Exploring Online Exploring Online University InstructionUniversity Instruction

Edward C. Robeck, Ph.D.Edward C. Robeck, Ph.D.Salisbury University, Salisbury, MarylandSalisbury University, Salisbury, Maryland

Universiti Kebangsaan Malaysia, BangiUniversiti Kebangsaan Malaysia, Bangi

Batteries and BulbsBatteries and Bulbs

You have three objects in your set.You have three objects in your set. batterybattery bulbbulb wirewire

Make the bulb light using just the Make the bulb light using just the battery and the wire.battery and the wire.

Learning ActivitiesLearning Activities

1.1. What makes this a good learning What makes this a good learning activity?activity?

2.2. What would have to be added to make a What would have to be added to make a whole class out of activities like this?whole class out of activities like this?

3.3. What would need to change if we moved What would need to change if we moved that class to an online format?that class to an online format?

5 Key Elements to Consider5 Key Elements to Consider

Learning Goals

Assessment

CommunicationExpectations

LearningActivities

5 Key Elements to Consider5 Key Elements to Consider1. Learning Goals

• Normal course goals• Goals directly related to online format

2. Expectations• Clarity at outset is more important than F2F• More dimensions must be considered

• e.g., Extent, Quality, Timing3. Communication

• Multiple options—a blessing and a curse4. Learning Activities

• Making use of online options—not lecture• Extent to which modeling is important

5. Assessment• Conventional assumptions do not apply

Normal course goalsNormal course goalsI.I. ““Students will be able to make effective use of Students will be able to make effective use of

primary sources of educational research“primary sources of educational research“AccessingAccessing

ReferencingReferencing

SummarizingSummarizing

Comparing and contrastingComparing and contrasting

To what extent will this be different To what extent will this be different because the course is taught onlinebecause the course is taught online??

1. Learning Goals1. Learning Goals

Normal course goalsNormal course goalsII.II. ““Students will be able to effectively critique Students will be able to effectively critique

primary and secondary source material in primary and secondary source material in educational research”educational research”

OrganizationOrganization

SubstanceSubstance

MechanicsMechanics

To what extent will this be different To what extent will this be different because the course is taught online?because the course is taught online?

1. Learning Goals1. Learning Goals

2. Expectations2. Expectations

In what areas will you establish specific In what areas will you establish specific expectations for students?expectations for students?

• Discussions, Assignments, Peer-to-peer, Leadership, Off-line work, Readings & responses

• Clarity at outset is more important than with F2F Typically addressed through rubrics

• Holistic• Analytic

• More dimensions must be considered Online instruction tends toward more open-endedness,

which creates ambiguity e.g., Extent, Quality, Timing

What’s What’s reallyreally important & necessary? important & necessary?

3. Communication3. Communication

Multiple options—a blessing and a curseMultiple options—a blessing and a curse• What pattern are you comfortable with?• What pattern is necessary for success?• What pattern is expected?• How will you make your expectations clear?• How will you socialize students into the pattern of

communication for the course? “Netiquette” as a special form of etiquette Supportiveness Frequency Focus

• Rubrics often help here even if you are not marking the interactions

4. Learning Activities4. Learning Activities Making use of online optionsMaking use of online options

• Why is the course online? Logistical (timing, travel) Audience (distance, lifestyle) Instruction (specialization, expertise)How do the reasons for it being online affect instruction?

Extent to which modeling is importantExtent to which modeling is important• What behaviors should students be able to do? How can

those be made part of the class? Use of resources (e.g., social book-marking site) Style of teaching (e.g., collaborative—wikis) Specific strategies (e.g., webquests, photo-essay)

How does modeling involve online and offline approaches?

5. Assessment5. Assessment

Conventional assumptions do not applyConventional assumptions do not apply• Questions of identityQuestions of identity

Who is posting?Who is posting? How much individual vs. sharing of work?How much individual vs. sharing of work? How much image management is going on?How much image management is going on?

• Questions of timingQuestions of timing Time on task?Time on task? Deadlines vs. Guidelines?Deadlines vs. Guidelines?

• Questions of Teacher-Student interactionsQuestions of Teacher-Student interactions ““Immediacy” of response?Immediacy” of response? Individual vs. whole group facilitation? Individual vs. whole group facilitation? Open-endedness of outcome—modeling vs. mimicry?Open-endedness of outcome—modeling vs. mimicry?

Modeling—instruction matches expectationModeling—instruction matches expectation Coordination—meaning across and betweenCoordination—meaning across and between Flexibility—logistics allow different patternsFlexibility—logistics allow different patterns Scaffolding—part-to-whole teachingScaffolding—part-to-whole teaching Transformation—change the format of ideasTransformation—change the format of ideas Accountability—structured guidanceAccountability—structured guidance Personalization—open-ended using own ideasPersonalization—open-ended using own ideas Interactivity—networking and evocationInteractivity—networking and evocation Collaboration—share and develop skills togetherCollaboration—share and develop skills together

Nine Principles of InstructionNine Principles of Instruction

Changing Culture of StudentingChanging Culture of Studenting

Consider this assignmentConsider this assignment• Choose one educational researcher who has published at least Choose one educational researcher who has published at least

three peer-reviewed journal articles in your field. (Note: Avoid three peer-reviewed journal articles in your field. (Note: Avoid very prolific researchers for this assignment.)very prolific researchers for this assignment.)

