asynchronous learning & under-prepared learners: finding, evaluating and using information

Asynchronous Learning &

Under-Prepared Learners:Finding, Evaluating and Using

Information

Dale Fowler, Ed. D., MBAInstructional DesignerCenter for Instructional DesignCentral Michigan Universityfowle1dp@cmich.edu

Call for PapersPossible topics for presentations include:

Politics of information Information seeking behaviors Revisions of library space and function

IF as an Alignment Issue Theory Driven vs. Good Ideas Academic Value vs. Best Practices Situation Analysis vs. Tyranny of Rules Research vs. Forefather Outcomes Design at the Course Level

QuantitativeQualitativeDiscovery Learning

Design at the Program Level

S = StudentI = InstructorC = Content

Interaction Types:

S-I S-CS-S S-SS-C S-I

Equivalency TheoryTheory Informs Practice

Source: Tutored Video Instruction

The “X” Factor of InstructionThe Missing Ingredient

Academic ValueObject of change

process Alterable variable Effect size Percentile equivalent

Teacher Tutorial instruction 2.00 98Teacher Reinforcement 1.2

LearnerFeedback-corrective (Mastery Learning) 1.00 84

Teacher Cues and explanations 1.00

Teacher, Learner Student classroom participation

1.00

Learner Student time on task 1.00

Learner Improved reading/study skills 1.00

Home environment / peer group Cooperative learning 0.80 79

Teacher Homework (graded) 0.80Teacher Classroom morale 0.60 73

LearnerInitial cognitive prerequisites 0.60

Home environment / peer group

Home environment intervention

0.50 69

http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy2/edpsy2_strategies.htm

The Two-Sigma ProblemCan researchers and teachers devise teaching-learning conditions that will enable the majority of students under group instruction to attain levels of achievement that can at present be reached only under good tutoring condition?

Educational Researcher, Vol. 13, No. 6 (Jun. – Jul., 1984), pp. 4-16http://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-two-sigma.pdf

The School of Athens Online100% Asynchronous Facilitation

Log in 7-days per week Response before work, during lunch, after work Drive an ongoing/JIT learning culture Trade-off to meeting: Class is in-session every day Seven Week vs. Week Seven WeekEND class

Discussion Board Pattern

Learning ModelQuantitative

Reading Questions (Terms & Concepts)

Exercises – End of Week

Problems – End of Course

Whole-Class Collaboration

Course-Long Fluency Development

Whole-Class Collaboration

Locked Down Forum ThreadsFeed Your Leads

A ResponseMoves The Ball Forward – Another First Down

6 Minutes

Insights5 Days

Informing Question

Capstoning

Pricilla & Melissa

Pricilla & Melissa

Hidden Design:Information Fluency

Research/Evaluation/Use

Integration: Comprehensive Problems

Application: Standalone Exercises

Terms & Concepts: Reading Questions

Unsolicited: Course DesignI really enjoyed the organization of this class.  You made it easy for me to plan ahead because I knew exactly what was expected of me for each week.  Thank you.

I truly think this was one of the easier courses to follow as far as what was expected and when.

I would like to let you know that I liked the way the class was structured. It made planning my week and the completing the course work easier.

I did better than I expected… The course was laid out well for such detailed work.

Unsolicited: Teaching

Good Ideas Not Practiced Chats Office Hours Emails Phone Calls Feedback Video Lectures Tutor Groups

RedesignDiscussion Board - or - Invisible

Reading Quizzes Submit Questions

Homework System Group Cases

Asynchronous Discussion Connect EmailsPhone CallsOffice HoursTutoring

IF @ Program LevelPast Students

IF @ Program LevelStudent Goals & Situation

IF @ Program LevelSustaining Understandings

Through Community of Practice

Dale Fowler, Ed. D., MBAInstructional DesignerCenter for Instructional DesignCentral Michigan Universityfowle1dp@cmich.edu

References

http://www.jayorlin.com/images/tutoredvideo.pdf http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy2/edpsy2_str

ategies.htm http://web.mit.edu/5.95/readings/bloom-two-sigma.pdf http://ednews.org/articles/an-interview-with-curtis-bonk-a-look-at-wikibooks-

and-wikibookians.html