tried & testedmore grounded pedagogies for online & blended courses

2016 Cengage Learning Computing Conference

Michael M. Grant, University of South Carolina Charles B. Hodges, Georgia Southern University

Tried & Tested More Grounded Pedagogies for Online & Blended Courses

Michael M. Grant The University of South Carolinahttp://viral-notebook.com@michaelmgrant

Charles B. Hodges Associate Professor Instructional Technology chodges@georgiasouthern.edu

Follow me on Twitter: @hodgesc

What this session is …

Image  from  h+p://upload.wikimedia.org/wikipedia/commons/5/5d/Minnesota_State_Capitol_Woodworkers_Toolbox_Historical_Society.jpg    

By the way, feel free to plagiarize the heck out of anything we’re sharing with you today!

Learning  Theories  &  Learning  Management  Systems  

1  

Behaviorist  Learning  

Quizzes  

Goals  &  ObjecOves  

CogniOve  Learning  

Module  Structure  

Course  Calendar  

MulOmedia  Content  

ConstrucOvist  Learning  

Discussions  

Blogs  &  Journals  

Assignment  Dropbox  &  Rubrics  

Organizing  &  Managing  Online  or  Blended  Courses  

2  

Many  insOtuOons  use  a  course  design  template  for  online  courses  because  it  provides  students  a  standardized  web  navigaOon  experience.    (Collins,  Weber  &  Zambrano,  2014)  

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Online  Course  OrganizaOon  IntroducOon  or  overview   Provide  a  brief  introducOon  or  overview  of  the  unit  or  topic.    

Provide  your  own  voice  here.    Emphasize  your  personality.    Use  media  (e.g.,  slideshows,  videos,  graphics,  graphic  organizers)  to  gain  the  learner’s  a+enOon.    Reference  the  media  in  your  introducOon.    Use  links.    

Standards  or  ObjecOves/SPIs  

Share  the  objecOves/standards:  “At  the  end  of  this  unit,  YSBAT…”  This  is  helpful  for  accreditaOon.  

Readings  &  Media   List  here  the  texts  and  other  media  you  would  like  the  learners  to  digest.    Be  sure  you’ve  considered  how  these  KSAs  will  be  embedded  within  other  learning  acOviOes.    (Use  other  media  beyond  the  text.    Embed  others’  content.)  

AddiOonal  Learning  Resources  

Consider  adding  a  secOon  for  addiOonal  learning  (i.e.,  differenOaOon).    For  example,  bookmarks  to  tools  and  instruments,  parOcipaOon  in  a  blog  conversaOon,  links  to  relevant  sites  or  examples.      

AcOviOes   List  here  the  acOviOes  learners  will  engage  in  to  apply  and  process  the  KSAs  from  the  Readings  &  Media  (e.g.,  projects,  discussions,  interviews,  assessments,  summaries).  Consider  a  cafeteria  plan  opOon.    

Developed  in  collaboraOon  with  Lee  Allen,  Trey  MarOndale  &  Clif  Mims.  

Project  Page  Template  

CollaboraOon  with  Lee  Allen,  Trey  MarOndale  &  Clif  Mims.  

Using  a  screen  and  video  capturing  program,  I  post  a  short  weekly  video  announcement  to:  (1)  let  students  see  me  and  recognize  that  I  am  a  real  person;  (2)  conduct  housekeeping  acOviOes,  such  as  reminders  of  upcoming  assignments  and  due  dates;  (3)  provide  “just-­‐in-­‐Ome”  comments  and  discussion  about  topics  that  need  further  explanaOon  or  clarificaOon;  and  (4)  discuss  current  events.  These  weekly  video  announcements  reinforce  …  that  I  am  here,  acOve,  and  enthusiasOc  about  the  course.  (Hoffman,  2010)  

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Video  Introduc-on  

PhonecasOng  with  AudioBoom  https://audioboom.com/boos/2565201-task-analysis-at-percy-kent

Introductory  Email  

CollaboraOon  with  Lee  Allen,  Trey  MarOndale  &  Clif  Mims.  

Image  from  ~FreeBirD®~  at  flickr.com  

Flipped  Classroom  

Screen  recording  to  embed/link  

•  Don't  have  to  flip  everything,  all  the  Ome,  all  at  once.  Do  a  day  or  two  where  you  have  good  content/media  for  outside  of  class.    

