making the shift: from classroom to online course design: session 3 patricia mcgee, phd and veronica...

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, PhDPatricia.McGee@utsa.edu

Veronica M. Diaz, PhDdrvdiaz@gmail.comhttp://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.