Communication Considerations in a Blended CoursePresentation Transcript
Fostering Collaboration and Interactivity in a Blended Course
Guiding Principles Community should be part of face-to-face as well as online components of a course The collaborative activities and products resulting in either environment should be connected (integrated) so the sense of community naturally extends between both environments Size of class, level of students (e.g., undergrad vs. grad), course discipline will impact choices made for creating communities and developing activities to foster collaboration and communication
Building Community F2F Without Community Think about the strategies/activities you use in F2F to foster community? What are the benefits of establishing community? What strategies/activities could be used online to foster community and collaboration among students? (Group Brainstorm) Online Without Community
Communication Tools to Foster Online Community E-Mail 1-1 and 1-many communication Announcements; reminders; share files Discussion Board 1-many threaded communication Allows time for participant reflection and follow-up Synchronous Chat 1-1 and 1-many communication Live, interactive, builds sense of connection Conversations archived for future reference
List of Collaborative Online or F2F Activities Group discussion Case studies Debates Panels and student-moderated discussion Student-led support Guest speakers Collaborative writing/presentation Role playing Games Demonstrations Activities should meet course or module objectives and enable students to transition between F2F and online environments.
Discussion Board Introduce concepts before a F2F class—students share preliminary research and/or experiences Continue conversations or concepts discussed in class—students build on ideas introduced and/or reflect on concepts Keys to success: Strong question that will prompt engaging conversation Reasonably-sized group responding (4-7, no more than 10) Clear timeline (deadline for original post affords time to respond to posts of others) Payoff (grade supported by a clear grading rubric) Summative feedback from instructor(s) (online or in F2F class)part of integration strategy
What Is the Question Weak question:Identify 3 poetic devices and provide an example of each. How could this be turned into a question that will prompt conversation among students? How, Which and Why questions, as they apply to feelings, experiences or research tend to elicit much more powerful and engaging responses. Stronger question: Which of the poetic devices that have been discussed in class and in your readings has the most powerful impact on you as a reader? Provide an example and describe how the impact of the poem would change if the device was not used or a different device replaced it.Respond to the reflection of two classmates according to the requirements of our DB rubric.
Team Building for Collaboration Must overcome student push-back on group work (many have had bad experiences) Which best describes your experience with student team work? I have used successfully (from instructor & student point of view) I have used successfully, but students don’t like I have used, but they are too much work to be useful I have never used them I would use them if I could figure out how to do so effectively Team work doesn’t fit well with my course
Tips for Successful Team-building Limit size to 4-7 members (use Group tool in ELMS) Allow students to self-select group membership (use Sign-up tool in ELMS) Provide clear milestones Provide low-stakes team-building exercise Require development of team contracts Provide rubrics for students to evaluate each other and to understand how their “product” will be evaluated
The key:Design activities so that the face-to-face and online collaboration and communication each reinforce and elaborate the other
Integration, How? Example 1: If you show a video in class, can students then discuss relevant aspects of that video online using Discussion Board?
Integration Examples Example 2:Debriefing: either use the face-to-face class to “debrief” an online discussion. Or use the online discussion to debrief the face-to-face class
Example 3: Students are completing a team project. Can they benefit from online discussion on various project aspects before they make the actual team presentation in class? Integration Examples
Example 4: You have conducted an online collaboration session using Wimba Classroom. Students can then in face to face Session:
discuss and clarify the difficult and complex concepts presented in the Wimbasession.
address the challenges and problems occurred in Wimbacollaboration.
Resources Online Teaching Activity Indexhttp://www.ion.illinois.edu/resources/otai/ Web Resources on Active Learning Strategies http://cte.umdnj.edu/active_learning/index.cfm Preparing and Teaching Hybrid Courses: Creating Your Course Activitieshttp://clt.odu.edu/ofo/hybrid.php?src=prep_activities_online Hybrid Courses: Obstacles and Solutions for Faculty and Students http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_72.pdf