• Write a one-page profile of that person’s work based on a Write a one-page profile of that person’s work based on a selection of three to five articles. selection of three to five articles.

• In the profile, look for themes, commonalities and contrasts in In the profile, look for themes, commonalities and contrasts in the person’s work, don’t just summarize each article the person’s work, don’t just summarize each article separately.separately.

Consider the “5 Key Elements” discussed. Consider the “5 Key Elements” discussed. 1.1. What issues might emerge in using this in an online class?What issues might emerge in using this in an online class?

Consider the “9 Principles of Instruction” discussedConsider the “9 Principles of Instruction” discussed2.2. How could those principles shape the presentation of the How could those principles shape the presentation of the

assignment?assignment?

Which Web?Which Web?

Web 1.0Web 1.0• Basic model is to get information from Internet sites and Basic model is to get information from Internet sites and

basic communication—”just in time” content; filing, basic communication—”just in time” content; filing, asynchronous messaging, online catalogs and purchasesasynchronous messaging, online catalogs and purchases

Web 2.0Web 2.0• Expanded model that facilitates individual authoring of Expanded model that facilitates individual authoring of

Internet content and interaction—”peer to peer (P2P)”; Internet content and interaction—”peer to peer (P2P)”; “social _____”, online marketplace, profiles, maps, tagging“social _____”, online marketplace, profiles, maps, tagging

Web 3.0Web 3.0• Virtual worlds—avatars, caching, in-world commerce, Virtual worlds—avatars, caching, in-world commerce,

The Basic Web 1.0 ToolThe Basic Web 1.0 ToolOnline DiscussionsOnline Discussions

WhyWhy you want them to use online discussion you want them to use online discussion(explore new ideas, review concepts, compare experiences …) (explore new ideas, review concepts, compare experiences …)

WhatWhat you want them to base their discussion on you want them to base their discussion on(readings, in-class discussion, personal opinion …) (readings, in-class discussion, personal opinion …)

HowHow you expect them to use it you expect them to use it(when, how often, types of postings: original vs. response …)(when, how often, types of postings: original vs. response …)

From:http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html

1.1. “Discuss the article by Fletcher about moving from research to “Discuss the article by Fletcher about moving from research to practice.”practice.”

2.2. “Discuss your own experiences with the challenges that Fletcher “Discuss your own experiences with the challenges that Fletcher describes in the article for this week.”describes in the article for this week.”

3.3. “As you read the article by Fletcher on moving from research to “As you read the article by Fletcher on moving from research to practice, think about the challenges that the author describes. practice, think about the challenges that the author describes. Which of these challenges are most significant in your own Which of these challenges are most significant in your own setting? How can you overcome those challenges to moving setting? How can you overcome those challenges to moving research into practice?”research into practice?”

““

The Basic Web 1.0 ToolThe Basic Web 1.0 ToolOnline DiscussionsOnline Discussions

Posts tend to fit into one of three types:Posts tend to fit into one of three types:

• (1) "cheerleading," or posting reinforcement, such as (1) "cheerleading," or posting reinforcement, such as "Great job!," that added no new information; "Great job!," that added no new information;

• (2) adding new information; and (2) adding new information; and • (3) questioning or challenging. (3) questioning or challenging.

““This leads to the conclusion that cheerleading tends only to This leads to the conclusion that cheerleading tends only to create more cheerleading, while questioning leads to more new create more cheerleading, while questioning leads to more new information added. Basically, cheerleading doesn't move the information added. Basically, cheerleading doesn't move the conversation forward at all.”conversation forward at all.”

From:http://www.eschoolnews.com/news/top-news/?i=53734

The Basic Web 1.0 ToolThe Basic Web 1.0 ToolOnline DiscussionsOnline Discussions

“Another way to encourage more meaningful online discussions is by choosing discussion topics that lead to what Lowes calls "exploratory talk." This kind of talk is characterized by an assertion followed a challenge and counter-challenge (or differences in answers), by new information accompanied by elaboration and explanation, by different ideas discussed before an agreement is reached, and by new information being added after a challenge.”

The value of educational research is decreased by what Fletcher calls the “research to practice divide”. Some have suggested that ONLY research with direct classroom application should be pursued within schools, since doing other research can distract from teaching and learning without providing any benefit. Discuss what types of research should and should not be conducted in schools.(To be added later: How does this relate to “Action Research”.)

The Basic Web 1.0 ToolThe Basic Web 1.0 ToolOnline DiscussionsOnline Discussions

In this posting, please offer a rationale for why In this posting, please offer a rationale for why educational research is important. Why should educational research is important. Why should people take the time to do research? What people take the time to do research? What benefits might come from it? benefits might come from it?

