effective online teaching and student engagement
TRANSCRIPT
Lim Li Siong
Manager, Centre for Teaching Excellence
Singapore Management University
Outline 1. Design an online course – ADDIE model
2. Understand your learners
3. Design and align • Learning Objectives
• Assessment
• Instructional Strategies
4. Improve motivation, engagement and retention
5. Manage online discussion forums & synchronous online delivery
6. Flipped Classroom and Peer Instruction
7. Deal with copyright issues
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A Model to Facilitate the Instructional Design Process : ADDIE
the process of
defining the
learners and what
is to be learned
the process of
specifying how it
is to be learned
the process of
authoring and
producing the
materials
the process of
testing/conducting
the course in an
actual setting the process of
determining the impact
of instruction
ADDIE model Stage Activities
Analysis 1. Perform front-end analysis • Identify learners’ profile, learning contexts and needs • Identify problem and set goals of the instructional intervention • Identify constraints • Identify topics to cover (Task analysis)
Design 2. Plan specific learning objectives and the sequence to meet these objectives
3. Plan assessment guidelines for each objective 4. Plan instructional strategies / activities for each objective 5. Determine tools needed/ delivery methods
Develop 6. Build content, instructional strategies, assessments, navigations, interactions and engagements
Implement 7. Deliver courseware/ Field testing /Moderate learning activities 8. Conduct training on usage (Students and teachers)
Evaluate 9. Evaluate whether goals were met / learning was achieved (Formative and summative)
Analysis - Perform front-end analysis 1. Personal characteristics 2. Social characteristics 3. Cultural background and
beliefs 4. Disabilities 5. Time zones 6. Learning/Cognitive styles 7. Technical skill level 8. Knowledge level • The more you can describe,
the more likely to develop relevant online courses
• E.g. of questionnaire Analysis Design Develop Implement Evaluate
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Perform front-end analysis
Understand Learners’ characteristics
Understand Context - Identify constraints
• E.g. different time zones, language barriers, diversity
Define Learning goal or Performance problem
• What do they need to know or do (but do not know / cannot do)?
Identify general topics to cover to achieve the learning goal (i.e. do a
task analysis)
Analysis Design Develop Implement Evaluate
Design
Design and align the following:
Learning objectives
Assessment Instructional
Strategies
Analysis Design Develop Implement Evaluate
What the students will be able to do at the end (Cognitive, Affective, Psychomotor)
1
2 2 Measure whether the students has met [1] (Formative, Summative)
Methods to bring students to learn [1]
Alignment
(Direct, Indirect, Experimental, Interactive, Independent)
Design
Analysis Design Develop Implement Evaluate
Learning Activities
(Instructional Method; Assessment Method)
Topic
(with Learning Objectives)
Unit / Week
(with Learning Objectives)
Module (Learning Goal)
Marketing
Product
Product cycle
Learn Guide/ Practice
Feedback Assess
Product development
Price
Pricing Strategy
Chunking and Sequencing
1
2
Determine Learning Objectives
• By the end of the lesson, participants will be able to identify the 5 phases of the ADDIE model with 100% accuracy (in an individual closed-book fill-in-the-blank test).
Audience i.e. your learners Behaviour i.e. what A is supposed
to do (use Bloom’s taxonomy);
Conditions
under which B is to occur
the minimum Criteria the students must
meet in order for B to be acceptable
Analysis Design Develop Implement Evaluate
Determine Assessment Guidelines
Assessment instruments: Essays, Projects, Forums…
Alignment to Learning Objectives
Rating or marking system: Rubrics?
Auto or manual marking? Cheating / Plagiarism:
Verify identity of the students
Track student’s learning? If so, which aspects?
Analysis Design Develop Implement Evaluate
Determine Instructional Strategies
• E.g. Simple to Complex, General to specific, Linear or Non-linear/Branched?