•  Also,  don't  worry  too  much  about  the  quality  of  your  video.  

•  If  you  make  your  own  video,  it  won't  be  perfect,  studio  quality.  

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h8p://www.slideshare.net/andreasdewanto/  8th-­‐ipsg-­‐20160127-­‐57677124  

Use  groups  or  teams  

Image  from  ~FreeBirD®~  at  flickr.com  

Students  should  be  required  to  complete  an  orientaOon  to  online  learning  as  a  prerequisite  for  enrolling  in  an  online  course,  followed  by  a  course  navigaOon  skills  quiz.  (Collins,  Weber  &  Zambrano,  2014)  

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Consider  the  use  of  outside  guest  speakers.      "That  was  something  the  instrucOonal  designers  pushed  me  to  do,"  recalled  Mills.  "I  thought,  I'm  the  expert.  Why  am  I  doing  this?"  (Shaqauser,  2015)  

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Student  Engagement  3  

Through  quick  quizzes  an  instructor  can  uncover  what  isn’t  fully  understood  by  the  students.  (Shaqauser,  2015)  

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Encourage  student  interacOon  with  the  content  by  offering  mulOple  self-­‐assessment  opportuniOes  (e.g.,  short  quizzes,  exercises,  acOviOes).  (Hoffman,  2010)  

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Undergrads  cared  most  about  these  teacher  behaviors  in  an  online  class  (Hodges  &  Cowan,  2012)  •  Makes  course  requirements  clear  •  Creates  a  course  that  is  easy  to  navigate  •  Provides  clear  instrucOons  on  how  to  parOcipate  in  course  learning  

acOviOes    •  Clearly  communicated  important  due  dates/Omeframes  for  learning  

acOviOes    •  Clearly  communicates  important  course  topics  •  Clearly  communicated  important  course  goals  •  Sets  clear  expectaOons  for  discussion  parOcipaOon  •  Always  follows  through  with  promises  made  •  Provides  Omely  feedback  on  assignments  and  projects  •  Lets  me  know  how  I  am  doing  in  the  course    

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Providing  Feedback  with  Rubrics  •  Developing  rubrics  and  lerng  them  evolve  from  class-­‐to-­‐class  is  worth  the  Ome  

•  You  may  need  to  teach  students  how  to  interpret  the  rubric  before  they  start  the  assignment  

•  And  to  understand  that  the  scored  one  probably  gives  them  a  good  idea  what  they  did  wrong.  

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Blogging  

Guest  Bloggers  

Twi+er  

Pinterest  

Learni.st  

MANIC  Discussion  Strategy  •  What  was  the  Most  important  thing  in  the  reading?    •  What  was  something  you  Agree  with  in  the  reading?    •  What  was  something  you  do  Not  agree  with  in  the  reading?    

•  What  was  something  you  found  InteresOng  in  the  reading?    

•  What  was  something  you  found  Confusing  in  the  reading?    

(Curry  &  Cook,  2014)  

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SeRng  Expecta-ons  

Include  a  model  or  example  of  typical  discussion  responses  and  final  products.  (Kerr,  2011)  

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SeRng  Expecta-ons  When  responding  to  someone  with  whom  they  disagree,  students  are  instructed  to    (1)  state  the  person’s  name  to  create  some  inOmacy,    (2)  paraphrase  the  other  person’s  point  to  demonstrate  understanding  the  post,  and  then  (3)  provide  an  alternaOve  perspecOve  or  construcOve  criOcism.    (Collins,  Weber  &  Zambrano,  2014)    

Assign  roles  to  students  (e.g.,  QuesOoner,  Responder,  Reviewer)  for  online  discussions  that  would  require  students  to  facilitate  and  monitor  course  discussions.  (Kerr,  2011)    Use  online  role  play  with  different  points  of  view  (e.g.,  Sage,  Devil’s  Advocate,  Supporter,  etc.)  And  consider  debates  from  differing  POVs  (e.g.,  Manager,  Developer,  End  User,  Client,  etc.)  (Bonk,  2015;  McGee  &  Reis,  2012)  

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Peer,  Instructor  &  Content  InteracOons  4  

