Blended by Design: Day 3

965 views
890 views

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
965
On SlideShare
0
From Embeds
0
Number of Embeds
10
Actions
Shares
0
Downloads
29
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Blended by Design: Day 3

    1. 1. Blended by Design: Designing and Developing a Blended Course <ul><li>Veronica Diaz, PhD, [email_address] </li></ul><ul><li>Jennifer Strickland, PhD, [email_address] </li></ul><ul><li>Laura Ballard, [email_address] </li></ul>
    2. 2. Day 3: Online assessment, student success, and collaboration
    3. 3. Objectives <ul><li>Describe the importance and value of interaction in the blended course. </li></ul><ul><li>List various types of student interactions for blended learning environments. </li></ul><ul><li>List strategies to assess student readiness for blended learning environments. </li></ul><ul><li>List ways to utilize teams in blended learning environments. </li></ul>
    4. 4. Objectives <ul><li>Describe the importance and value of interaction in the blended course. </li></ul><ul><li>List various types of student interactions for blended learning environments. </li></ul><ul><li>List strategies to assess student readiness for blended learning environments. </li></ul><ul><li>List ways to utilize teams in blended learning environments. </li></ul>
    5. 5. Figure out what your assessing <ul><li>Good ole’ Bloom’s Taxonomy </li></ul>
    6. 6. Benefits of Assessing Online <ul><li>Automatic grading & instant feedback </li></ul><ul><li>Anytime, any place </li></ul><ul><li>Easily randomize question sequence </li></ul><ul><li>Can randomly pull certain categories of question so no two tests are alike </li></ul><ul><li>Can build and track portfolio and project based assessments </li></ul><ul><li>Instant access to resources </li></ul>
    7. 7. Limits to Online Assessment <ul><li>Cheating </li></ul><ul><li>Quirkiness of technology </li></ul><ul><li>Access to online resources & paper mills </li></ul>
    8. 8. How do you build a foolproof online assessment? <ul><li>????? </li></ul>
    9. 9. Suggestions for Better Assessment <ul><li>Build multiple “check point” assessments </li></ul><ul><li>Allow open note/book timed tests </li></ul><ul><li>Have in class quizzes and tests as well </li></ul><ul><li>Project-based assessments </li></ul><ul><li>Portfolio assessments </li></ul><ul><li>Assign group work in a wiki area that tracks student participation </li></ul><ul><li>Provide best practice guidelines for taking exams online (See handouts) </li></ul>
    10. 10. Don’t forget formative assessment! <ul><li>In any technology mediated course, you MUST check frequently for comprehension – this helps with retention & success </li></ul>
    11. 11. Brainstorm ideas for formatively assessing student learning…
    12. 12. My Formative Assessment List <ul><li>CATs !!! (most can be created using a survey tool, or just email your students questions) </li></ul><ul><li>Polls (polldaddy.com, survey monkey, survey tool in Bb) </li></ul><ul><li>Drill & practice activities w/participation points (softchalk, quizzes) </li></ul><ul><li>Peer review & feedback </li></ul>
    13. 13. Student Readiness
    14. 14. Support in the blended course?
    15. 15. Readiness Assessment Strategies <ul><li>eLearning website </li></ul><ul><li>Screening surveys </li></ul><ul><li>Pre and post enrollment with feedback </li></ul><ul><li>Debunking incorrect impressions </li></ul><ul><li>Advisor meeting </li></ul><ul><li>Website </li></ul><ul><li>Welcome materials </li></ul><ul><li>FAQs </li></ul><ul><li>Examples </li></ul><ul><li>Pros/Cons </li></ul><ul><li>Testimonials </li></ul><ul><li>Formal </li></ul><ul><li>Informal </li></ul>
    16. 16. Assess… <ul><li>Skills (reading) </li></ul><ul><li>Learning styles </li></ul><ul><li>Work and study habits </li></ul><ul><li>Technical requirements (hardware, software, connectivity) </li></ul><ul><li>Need and immediacy for course </li></ul><ul><li>Feedback preferences </li></ul><ul><li>Ability to self-help (when things are difficult) </li></ul><ul><li>Attitude toward the nature of learning online </li></ul>
