7 Things you need to know: Things 4, 5, & 6 Content Delivery
So far…} We’ve discussed } The difference between traditional in-seat and online/hybrid course delivery. } Planning your course and introduced some of the technology tools that you might use } The importance of thinking through and communicating with detail
Content Delivery How do we actually teach our content? Some of this should sound familiar…
Backward Design1. You begin with your course objectives.2. You next look at how you will know if your students meet the objectives – that is through assessment.3. You choose your assessment methods.4. Last you develop the content.
Assessment} Assumptions } You know your course objectives } You have established means for assessing their learning } You likely practice both formative and summative assessment} Methods for online/hybrid delivery } Consider how you assess learning (now or think that you will) } How much formative assessment do (will) you practice? } What about summative? } High stakes? } Low stakes?
High or Low Stakes} High Stakes } Example: Midterm & Final } Midterm = 30% } Final = 40% } Paper/Project = 20% } Incidentals = 10%
Considerations } Community – is not developed through individual tests } Security – few institutions have the necessary security measures for assurance of the integrity of online tests} Take advantage of what an online delivery adds to your possibilities} What are some alternatives?
Low Stakes!} Still want to use online tests? } 4, 6 or even 8 smaller quizzes } “Open Book” } Weekly quizzes on assigned reading/modules to check for understanding (and reading!) } Example: } Thirteen quizzes during the semester, dropping the lowest score, cumulatively worth 20% of the course total
Other alternatives} Wikis } Essays} Journals/Blogs } Projects} Portfolio } Application/} Presentation Demonstration} Case Studies } Other ideas?
Thing 4 and Thing 6Content Delivery & Building Community
Organizing your content} What you are teaching} How you are teaching} (As mentioned in the online discussion) - How content is organized and displayed is critical. You might think that the most important thing is what you are teaching. This is also important to students, but equally important to them is the how.} An often reported frustration for students is when a course appears disorganized and they have difficulty knowing what to do and where to find it. This costs them time that they could otherwise spend actually attending to the content and their frustration may impede the attention they give when they finally find what they need. The confusion and back-tracking limits student engagement.
Suggestions} Structured and Consistent } Into Learning Modules } By Theme } By Week
Considerations } Chunking } (more on this in the learning module) } Readability } (seethe handout on readability statistics)
Interaction} between the student and the content material; } between the student and you; and} among students in the class.
A model where the Social Presence, the Cognitive Presence, and theTeaching Presence all come together to create the best EducationalExperience. http://communitiesofinquiry.com/
Community of InquirySocial presence “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Garrison, D. R., & Vaughan, N. (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
Community of InquiryTeaching Presence the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Garrison, D. R., & Vaughan, N. (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
Community of InquiryCognitive Presence the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson and Archer, 2001). Garrison, D. R., & Vaughan, N. (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
What are some ways that you canfacilitate the development ofcommunity in your course?
Develop Community through:} Active interaction} Collaborative learning} Socially constructed meaning evidenced by questioning, reflection and agreement} Sharing of resources among studentsFor community to develop, faculty and students have to sense the presence of each other and build trust. Palloff and Pratt (2007)
Methods } Lecturing } Text } Podcast } Video } Synchronous } Learning Objects } Web sites } Video } Problem Based Learning/ Case Study / Critical Incident } Discussion / Dialogue / Discourse / Debate } What else??
Here are three primary elements of an online course, and typical tools that are used (these are the GVSU standards – the ones officially supported.)Communication Content Assessment Announcements Post documents Online quizzing Email Learning units Surveys Discussion Board Adapted release Pronto Web resources Blogs Group pages RSS Feeds Wiki Journals Blogs/Wikis Submit assignments Grade Center Library Resources Collaboration Scholar Grade Center Wimba Voice Podcasting Turnitin Telephone Wimba Classroom Wiki iTunes U Track Statistics
Next:} Please go through the (re)Designing Content learning unit.} Following the learning unit are some additional documents, some of which you have already seen. There are also some examples posted that are from my EDH648, Adult Learner course.} Instead of developing an outline for an online module, I will post a general discussion board question that will hopefully require some thought and reflection, but not be as demanding as preparing an outline.