Each  type  of  interacOon  had  a  significantly  posiOve  average  effect  size:  

§ Student-­‐Student  =  0.49  § Student-­‐Instructor  =  0.32  § Student-­‐Content  =  0.46  

Student-­‐student  and  student-­‐content  interacOons  were  significantly  higher  than  student-­‐instructor  interacOon.  (Abrami  et  al.,  2011,  p.  85-­‐86)  

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In  computer-­‐supported  learning  —  122  studies  —  small  group  learning  had  significantly  more  posiOve  effects  than  individual  learning  on  student  individual  achievement.  (Abrami  et  al.,  2011)  

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Small  group  learning  was  enhanced  when    a)  students  had  group  work  experience  or  

instrucOon  b)  specific  cooperaOve  learning  strategies  were  

employed,  and    c)  group  size  was  small.    (Abrami  et  al.,  2011)  

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Assessing  Group  Work  

Group  work  can  leverage:    1)  Goal  interdependence  (shared  group  learning  and  

product  goals)  2)  Resource  interdependence  (each  group  member  

provides  porOons  of  the  learning  resources  necessary  to  the  group  learning  outcomes),  and    

3)  Role  interdependence  (each  group  member  performs  an  assigned  role  to  achieve  the  learning  outcome  or  product).    

(Collins,  Weber  &  Zambrano,  2014)  

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Games  &  Gamifica-on  Terminology  •  Games  &  gaming  disOnguished  by  their  original  purposes  

of  entertainment.  •  Serious  games,  which  are  most  akin  to  simula-ons,  are  

designed  to  educate  first  (Michael  &  Chen,  2005).  •  Gamifica-on  applies  game  design  elements  or  

mechanics,  parOcularly  those  engendering  moOvaOon,  to  non-­‐game  processes  (Kapp,  2012),  like  courses  &  instrucOonal  units.  

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Games  h+p://www.thiagi.com/resources/#/games-­‐3/                  h+p://depaulwimba.pbworks.com/  f/SynchronousGames.pdf  

Drs. Sivasailam “Thiagi” Thiagarajan & Marie Jasinski

Just found!

C3PO  

Challenge,    Pool,  Poll,  Predict,  Outcome    h+p://www.ascilite.org/conferences/coffs00/papers/marie_jasinski.pdf    

Course  ideas  based  on  …  •  Kenneth  Pierce  at  The  University  of  Texas  at  San  Antonio  •  Craig  Shepherd  at  the  University  of  Wyoming,    •  David  Gibson  &  Chris  Haskell  at  Boise  State  University  

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•  Content  modules  designated  as  “core  levels”  

•  Assignments  idenOfied  as  quests  &  opOonal  modules  as  “upgrade  quests”    

•  Player  Omelines    •  Player  discussions    •  Grades  converted  to  experience  

points  (XP)  •  Badges  awarded  for  compleOon  

of  specific  levels  or  acOviOes  

References  •  Abrami,  P.  C.,  Bernard,  R.  M.,  Bures,  E.  M.,  Borokhovski,  E.,  &  Tamim,  R.  M.  (2011).  InteracOon  in  distance  educaOon  and  online  learning:  Using  evidence  and  theory  to  improve  pracOce.  

Journal  of  Compu-ng  in  Higher  Educa-on,  23,  82–103.  h+p://doi.org/10.1007/s12528-­‐011-­‐9043-­‐x  

•  Allen,  I.  E.,  &  Seaman,  J.  (2014).  Tracking  online  educa-on  in  the  United  States.  Babson  Park,  MA.  Retrieved  from  www.onlinelearningsurvey.com/reports/gradechange.pdf  

•  Boling,  E.  C.,  Hough,  M.,  Krinsky,  H.,  Saleem,  H.,  &  Stevens,  M.  (2012).  Curng  the  distance  in  distance  educaOon:  PerspecOves  on  what  promotes  posiOve,  online  learning  experiences.  Internet  and  Higher  Educa-on,  15(2),  118–126.  h+p://doi.org/10.1016/j.iheduc.2011.11.006  

•  Bonk,  C.  (2015,  March  18).  Adding  some  TEC-­‐VARIETY  for  online  mo-va-on.    Paper  presented  at  the  20th  annual  Cengage  Learning  CompuOng  Conference,  Phoenix,  AZ.  

