presenter: john leih, director, language development center department of linguistics and language...
TRANSCRIPT
Presenter: John Leih, Director, Language Development CenterDepartment of Linguistics and Language Development
San José State [email protected]
CSU Chancellor’s Conference: Proficiency in the First Year at the University
October 30 & 31, 2008
Integrating Online and In-Person Learning for Developmental Writers
44
Components ofComponents ofCalibrated Peer Review (CPR)Calibrated Peer Review (CPR)
• Students enter CPR essays onlineStudents enter CPR essays online• Students evaluate 3 calibration essays using Students evaluate 3 calibration essays using
10-point CPR checklist 10-point CPR checklist • Students evaluate 3 peer essays and provide Students evaluate 3 peer essays and provide
anonymous feedback comments using CPR anonymous feedback comments using CPR checklist checklist
• Students assess their own essays using CPR Students assess their own essays using CPR checklistchecklist
2003-05: LDC Online component disconnected from In-person
component.
l
2003-05: LDC Online component disconnected from In-person
component.
l
2003-05: LDC In-person component disconnected from
Online component.
2003-05: LDC In-person component disconnected from
Online component.
1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10
Online Learning
In-person Learning
DEFINING THE LEARNING SPACE: CURRICULUM DESIGN PERSPECTIVES
Online Only(+) Analytical framework(+) Measurable milestones(-) “Drill and Kill”
In-person Only(+) Critical reflection(+) Responsive to whole learner(-) “Expensive Pill”
INTEGRATEDLEARNING
UNINTEGRATEDLEARNING
88
Assessing student motivation and outcomes Assessing student motivation and outcomes in online peer review (CATESOL 2007)in online peer review (CATESOL 2007)
• Student evaluations: Student evaluations: 660 students660 students
• Student survey: Student survey: 17 students17 students
• Focus group: Focus group: 5 CPR coaches5 CPR coaches
1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10
Online Learning
In-person Learning
Online Only(+) Motivated by online environment and analytical frameworks(+) Motivated by independent milestones(+) Anonymous feedback “more honest” (-) Peer evaluation sometimes inaccurate or incomplete (-) Students sometimes “click quick picks”
In-person Only(+) Motivated by critical discussions(+) Respect for guidance/mentorship(+) Opportunity to obtain “correct” feedbackIn response to inaccurate or incomplete feedback(-) Students like to talk more than write
PlannersDeciders
Doers Creators
MAPPING THE DILEMMA: DAVID KOLB’S LEARNING STYLES MODEL
Planners: Prefer analytical reflection-based feedback
Planners: Prefer analytical reflection-based feedback
Deciders: Prefer analytical action-focused feedback
Deciders: Prefer analytical action-focused feedback
Doers: Prefer experiential action-focused feedback
Doers: Prefer experiential action-focused feedback
Creators: Prefer experiential reflection-based feedback
Creators: Prefer experiential reflection-based feedback
In-person learning process
REFLECT
EXPERIENCE
Gather Evidence
ANALYZE
Gather Reasons
ACT
Online learning process
In the context of IN-PERSON Conferences that support REFLECTIVE evaluation.
In the context of IN-PERSON Conferences that support REFLECTIVE evaluation.
LDC Curriculum 2006-08: Grad coaches actively model and guide ONLINE
evaluation feedback using analytical checklists …
LDC Curriculum 2006-08: Grad coaches actively model and guide ONLINE
evaluation feedback using analytical checklists …
Creators
Planners
Doers
Deciders
GUIDE student writers by
modeling accurate feedback
GUIDE student writers by
modeling accurate feedback
In the context of IN-PERSON planning conferences
In the context of IN-PERSON planning conferences
Using analytical evaluationchecklists
Using analytical evaluationchecklists
So that students give and receive accurate ONLINE feedback for revising portfolio essay
So that students give and receive accurate ONLINE feedback for revising portfolio essay
1 2 3 4 5 6 7 8 9 10
1
2
3
4
5
6
7
8
9
10
Online Learning
In-person Learning
This slide contained a video which was unableto convert or was not present at the time of conversion
1616
Getting started with Calibrated Getting started with Calibrated Peer Review (CPR)Peer Review (CPR)
• http://cpr.molsci.ucla.edu• ““Who uses CPR?” for a list of schools currently Who uses CPR?” for a list of schools currently
using CPRusing CPR• Contact Arlene Russell, Project Director: Contact Arlene Russell, Project Director:
[email protected]• To network with faculty about CPR contact To network with faculty about CPR contact
Tim Su: Tim Su: [email protected]
Presenter: John Leih, Director, Language Development CenterDepartment of Linguistics and Language Development
San José State [email protected]
CSU Chancellor’s Conference: Proficiency in the First Year at the University
October 30 & 31, 2008
Integrating Online and In-Person Learning for Developmental Writers