MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN: SESSION 3
Patricia McGee, PhD and Veronica Diaz, PhD
Themes from Workshop 2
• Developing Effective Online Content• Identifying Appropriate Technology• Developing Interactive Learning Activities &
Mapping Outcomes• Provide examples of activities for four types of
interactivity: student-instructor, student-student, student-resource, and student-content.
Introduction
1. Identifying benefits and limitations of interaction
2. Selecting type of interactivity2a. Instructor to student interaction2b. Student to student interaction2c. Student to content interaction2d. Student to resources interaction
3. Facilitating interaction
1. IDENTIFYING BENEFITS AND LIMITATIONS OF INTERACTION
POLLWhat is the value of interactivity? (select all that apply)1. Engages learner2. Creates community3. Promotes active learning4. Requires participation
Research shows that students learn best through DOING.
Interactivity decreases students' sense of isolation while participating in a course at a distance.
Why is Interactivity Important?
Poll
1. Interaction to enhance elaboration and retention.
2. Interaction to support learner control/self regulation.
3. Interaction to increase motivation.4. Interaction for negotiation of understanding.5. Interaction for team building.6. Interaction for discovery.7. Interaction for exploration.8. Interaction for clarification of understanding.9. Interaction for closure.10. Interaction to increase participation.11. Interaction to develop communication.12. Interaction to receive feedback.
Wagner, E. D. (1997). Interactivity: From agents to outcomes. New Directions for Teaching and Learning, 91, 19-26.
Which have you used? (check all that apply)
2. SELECTING TYPE OF INTERACTIVITY
Which tools?Asynchronous
Synchronous
Student-Student
Student-Content
Instructor-student
Student-Resource
Framew
orks for Interaction
2A. INSTRUCTOR TO STUDENT INTERACTION
Learner-Instructor Interaction
Learner-instructor involves feedback and guidance to the learner from the instructor.
(Moore, 1993)
Types General Communication
Instructional Directions and
Guidance
Performance Feedback
Facilitation
Standard Types of
Instructor Interaction
Examples
Strategy• Modeling or scaffolding
behavior• Debrief after event: what
worked and what didn’t• Summative assessment• Summative course
evaluation
Possible Application• Discussions, chats,
presentations, etc.• Simple survey, poll,
anonymous discussion• IM, email, chat, VOIP, etc.• Survey
Individual Learning
Group Learning
Guide Instruction Evidence of Understandi
ng
Interaction that supports
Purposeful instructor interaction
Where and how…
From http://www.thethinkingstick.com/?p=604
From http://www.french-in-aude.com/pages/skype.htm
2B. STUDENT TO STUDENT INTERACTION
Learner-learner interaction involves processes that result in clarifications and knowledge construction.
(Moore, 1993)
Collaboration vs. CooperationLearners
work independe
ntly to produce
one piece of a
product.
Learners work
together to produce
one product.
Synchronous
Chats
Videocasts
Social cafes
IM/SMS –data exchange
Asynchronous
Collaborative writing (wikis)
Blogs – reflect/report
Discussions
Peer Review
Projects
Help/support forums
Examples
Breakout Activity!
• Each breakout team will receive a challenge regarding interaction.
• Brainstorm for possible solutions .
• Write solutions.• Be prepared to share in
one minute or less.
Interaction Challenges
2C. STUDENT TO CONTENT INTERACTION
Student to content interaction…
Supports divergent thinking, experimentation, consideration of different perspectives,
complex ideas, and reflection.
(Parker & Gemino, 2001; Picciano, 2002)
Note taking (sharing)
Reading summaries
Simulations
Drill & practice
Practice assessments
Print-video-audio
Other ideas? Post in chat!
Examples
2D. STUDENT TO RESOURCES INTERACTION
Student to resource interaction…
Provides the opportunity for students to become skilled in interface navigation,
evaluation of resources, and ownership of learning.
•FAQs
•Guest speakers
Cognitive Support
•Publisher resources
•Subject Matter Experts
•Tutorials
Self-reference
•Virtual field trips
•Guest speakers
•WebQuests
Exploration
•URL exchange/collection
•Glossary
Community
CHATWhat other types of interactions have you found to be valuable to students and instructors?
3. FACILITATING INTERACTION
Interaction Framework
One to many
Many to many
One to one
(Harasim, 1989)
Patricia
Keeping Interaction Going: The Learners’ Perspective
Challenge• Tools difficult to use and/or
internet issues• New to online
communication• Don’t feel welcome• Time constraints• Pace of conversation• Information overload
Jennifer Freeman, UTTC (2008)
Keeping Interaction Going: The Learners’ Perspective
Challenge• Tools difficult to use and/or
internet issues• New to online
communication• Don’t feel welcome• Time constraints• Pace of conversation• Information overload
Response Provide detailed instructions;
provide technical support Provide social areas; encourage the
newly de-lurked; provide “greeters”, mentoring and prompt feedback
At least one easy, non-threatening topic to get started; provide surveys or rating activities; periodically create low-stress opportunities for posting
Management of threads; disable all but the current topic of conversation
Be sure that everyone adheres to basic netiquette; quickly censure aggressive or inappropriate posts
Jennifer Freeman, UTTC (2008)
Discussion1. Consider classroom
interactions and how online interactions differ.
2. Think about individually or as a team about the most challenging aspects of online interaction.
3. What strategies can support the challenges?
4. Be prepared to share.
How do we keep it going?