Further Chunking and Sequencing of content
• Fact, Concept, Process, Procedure or Principle
Content Type
• Direct, indirect, experiential, interactive/collaborative, self-directed
• E.g. Lecture and practice, Guided exploration, Games, Discussions, Interactive Demo
• Asynchronous or Synchronous (Real-time)
• Consider constraints e.g. group size and learning environment, preferences
Learning activities and methods
• Low level recall (e.g. lectures), application or synthesis level?
Alignment with learning objectives
Analysis Design Develop Implement Evaluate
Determine Instructional Strategies – ICARE (Hoffman & Ritchie, 1998)
• Introduction: Put the module in context, e.g. learning outcomes
• Connect: Introduce content or activities/scaffolding for students to discover themselves. – Provide concise and clearly organised online materials
• “Chunk” multi-page documents into sections of no more than two pages long. Video or audio segments should be 20 minutes or less.
• Introduce resources slowly and over time
– Provide opportunities to construct own knowledge e.g. projects (problem solving opportunities) because we learn in different ways.
Analysis Design Develop Implement Evaluate
Determine Instructional Strategies – ICARE
• Apply: Provides challenges and activities that allow students to apply the knowledge gained to real-world tasks & give timely feedback – It’s not just about the content as students can find
content on their own.
• Provide opportunities for Reflection
• Extend: Give students opportunities to rework and improve on their ideas or prototypes. That’s when real value begins.
Analysis Design Develop Implement Evaluate
Designing and Managing Online Discussion Forums
1. Provide clear guidelines
2. Establish specific discussion threads
3. Elicit individual AND group postings
4. Encourage peer-to-peer communication
5. Use a combination of asynchronous and
synchronous
6. Encourage student analysis of discussions
7. Provide early and extensive inputs to
model effective discussion, analysis, communication skills
8. Include examples of good posts from past
classes
9. Plan for regular, reasonable and
predictable proper communication
Analysis Design Develop Implement Evaluate
Determine Instructional Strategies – “Newer” methods
Analysis Design Develop Implement Evaluate
Instructional Strategies – Flipped classroom
Analysis Design Develop Implement Evaluate
Design - Determine Instructional Strategies
Instructional Strategies – Peer Instruction
Analysis Design Develop Implement Evaluate
Brief presentation of concept
Select and Develop Learning Resources
Determine what COPYRIGHTS are attached to the resources • General rule of thumb: “If by making a copy and showing
such a copy, we are likely to deprive the owner of some form of revenue, it would generally could become an issue.”
• Copying the entire news article – Use of whole articles need to be paid for (OCCM manages this). – Use of extract of article (which would come under “fair use”). – Can refer students to the actual online article with a link (if
available)
• Advertisements – Generally, advertisements are meant to be distributed, so a
photograph to illustrate a point should be fine.
Analysis Design Develop Implement Evaluate
Select and Develop Learning Resources
• Arrange for copyright clearance (Library) or adhere to Fair Use guidelines, if you plan to post materials that are not your own
• Use Open Educational Resources (OER) and media (such as images, videos, audio etc) under a Creative Commons license
Analysis Design Develop Implement Evaluate
Implementation – “Field testing”
• Moderate learning activities – Make sure workload is reasonable for both yourself
and the students
• Train students and other faculty on usage – Know what current help available (e.g. IITS with
eLearn)
– Conduct an orientation to your course and the online tools employed
– A FAQ page can save you from answering the same question numerous times
Analysis Design Develop Implement Evaluate
Evaluation
Get feedback on:
1. Reactions: How students felt
2. Learning: Goals were met; learning was achieved
3. ROI: Is it worth it?
Analysis Design Develop Implement Evaluate
Summary
1. Analyse: – Characteristics of the learners,
learning environment and learning context
2. Design: – Goals and objectives that need
to be taught – Online Assessments strategies
to determine if they mastered the objectives
– Learning Activities and strategies most effective for the learners to master the objectives
– Chunking and Sequencing
– Interactions, feedback and communications (Student, Peer, Instructor)
– Content delivery systems and tools
– Technology and other constraints
– Course management and student support
3. Develop: Appropriate learning resources – Copyrights
4. Implementation strategies 5. Evaluation strategies
Planning for online course development begins with key considerations regarding:
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