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A Different Kettle of Fish:
 Re-visioning Classroom Courses
        for Online Learning


          Elisa (EJ) Sobo
      ...
ANTH 402

   Dynamics of Biocultural Diversity:

    “Interaction of biology and culture in human
    populations. Relati...
ANTH 402

   Upper division GE course
    ◦ Explorations - Natural Science
    ◦ Cultural Diversity
   Constantly offere...
Design Cycle
   First phase: Decide to do it!
    ◦ Opportunity to increase learning
          Will lack of lectures lea...
But I don’t know nuthin’ about…




  http://www.smh.com.au/ffximage/2006/01/25/fondue_coolrunnings_narrowweb__300x423,0.j...
Up the steep learning curve
   Advanced use of Blackboard
    ◦   Test & Survey functions
    ◦   Various assignment subm...
Where am I now?
Concerns but not Worries
 ◦ No live energy, no hand waving, no body language
 ◦ Cheating
   Rotating questions etc.
   S...
What keeps me up at night?
 ◦ Will students feel isolated / Will students
   enjoy the interactive projects?
   Position ...
What keeps me up at night?
 ◦ Will students feel isolated / Will students
   enjoy the interactive projects?
   Position ...
What keeps me up at night?
 ◦ Will students feel isolated / Will students
   enjoy the interactive projects?
   Position ...
What Next?
 ◦ Course building
   Upload resources, assignments
   Test links
 ◦ Resource creation
     Captivate presen...
What I’ve learned so far
   Set aside truckloads of prep time
   Take test drives




                               DJ ...
What I’ve learned so far
   Set aside truckloads of prep time
   Take test drives
   Prep students for tech probs, ‘hig...
http://jpehanich.files.wordpress.com/2009/01/olympics-winners-circle_jamaican-bobsled2.jpg
E. J. Sobo's Learning Story
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E. J. Sobo's Learning Story

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E. J. Sobo's presentation at our CDI One Day in May: Learning Without Boundaries.
E.J. is a member of the 2009 Fast Track CDI cohort who between January and May 2009 redesigned their course to offer them fully online in summer 2009.

Published in: Education, Technology
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  • Transcript of "E. J. Sobo's Learning Story"

    1. 1. A Different Kettle of Fish: Re-visioning Classroom Courses for Online Learning Elisa (EJ) Sobo Anthropology
    2. 2. ANTH 402  Dynamics of Biocultural Diversity: “Interaction of biology and culture in human populations. Relating genetic and cultural processes to the changes in human populations over time.”
    3. 3. ANTH 402  Upper division GE course ◦ Explorations - Natural Science ◦ Cultural Diversity  Constantly offered ◦ WC 220 – 150 seats ◦ 2 or 3 F2F meetings per week  Lectures interspersed with in-class activities
    4. 4. Design Cycle  First phase: Decide to do it! ◦ Opportunity to increase learning  Will lack of lectures lead students to engage directly and more deeply with course materials? ◦ Opportunity to ‘update’ F2F version and free up more in-class time for discussion by making more active use of Blackboard  Content delivery  Assessment ◦ Opportunity to service more students
    5. 5. But I don’t know nuthin’ about… http://www.smh.com.au/ffximage/2006/01/25/fondue_coolrunnings_narrowweb__300x423,0.jpg
    6. 6. Up the steep learning curve  Advanced use of Blackboard ◦ Test & Survey functions ◦ Various assignment submission modes ◦ Voice Presentation tool ◦ Live Classroom  Captivate software for animated ppt shows  Full commitment to learner-centered approach ◦ Complete pre-fabrication ◦ Active learning tasks ◦ Relevant graded work
    7. 7. Where am I now?
    8. 8. Concerns but not Worries ◦ No live energy, no hand waving, no body language ◦ Cheating  Rotating questions etc.  Safe Assign ◦ Technical problems
    9. 9. What keeps me up at night? ◦ Will students feel isolated / Will students enjoy the interactive projects?  Position paper  Wiki
    10. 10. What keeps me up at night? ◦ Will students feel isolated / Will students enjoy the interactive projects?  Position paper  Wiki ◦ Will students follow instructions?  Will students be able to navigate the Website?  Will students do the work?  Will students meet deadlines? ◦ Will students learn?  Will no-lecture format lead to better outcomes?
    11. 11. What keeps me up at night? ◦ Will students feel isolated / Will students enjoy the interactive projects?  Position paper  Wiki ◦ Will students follow instructions?  Will students be able to navigate the Website?  Will students do the work?  Will students meet deadlines? ◦ Will students learn?  Will no-lecture format lead to better outcomes?
    12. 12. What Next? ◦ Course building  Upload resources, assignments  Test links ◦ Resource creation  Captivate presentations  Voice recordings  Documentation (book chapters)  Quizzes and tests
    13. 13. What I’ve learned so far  Set aside truckloads of prep time  Take test drives DJ Sobo
    14. 14. What I’ve learned so far  Set aside truckloads of prep time  Take test drives  Prep students for tech probs, ‘high’ workload  Issue reminders, post waymarkers ◦ ‘Pedagogically Proactive Maternalism’ ◦ Free students to think about content, not form http://media.canada.com/idl/cahr/20080813/218787-75500.jpg / Grant Black, Calgary Herald
    15. 15. http://jpehanich.files.wordpress.com/2009/01/olympics-winners-circle_jamaican-bobsled2.jpg
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