Relate what you say to at least a few entries Relate what you say to at least a few entries posted by other students, referring to them by posted by other students, referring to them by name in your post and being clear how their ideas name in your post and being clear how their ideas relate to yours. If you are one of the first to post relate to yours. If you are one of the first to post on this topic, it would be best if you return to the on this topic, it would be best if you return to the topic later to add to what has been said by topic later to add to what has been said by others. others.

Online DiscussionsOnline DiscussionsCategoryCategory 11 22 33 44

PromptnessPromptness

andand

InitiativeInitiative

Does not Does not respond to respond to most most postings; postings; rarely rarely participates participates freely freely

Responds to Responds to most most postings postings several days several days after initial after initial discussion; discussion; limited limited initiative initiative

Responds to Responds to most postings most postings within a 24 within a 24 hour period; hour period; requires requires occasional occasional prompting to prompting to post post

Consistently Consistently responds to responds to postings in postings in less than 24 less than 24 hours; hours; demonstrates demonstrates good self-good self-initiative initiative

The Basic Web 1.0 ToolThe Basic Web 1.0 ToolOnline DiscussionsOnline Discussions

CIDR Teaching & Learning BulletinEngaging Students in Discussion Online http://depts.washington.edu/cidrweb/Bulletin/OnlineDiscussion.html

If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html

Online insight: Challenges beat cheerleading Educators consider how to foster meaningful interaction among students in online courses http://www.eschoolnews.com/news/top-news/?i=53734

FSU Best Practices for Online Delivery of Instruction http://wiki.ferris.edu/fckb/index.php/FSU_Best_Practices_for_Online_Delivery_of_Instruction

Web 2.0 ToolsWeb 2.0 Tools

There are many free tools available.There are many free tools available.Three very important* ones are…(*I think so, anyway)Three very important* ones are…(*I think so, anyway) Wikis – www.wikispaces.comWikis – www.wikispaces.com

http://robeckukm.wikispaces.comhttp://robeckukm.wikispaces.com Social Bookmarking – www.delicious.comSocial Bookmarking – www.delicious.com

http://del.icio.us/ecrobeckhttp://del.icio.us/ecrobeck Online Surveys – Online Surveys – www.surveymonkey.comwww.surveymonkey.com

More…More… Go to http://zaidlearn.blogspot.com/Go to http://zaidlearn.blogspot.com/

• Click on “Learning Tools” under Zaid Alsagoff’s photoClick on “Learning Tools” under Zaid Alsagoff’s photo

Consider Alternative FormatsConsider Alternative Formats

Add OnsAdd Ons—Instructor posts a “stem —Instructor posts a “stem file”, which students add to:file”, which students add to:• ExplanationsExplanations• PowerPointPowerPoint• Concept mapsConcept maps

Note: the amount each students are Note: the amount each students are to add should be indicated. to add should be indicated. The student additions may be The student additions may be collective, sequential or independentcollective, sequential or independent

Concept MapConcept MapDownload this file. Add one concept to the map. Be Download this file. Add one concept to the map. Be sure to include a verb/phrase on the arrow connecting sure to include a verb/phrase on the arrow connecting your concept to those already on the map. In addition, your concept to those already on the map. In addition, you can add relationships (arrows) between concepts.you can add relationships (arrows) between concepts.

Can be

Qualitative

Can be

Quantitative

Surveys

Ethnographic

Educational Research

Can make us of

Can make use ofMethods mayInclude those that are

Consider Alternative FormatsConsider Alternative Formats

Photo FilesPhoto Files – Send students to an online – Send students to an online photo library where they can download photo library where they can download photos. Have them choose a photo that photos. Have them choose a photo that illustrates a concept. The concept may illustrates a concept. The concept may be one of several, or it may be that all be one of several, or it may be that all students are to find an illustration for students are to find an illustration for the same concept.the same concept.

Earth SystemsEarth Systems

This photo illustrates “Earth systems” by This photo illustrates “Earth systems” by showing…showing…

Consider Alternative Formats Consider Alternative Formats

Scrambled Notes GridScrambled Notes Grid—Students are given —Students are given a grid of information, some of which has a grid of information, some of which has been rearranged. The students are to been rearranged. The students are to unscramble the information on the grid. At unscramble the information on the grid. At least two columns must be in the correct least two columns must be in the correct positions to guide the unscrambling. It is positions to guide the unscrambling. It is helpful if at least one row is also intact.helpful if at least one row is also intact.

This works well for complex material This works well for complex material where several attributes are considered where several attributes are considered with respect to several similar topics.with respect to several similar topics.

Getting StartedGetting Started

1.1. Try somethingTry something2.2. Try somethingTry something3.3. Try somethingTry something4.4. Start with a “blended” formatStart with a “blended” format5.5. Set goals—e.g., one new tool a termSet goals—e.g., one new tool a term6.6. Make full use of the LMS availableMake full use of the LMS available7.7. Make use of formative assessment Make use of formative assessment

and student inputand student input8.8. Get advice—make use of all your Get advice—make use of all your

support, admit ignorancesupport, admit ignorance

Terima KasihTerima Kasih

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