rhythm & ritual: structure and its function in an online course

Rhythm & Ritual: Rhythm & Ritual: Structure and its Function Structure and its Function

in an Online Coursein an Online CourseCDI - One Day in May (May 25 2011)

In this informal presentation, I will discuss the value of rhythm and ritual in facilitating teaching/learning in distance education. I will review the uniform organization scheme used in my own courses, which involves a repeated series of elements, including ‘learning modules’.

While my focus will be on how this system keeps students on track, I also will be happy to discuss various options for conducting assessments (e.g., via Turnitin’s ‘grademark’ option, which includes incredibly efficient rubric and comment capabilities) as well as to preview Blackboard 9.1, if participants desire it.

ANTH 402ANTH 402

Dynamics of Biocultural Diversity:

“Interaction of biology and culture in human populations. Relating genetic and cultural processes to the changes in human populations over time.”

ANTH 402ANTH 402Upper division GE course

◦ Explorations - Natural Science◦ Cultural Diversity

Constantly offered ◦ WC 220 – 150 seats◦ 2 or 3 F2F meetings per week

Lectures interspersed with in-class activities

Why Convert? Opportunity Why Convert? Opportunity offeredofferedIncrease learning

Hypothesis: Lack of lectures lead students to engage directly and more deeply with course materials

Service more students

If Jamaicans can If Jamaicans can bobsled….bobsled….

http://jpehanich.files.wordpress.com/2009/01/olympics-winners-circle_jamaican-bobsled2.jpg

So can I? So can I?

http://www.smh.com.au/ffximage/2006/01/25/fondue_coolrunnings_narrowweb__300x423,0.jpg

Glutton for punishment? Glutton for punishment? Since Summer 2009, 402 has

been taught online 6 timesAnthropology 102 has been

converted and taught 2 timesAfter SSI I will have taught online

10x

Up the steep learning Up the steep learning curvecurveAdvanced use of Blackboard

◦ Test & Surveys◦ Various assignment submission modes◦ Voice Presentation tool, Live Classroom◦ Video – Jing, YouTube (etc.)

Captivate software for animated ppt lectures

Up the steep learning Up the steep learning curvecurveAdvanced use of Blackboard

◦ Test & Surveys◦ Various assignment submission modes◦ Voice Presentation tool, Live Classroom◦ Video – Jing, YouTube (etc.)

Captivate software for animated ppt lectures

Full commitment to learner-centered approach◦ Active learning tasks◦ Relevant graded work◦ Complete pre-fabrication

Key Lessons from Smith Key Lessons from Smith 20082008Create a clear pathway to learning

◦Provide a good map1. Outcomes expected (advance planning)2. Resources or tools for learning3. Activities to cement learning4. Self-assessment5. Evaluation

◦Make the site easy to navigate Uniformity Pattern repetition

What is the Teacher’s Job What is the Teacher’s Job Today? Today? Sage on the Stage Guide on the

Side◦There is now more than one book◦We are here to facilitate learning

http://ww

w.u

ncp.ed

u/home

/rwb/

Medieval_E

ducation5.jpg

Course Rhythm - Course Rhythm - ‘Sections’‘Sections’Three weeks each (5x, + 1 wk for

review)6 modules each (Tu/Th model)Each section ends with graded

assessment

Value of repeated, rythmic, ritual

Skeleton for CourseSkeleton for Course

1. Outcomes / key terms2. Learning Resources (“required readings”)3. Enrichment folder4. Learning and Self-assessment Activities

Structure even in SyllabusStructure even in Syllabus

Structural parallels Structural parallels

Outcomes Vocab Resources Self-tests

Lessons from Last Lessons from Last SummerSummerPredictability works!Modules should be same lengthDeadlines were appreciatedToo much clicking causes pain

◦“click reduction campaign” Moved to a flatter structure (fewer folders)

What I’ve learned so farWhat I’ve learned so farSet aside truckloads of time

◦ Preparation ◦ Email

What I’ve learned so farWhat I’ve learned so farSet aside truckloads of prep timeTake test drives

DJ Sobo

What I’ve learned so farWhat I’ve learned so farSet aside truckloads of prep timeTake test drivesPrep students for

tech probs, ‘high’ workload

http://media.canada.com/idl/cahr/20080813/218787-75500.jpg / Grant Black, Calgary Herald

What I’ve learned so farWhat I’ve learned so farSet aside truckloads of timeTake test drivesPrep students for tech probs, ‘high’

workloadProvide reminders, waymarkers,

calendar◦ ‘Pedagogically Proactive Maternalism’

◦ Free students to think about content, not form

http://media.canada.com/idl/cahr/20080813/218787-75500.jpg / Grant Black, Calgary Herald