Interactional Needs of a Community
Knowledge Exchange (Social)
Conversation (Information)
Instruction (Work)
Ongoing (Transitory)
Wenger, E. (2001, March 2001). Supporting communities of practice: A survey of community-oriented technologies.
• Make it meaningful• Limit scope and time• Set expectations and provide examples• Give responsibility to others• Personalize• Mix it up
Key Points for Interaction
TIPS FOR IMPLEMENTATION AND EVALUATION
Patricia McGee, PhD and Veronica Diaz, PhD
Introduction
1. Revisiting the modulea) Overview of necessary components that should
be present in an online courseb) Course review rubrics and guides
2. Supporting the learner in the online course3. Supporting the faculty member in the online
course
Online Quality Assurance
• A quality assurance rubric option
• Step-by-step guide for development
• Checklist for developed courses• Ensure alignment • Student perspective
The Quality Matters Frame
1) Learning Objectives • Course• Module • Clear, student’s
perspective • Measurable • Instructions to students on
how to meet them
**Alignment to objectives
2) Learner Engagement• Sufficient to support
objectives • Diverse• 3 types of interaction • Response time • Requirements, rubrics, and
samples
**Alignment to objectives
The Quality Matters Frame
3) Resources/Materials• Materials support objectives• Relationship between
materials and objectives is clear to students
• Breadth, depth, currency • Diversity • Citation and copyright
**Alignment to objectives
4) Assessment/Measurement• Measure progress toward
objectives • Grading policy• Specific, descriptive criteria
for evaluating students work and participation
• Tools appropriate for content• Self-checks
**Alignment to objectives
The Quality Matters Frame5) Course Technology– Appropriate selection– Skills and access of the learner– Instructor expertise required– Both what faculty and learner will be
expected to do with technology– Pedagogical objectives of the
technology– Don’t OD on IT– Student engagement and active
learning – Integration into the learning
experience
Non-Aligning QM Parts
• Learner support– Student services– Library– Technology
• Accessibility– ADA standards– Alternatives
• Course overview/introduction – Getting started– Course purpose and
components– Online format
introduction– Etiquette– Introductions– Prerequisites – Technology skills
Chat
Take a few minutes to review the Quality Matters handout from Day 1 (on course site)
1. What areas do you think you may still need to improve
2. What areas are most challenging to meet the rubric criteria
Applying the Rubric
Activity • Download the Online Course Review
Rubric handout on the course wiki• Identify 1 rubric area (i.e.,
technology, learning objectives, assessment)
• Go to http://online-course-design.pbworks.com/Online-Course-Examples
• Review 1 course to identify a best practice or strategy
• Share
2. SUPPORTING THE LEARNER IN THE ONLINE COURSE
50
Support in the online course?
Identify the top 2 areas that students would need help in a online course
http://answers.polldaddy.com/poll/293690/
Students are most successful when they have the following characteristics:
• Informed self selection • Responsible for their
own learning • An access plan for
taking the course • Know how they learn
(metacognition)
• Have necessary technical skills
• Know how to build a support system
• Respond favorably to technological uncertainties
52
Readiness Assessment Strategies
• eLearning website • Screening surveys • Pre and post
enrollment with feedback
• Debunking incorrect impressions
• Advisor meeting
• Website• Welcome materials • FAQs • Examples • Pros/Cons • Testimonials
53
Assess…• Skills (reading) • Learning styles• Work and study habits• Technical requirements
(hardware, software, connectivity)
• Need and immediacy for course• Feedback preferences • Ability to self-help (when things
are difficult) • Attitude toward the nature of
learning online
54
Readiness Means…
• Determining who is ready • Ready now = start course • Not ready now =
– Tutorials– Support– Advisor meeting
• UCF Learning Online
55
Are you ready for MY course?
Chat• Planning Template for Assessing and
Addressing Student Readiness• Download Template from Session 5
Presentation Materials • Considering the earlier 2 areas that
you identified, what strategy might you employ to support student success or prevent a poor experience in your course
• Report out in chat
3. SUPPORTING THE FACULTY MEMBER IN THE ONLINE COURSE
57
Online Course Crisis Point Causes
What is the most likely cause of a crisis point in your course?
http://answers.polldaddy.com/poll/293696/
What are they?
• Moments during your course when students or faculty are most likely to need support and assistance– Example: The first time a student goes
to your course web site and cannot successfully login with their username and password?
• Identify crisis points in advance to mitigate student problems and avoid frustration for all
59
How do you identify them?
• Review the sequence of learning activities and course modules you have planned– Pre course – First day – Mid course – Last week(s)
• What student skills will be required to be successful
60
Preempting Crisis PointsBreakout Activity• Planning Template to Prepare
for, Identify, and Preempt Crisis Points
• Download Template from Session 5 Presentation Materials
• Pick one time period in the template and describe how you will address, support, or prevent a potential crisis point during your course?
• Report out by breakout room
Where do we go from here?
In Chat• What areas still need more exploration?• What is your next step?• What is most critical to ensuring a successful
design for you?
QUESTIONS, COMMENTS, CONCERNS
Contact Information
Patricia McGee, [email protected]
Veronica M. Diaz, [email protected]://www.mcli.dist.maricopa.edu/diaz/
Copyright Patricia McGee and Veronica Diaz, 2009. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
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