•  Cerniglia,  E.  G.  (2011).  Modeling  best  pracOce  through  online  learning  building  relaOonships.  Young  Children,  66(May),  54–59.  

•  Collins,  D.,  Weber,  J.,  &  Zambrano,  R.  (2014).  Teaching  business  ethics  online:  PerspecOves  on  course  design,  delivery,  student  engagement,  and  assessment.  Journal  of  Business  Ethics,  125,  513–529.  h+p://doi.org/10.1007/s10551-­‐013-­‐1932-­‐7  

•  Crews,  T.,  &  Bu+erfield,  J.  B.  (2014).  Data  for  flipped  classroom  design:  Using  student  feedback  to  idenOfy  the  best  components  from  online  and  face-­‐to-­‐face  classes.  Higher  Educa-on  Studies,  4(3),  38–47.  h+p://doi.org/10.5539/hes.v4n3p38  

•  Curry,  J.  H.,  &  Cook,  J.  (2014).  FacilitaOng  online  discussions  at  a  MANIC  pace:  A  new  strategy  for  an  old  problem.  The  Quarterly  Review  of  Distance  Educa-on,  15(3),  1–11.  

•  DiPietro,  M.,  Ferdig,  R.  E.,  Black,  E.  W.,  &  Preston,  M.  (2008).  Best  pracOces  in  teaching  K-­‐12  online:  Lessons  learned  from  Michigan  Virtual  School  teachers.  Journal  of  Interac-ve  Online  Learning,  7(1),  10–35.  Retrieved  from  h+p://search.proquest.com/docview/233293907?accounOd=14723  

•  Eng,  N.  (2015).  K-­‐12  MOOCs  must  address  equity.  Educa-on  Week.  Retrieved  from  h+p://www.edweek.org/ew/arOcles/2015/02/04/k-­‐12-­‐moocs-­‐must-­‐address-­‐equity.html  

•  Hodges,  C.  B.,  &  Cowan,  S.  F.  (2012).  Preservice  teachers’  views  of  instructor  presence  in  online  courses.  Journal  of  Digital  Learning  in  Teacher  Educa-on,  28(4),  139–145.    

•  Hoffman,  S.  J.  (2010).  Teaching  the  humani-es  online:  A  prac-cal  guide  to  the  virtual  classroom.  Armonk,  NY:  M.E.  Sharp  Inc.  

•  Kapp,  K.M.  (2012).  The  gamificaOon  of  learning  and  instrucOon:  Game-­‐based  methods  and  strategies  for  training  and  educaOon.  San  Francisco,  CA:  Pfeiffer.  

•  Kerr,  S.  (2011).  Tips,  Tools,  and  Techniques  for  Teaching  in  the  Online  High  School  Classroom.  TechTrends,  55,  28–31.  h+p://doi.org/10.1007/s11528-­‐011-­‐0466-­‐z  

•  McGee,  P.,  &  Reis,  A.  (2012).  Blended  course  design:  A  synthesis  of  best  pracOces.  Journal  of  Asynchronous  Learning  Networks,  16(4),  7–22.  

•  Michael,  D.,  &  Chen,  S.  (2005).  Serious  games:  Games  that  educate,  train,  and  inform  (1st  ed.).  Course  Technology  PTR.    

•  Schaqauser,  D.  (2015).  8  best  pracOces  for  moving  courses  online.  Campus  Technology.  Retrieved  from  h+p://campustechnology.com/arOcles/2015/02/11/8-­‐best-­‐pracOces-­‐for-­‐moving-­‐courses-­‐online.aspx  

•  Smith,  C.  (2015).  GeXng  started:  The  online  course  development  toolkit.  Paper  presented  at  FantasTech  2015,  Online  conference.  

•  Wei,  H.,  Peng,  H.,  &  Chou,  C.  (2015).  Can  more  interacOvity  improve  learning  achievement  in  an  online  course?  Effects  of  college  students’  percepOon  and  actual  use  of  a  course-­‐management  system  on  their  learning  achievement.  Computers  &  Educa-on,  83,  10–21.  h+p://doi.org/10.1016/j.compedu.2014.12.013  

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