"Teaching is Dead!" What's your philosophy of learning?
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Bill Pelz is Professor of Psychology at Herkimer College / State University of New York. As the lead faculty trainer for the SUNY Learning Network from 1999 until 2010, Bill facilitated the development of over 2500 fully asynchronous college courses. In 1994 he was presented with the SUNY Chancellor’s Award for Excellence in Teaching, in 2003 the Sloan-C Award for Excellence in Online Teaching, in 2006 the SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities, and he was named a Sloan Consortium Fellow in 2 013 and a SUNY COTE fellow in 2014. Bill has published an assortment of scholarly and academic articles, most recently focused on the area of student and faculty satisfaction with asynchronous teaching and learning. His current research interest is in isolating the pedagogical factors that influence student achievement in virtual learning environments. Since 1999 Bill’s full-time teaching responsibility has been entirely online, and he just completed a project to develop 8 online Advanced Placement courses for high school students under a Dept. of Education Race to the Top funded grant. Adults learn what they choose to learn. The philosophy of heutagogy puts the learner in control. This Chat focuses on strategies designed to engage online learners with the content, with the instructor, and with one another. Bill's article, (My) Three Principles of Effective Online Pedagogy, remains the #1 downloaded JALN article at OLC (formerly Sloan-C).
Transcript of "Teaching is Dead!" What's your philosophy of learning?
COTE Fellow Chat
Community of Practice
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Learn More: h+p://commons.suny.edu/cote/
Join: h+p://commons.suny.edu/cote/join-‐community-‐of-‐prac;ce/
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Bill Pelz, Instructional Designer
Instructional Designer and Professor of Psychology, Herkimer County Community College Open SUNY Fellow Role: Expert Instructional Designer Topic: Teaching is Dead! What is your philosophy of learning? Theme: Learning Effectiveness COTE NOTE: http://bit.ly/cotenotestudentlearningenvironments
Teaching is Dead! What is your philosophy of educa7on?
A SUNY Center for Online Teaching Excellence Fellow Chat
October 22, 2014 Bill Pelz, Herkimer College
Instruc;onal Designer for Online Learning
My 3 Principles of Effec7ve Online Heutagogy
1. “Engage or Enrage” -‐ design with maximum
interac7vity to facilitate both content learning and social engagement.
2. Make instruc7onal design decisions that
maximize the learners’ opportuni7es to add social, cogni7ve & teaching presence .
3. Let the learners do most of the teaching.
The Core Components of Online Instruc7onal Design:
1. Effec;vely Present the content of the discipline in such a fashion that it will…
2. …really engage Learners and sustain their a+en;on for a sufficient length of 3me to allow the construc;on and synthesis of new knowledge, and…
3. … then assess (authen7cally :) content learning and its impact on the learner
Online Learning is Just as Effec7ve as Tradi7onal Educa7on, According to a New
(2014) MIT Study
Online learning outcomes are equal, or even be+er than, those produced in a tradi;onal classroom. If professors want to improve outcomes in either se\ng, researchers suggest an approach called "interac;ve engagement pedagogy," where students regularly interact in small groups and par;cipate in peer-‐to-‐peer learning. h+p://bos;nno.streetwise.co/2014/09/24/mit-‐study-‐how-‐do-‐online-‐courses-‐compare-‐to-‐tradi;onal-‐learning/
3 applica7ons of learner provided content & 1 applica7on of learner-‐relevant assessment 1. Discussion: A discussion forum following a
reading assignment 2. Wri+en Assignment: Cri;cal analysis of an
Internet site 3. A term research project
-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ 4. Assessing learning via a Reflec;ve Blog
The Learner Facilitated Asynchronous Discussion Forum (R-‐Q-‐D)
1. Students Read something 2. Each student posts a discussion Ques3on 3. Students facilitate the ensuing Discussion threads Rules of engagement:
ini;al post within “x” days par;cipate on at least “x” different days use a quality-‐based discussion post rubric use a grading scale based upon quality and
quan;ty of posts
The discussion post grading rubric Points Interpreta7on Grading Criteria
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Excellent (A)
The comment is accurate, original, relevant, teaches us something new, and is well wri+en. Four point comments add substan;al teaching presence to the course, and s;mulate addi;onal thought about the issue under discussion. Documenta;on for factual informa;on is provided.
3 Above Average (B) The comment lacks at least one of the above quali;es, but is above average in quality. A three point comment makes a significant contribu;on to our understanding of the issue being discussed.
2 Average (C) The comment lacks two or three of the required quali;es. Comments which are based upon personal opinion or personal experience ogen fall within this category.
1 Minimal (D) The comment presents li+le or no new informa;on. However, one point comments may provide important social presence and contribute to a collegial atmosphere .
0 Unacceptable (F) The comment adds no value to the discussion.
Post Title
No penalty The post ;tle is a complete sentence and conveys the main point of the comment. The reader clearly understands the main point of the comment before reading it.
-‐1 Minor problem with subject line
The post ;tle provides key word(s) only. The reader knows the general area that the comment deals with.
-‐2 Major problem with subject line
The post ;tle provides li+le or no informa;on about the comment
The discussion forum grading scale
Forum Grade
Quality points received
A+ 40+ A 31 -39 B 25 - 30 C 12 - 24 D 6 - 11 F 1 - 5 0 0
Discussion Post Rules:
Rule #1: The Message of your post must introduce accurate and relevant informa7on which teaches us something new about the topic under discussion. (Message must add teaching presence!)
Rule #2: The Post Title for your post must be a complete sentence which conveys the main teaching point of your message. (What’s the pedagogy…?)
Rule 2: What’s the pedagogy? • The post author must think about the message, iden;fy the main point, and express it as a complete sentence. This requires higher-‐level thinking processes than simply accep;ng: “Re:….” as the post ;tle.
• The readers are provided with a meaningful post ;tle which summarizes the main teaching point of the post message. (Analogous to the research ar;cle abstract.) This provides a cogni;ve “advanced organizer” for categorizing knowledge and facilitates both learning and memory.
2. Cri7cal Website Analysis Assignment
Step 1. Student locates a website and writes a cri;cal analysis of content. Step 2a. Student submits the analysis for evalua;on 2b. Student submits the report for class discussion Step 3. Students facilitate their own discussion thread
3. Term paper assignment
Part 1: ini;al discussion of topic selec;on, organiza;on, sources, etc. Part 2: write and submit the paper Part 3: discuss the papers
4. The Reflec7ve Blog as Learning Assessment • Purpose: write about what you are learning in this module and how it will impact how you feel, think and act.
• Ini;al Blog: write about the 2 or 3 most important things that you hope to learn
• Final Blog: reflect on, and write about what you believe are the most important new things that you actually learned and what you believe the impact of this new knowledge will be on your emo;ons, thoughts and a\tudes, and behaviors.
Ques;ons & Comments
Thank You!
Join the SUNY Learning Commons http:///commons.suny.edu for access to the COTE Community group to continue the conversation! View a Recording of today’s Fellow Chat: http://bit.ly/COTEfellowchatRECORDING View the COTE NOTE: http://bit.ly/cotenotestudentlearningenvironments Become an Open SUNY Fellow: http://bit.ly/joinCOTE Submit a Proposal: http://bit.ly/COTEproposal
Next Fellow Chat Open SUNY Fellow: Patrice Torcivia Prusko, Instructional Designer, Cornell University Open SUNY Fellow Role: Expert Instructional Designer Topic: Best Practices for Incorporating an International Collaboration in Your Course Date: Tuesday, November 18, 2014 12:00 PM Register: http://www.cvent.com/d/q4qflz
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