1 Connecting Classroom & Online Experiences: Building in Accountability Tuesday, 9:00 10:30 AM Patricia McGee, PhD Veronica Diaz, PhD This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit 2 agenda Back channel/ WikiWiki The First Day Making the Blend Assignments Interactivity Accountability + Mapping, Part 2 3 The First Day 4 Course Priorities: What are yours? Earth Science Review Syllabus Templates in wiki Using Course Priorities Checklist, and templates, design your first day overview Handout 5 What goes Where 6 Instructional framework Learner-centered Big Ideas Process/Content driven Pedagogical Navigation 7 Chunking the schedule 8 Example: The Class Schedule Three days prior to their next on-campus meeting, students are given a question or problem to discuss online. During the face-to-face class, the instructor projects the online discussion thread, then continues the discussion with a group of participants who are now better prepared and engaged. The instructor creates a private online discussion area (a journal) for each student in the course; students post questions and drafts of their work, and get feedback from their instructor. Students research and prepare aspects of team projects online, post them to the online discussions for debate and revision, then present them to the on-campus class for final discussion and assessment. 9 Examples: The Class Schedule Distance Learning Instructional Design/ Instructional Design 10 Pedagogical Navigation 11 12 13 14 Explore: Whats your approach? Go to wiki Consider your Mapping, Part 1 Explore framework tools Select and discuss 1 approaches you might use Modify or expand: What fits your course? 15 MAKING THE BLEND 16 Core Considerations 17 Intervals? 1.Time needed to process new information 2.Time needed to prepare processed information 3.Time needed to respond (synchronous events) Recommendation: Provide time estimates for assignments and asynchronous activities. 18 Example Intervals Principle 1.Time is needed to process new information 1.Time is needed to prepare processed information 1.Time is needed to respond (synchronous events) Application 1.Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days) 2.Create a Voicethread that illustrates your position on the causes of and solutions for social conflict (1 week) 3.In chat, count to 10 before responding 19 Blended Variation 20 Deciding What goes Where Give them something in each mode that they want, need and/or cannot get any other way Relate to their academic or personal interests: choices Provide privileges/acknowledgements for meeting or exceeding expectations Offer samples of work, peer reviews, benchmark assessments 21 Activity Go to Blended Course ExamplesBlended Course Examples What happens (or can) in the classroom? What happens (or might) outside the classroom? 22 ASSIGNMENTS & INTERACTIVITY 23 ASSIGNMENTS 24 Assignments should Serve a purpose Require accountability Offer options, when possible Provide opportunity for practice Be a bridge between locations Be a part of something bigger or- Be a source of feedback (informal or formal) 25 How do we delivery content online and prepare students for class? 26 Example: Inside a Bb course 27 28 29 Activity: Introduce content online? By introducing online, students can enter discussions anticipating interaction through: Answers to provided questions Hypotheses Leading conversation Other? Select a repository and identify a resource that could be used to introduce content online.com/online.com/sourcessourcesects/lo/repositories.shtmlects/lo/repositories.shtmlobjects.net/objects.net/ 30 Thoughts on Grouping: Variations 31 Activity: Making a blend From your module, select one or two objectives Determine Where can assignment begin? What will learners be given? How will they know what to do? What is their incentive? What will they do where and when? 32 INTERACTIVITY 33 Interactivity 34 Interactions Framework 35 Example: Marist Interaction 36 Interaction in the blended class ClassroomOnline -LMSAnywhere SynchronousDiscussion, Groups ChatsText, Phone, Social Media AsynchronousDiscussions, Groups,Text, Social Media One-to-oneDyadsConsultationText, Phone, Social Media One-to-manyPresentation, Social Media One-to-someGroupsClosed Discussions,, RSS, , Social Media Some-to-someGroups, Think- share-pare Closed Discussions, Networks, CoP Social Media, RSS Many-to-ManyGroup Presentations, Competition Crowd Sourcing, Networks, CoP Mobile sites, Social Media 37 Getting your interaction on? 1.How does interaction support learning (objective)? Knowledge Acquisition? Practice? Rehearsal? Assessment? Skill development? 2.What is student getting out of interaction? 38 Discussion See Strategies for Interaction Handout in wiki Note possible application for your project Do you have others? eHandout 39 Accountability Veronica Diaz 40 Your Redesign Toolbox Have these handy Using Blooms Taxonomy for Objective Development Mapping Your Course: re(Designing) for Blended Delivery Blended Course and Syllabus Samples (website from wiki) Aligning Your Course Components for Blended Delivery 41 Mapping Your Course: Part II DO: 20 MINUTES Redesign a module READ & DISCUSS: 5 MINUTES The checkpoint questions 42 43 44 Questions? 45 Discuss: Checkpoint Questions, II In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode? 46 Discuss: Checkpoint Questions, II How are you using the online or out of class time? To reinforce content, practice content, demonstrate evidence of content mastery, apply content, add time on task, introduce new content, or other? Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to- face) to support learning? 47 Accountability and Integration Ask (handout) What is the role of out of class time? How can I maximize the face-to-face class time? How can I make sure my students are prepared for face-to-face class time? Reinforcement Practice Provide evidence Application Additional time on task Introduce new content Other Reminder 48 Accountability and Integration Ask (handout) What is the role of out of class time? How can I maximize the face-to-face class time? How can I make sure my students are prepared for face-to-face class time? Reinforcement Practice Provide evidence Application Additional time on task Introduce new content Other 49 Questions 50 Take-aways Are your priorities & framework clear from the 1 st day? Does the blend start in class or online? How do assignments support engagement and objectives? How will Interaction be meaningful to the learner? How will you ensure that students come prepared to class? Or that you know theyre not ready before class? How can the blended delivery mode help you in supporting particular areas of difficulty in your course? 51 Patricia McGee, PhD the University of Texas at San Antonio Veronica Diaz, PhD EDUCAUSE Learning Initiative This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit