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 [email protected]

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)

2016 Cengage Learning Computing Conference 19

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)


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.


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)


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)


Student Engagement 3

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


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


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


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.


Blogging

Guest Bloggers

Twi+er

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)


SeRng Expecta-ons

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


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)


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)


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)


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)


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)


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.


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


•  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


tried & testedmore grounded pedagogies for online & blended courses

Education