? How would you teach or instruct differently based on what you learned? What are the real world consequences of these ideas? Think generally but be specific.

Contextual engagement:I found this chapter to be suitable for my goal, but I realized that maybe I need to take a step back and not make it so broad. Working as a team covers a wide area in my field and can be used in multiple settings like the classroom, hospital and as a group (graduating class). When I was trying to figure out the order of relevant implications, I had to state what area of teamwork (hospital) would show the relevance. Other students goals were more directly relevant and not as broad. That made me realize I need a more specific goal.

Collaborative engagement:Yue mentioned the importance of differentiating and learning different roles in the team so that they can perform better as a team. This made me think of the importance of when each team member is to anticipate what is coming next. It also reminded me of how important the students need to understand who is involved in the room and what their duties involve.

Alexander mentioned that there may be something else beside the cognitive load that would need work (other than teamwork skills). I think of motivation again and the students inability to want to work in a team. But, I think this is more of a cognitive load issue in that there is so much information to learn in a short amount of time. The students are expected to work together and they are not performing well until they have practiced more and more. He also suggested simulations in a real-world experience to help practice.

ConsequentialengagementAfter studying the implications for this chapter, it made me realize that radiology students have an incredible amount of information that must be stored and practiced in order for their skills to become automatic and useful in a team situation. Most of the information is given to them in a short period of time, so they need to be able to distinguish what material is the most important and move on. I realize that I need to make more specific learning goal!The following is an addendum to my learning goal:Radiology students learning how to use critical thinking skills during a trauma situation.Based on what I learned, I need to make sure the students are getting the basic concepts of how to do a basic exam (on an ideal walkie-talkie patient). Once these skills are achieved, then they can start thinking outside of the box for a more realistic trauma patient. I could do mock examinations with the students in an x-ray room. Setting up scenarios for them to work together and work out the different ways of imaging a patient with limited movement (on the patients part). They could then take these skills to the hospital and work on patients with similar situations.

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Let individuals assess understanding privatelyOffer ungraded open-ended items and performance tasksCover all of the big ideas in the assignmentUse to re-engage rather than remediate.Items themselves have little formative value beyond the correct answer

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PamelaMoss

In JEMH

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78Self-Assess Your Knowledge. When you have completed your wikifolio and reflections and you feel you are ready to move on, complete the ungraded Chapter 2 Self Assessment Quiz. If you can't write an acceptable answer for most of the items from memory, you will not do well on this part of the module exam. You should go backre-read the text, re-engage with your classmates and review their implications and specifics. Note that these items will not be included in the module exam.

Measure achievement discreetlyStandards-oriented distal testsNecessary for measuring gains, comparing instruction, documenting course improvementUseful for motivating prior engagementProtect test securityProvide only item-level feedbackRefine tests (but dont teach to them)Use LMS item analysesAbout 85% average with 1-2 perfect scoresLimit point value to 30-40% of the courseWill need to refine over timeTime tests and use high quality itemsInclude many best answer items

Me!


P540 Exam Scores (percent correct)

Course Evaluation Results(11/15, 5-point Likert, SD to SA)

Course Evaluation Results

(11/15, 5-point Likert, SD to SA)

Issues with Semi-Formal (Cohorted) Course FormatAssumes regular instructor effortIs not what online learners expectNot flexibleCant get behindLed many students to drop out of the BOOCLed many IUHS students to stay with distance ed courses


Moving to Self-Paced CoursesNot simple to get interactionNeed to find like-minded peersNeed to find peers working on same unitNeed a large number of learnersCurrently creating a self-paced BOOCNew participant list shows current learnersNew wikifolio feature allowing archivingLearners can look at archived workCurrently creating self-paced IUHS coursesModules with exams and Badgr


Moving to Open Learning ResourcesNeed to automate many featuresAutomated registration and homepageReal-time participatory feedbackExam scoring and badges issuerRelying extensively on open ed resourcesUse ranking feature with OERsPending NSF proposals for IUHS and IU


Thank you very much!More info at www.RemediatingAssessment.blogspot.comEmail me at [email protected]

Hickey, D. T., & Uttamchandani, S. U. (in press). Beyond hype, hyperbole, myths, and paradoxes: Scaling up participatory learning in a Big Open Online Course. In Losh, E. (Ed.). The MOOC Moment: Experiments in Scale and Access in Higher Education. Chicago, IL: The University of Chicago Press.Hickey, D. T., & Willis, J. E., & Quick, J. D. (2015). A framework for interactivity in competency-based online courses. EDUCAUSE Review, July. Online.Hickey, D. T. (2015). A situative response to the conundrum of formative assessment. Assessment in Education: Principles, Policies, and Practices. http://dx.doi.org/10.1080/0969594X.2015.1015404Hickey, D. T., & Rehak, A. (2013). Wikifolios and participatory assessment for engagement, understanding, and achievement in online courses. Journal of Educational Media and Hypermedia, 22 (4), 229-263.Hickey, D. T., & Zuiker, S. J. (2012). Multi-level assessment for discourse, understanding, and achievement in innovative learning contexts. The Journal of the Learning Sciences, 22, (4) 1-65Hickey, D. T., Kelly, T. A, & Shen, X. (2014). Small to big before massive: Scaling up participatory learning and assessment. Proceedings of the Fourth International Conference on Learning Analytics and Knowledge, Indianapolis, IN (pp. 93-97)

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A Simple Strategy for Maximizing Engagement in Online Courses (without Overwhelming Students or...

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