    17. 17. Readiness Means… <ul><li>Determining who is ready </li></ul><ul><li>Ready now = start course </li></ul><ul><li>Not ready now = </li></ul><ul><ul><li>Tutorials </li></ul></ul><ul><ul><li>Support </li></ul></ul><ul><ul><li>Advisor meeting </li></ul></ul><ul><li>UCF Learning Online </li></ul>
    18. 18. Are you ready for MY course? <ul><li>Take a moment to review some of the course readiness surveys </li></ul><ul><li>Identify 2 areas where your students might struggle </li></ul><ul><li>Come up with a strategy that you would offer to support students with these </li></ul><ul><li>How would you customize these readiness surveys for your course to further communicate to students specific success requirements </li></ul>
    19. 19. Student Crisis Points
    20. 20. Student Crisis Point Causes
    21. 21. What are they? <ul><li>Moments during your course when students are most likely to need support and assistance </li></ul><ul><ul><li>Example: The first time a student logs in to your course web site and cannot successfully locate the address and insert the username and password? </li></ul></ul><ul><li>Identify crisis points in advance, so you can make sure that you have a plan in place to mitigate student problems and avoid frustration </li></ul>
    22. 22. How do you identify them? <ul><li>Review the sequence of learning activities and course modules you have planned </li></ul><ul><li>What student skills will be required to be successful </li></ul><ul><ul><li>Technological skills </li></ul></ul><ul><ul><ul><li>Using course management system (tests, finding materials, email, groups, web 2.0 tools, etc.) </li></ul></ul></ul><ul><ul><li>Learning skills </li></ul></ul><ul><ul><ul><li>Time management </li></ul></ul></ul><ul><ul><ul><li>Ability to retain and use your course content </li></ul></ul></ul>
    23. 23. Preempting Crisis Points <ul><li>Identify 4 potential student crisis points </li></ul><ul><ul><li>2 technological </li></ul></ul><ul><ul><li>2 pedagogical </li></ul></ul><ul><li>How will you address, support and troubleshoot your students' technological and pedagogical needs during your course </li></ul>
    24. 24. Utilizing Student Teams and Community Building
    25. 25. Which best describes your experience with student teams?
    26. 26. Using Teams <ul><li>Based on the work of Larry Michaelsen (University of Oklahoma) </li></ul><ul><li>3 Keys </li></ul><ul><ul><li>Promoting ongoing accountability </li></ul></ul><ul><ul><li>Using linked and mutually reinforcing assignments </li></ul></ul><ul><ul><li>Adopting practices that stimulate idea exchange </li></ul></ul>
    27. 27. Promoting Ongoing Accountability <ul><li>Require pre-group work </li></ul><ul><li>Require group members to express individual opinions and monitor via another member </li></ul><ul><li>Include peer evaluation in grading </li></ul><ul><li>Readiness Assurance Process </li></ul><ul><ul><li>Test over readings </li></ul></ul><ul><ul><li>Group: Test, discuss, reach consensus and retest </li></ul></ul><ul><ul><li>Provide information for peer feedback process </li></ul></ul>
    28. 28. Using linked and Mutually Reinforcing Assignments
    29. 29. Adopting Practices that Stimulate Idea Exchange Use of assignments that create conditions that foster give-and-take interaction <ul><li>Assign roles </li></ul><ul><li>Use permanent groups </li></ul><ul><li>Allow some in-class group work </li></ul><ul><li>Size: 4-7 </li></ul>Diversity of opinion, ideas, and perspectives <ul><li>Not too easy </li></ul><ul><li>Not too much writing </li></ul><ul><li>Employ, select, apply concepts from the course </li></ul>
    30. 30. Team Teaching Tips <ul><li>Outline learning goals </li></ul><ul><li>Teach team skills </li></ul><ul><li>Clear and detailed instructions </li></ul><ul><li>Rubric </li></ul><ul><li>Stages of team development </li></ul><ul><ul><li>Forming - polite but untrusting </li></ul></ul><ul><ul><li>Storming - testing others </li></ul></ul><ul><ul><li>Norming - valuing other types </li></ul></ul><ul><ul><li>Performing - flexibility from trust </li></ul></ul>
    31. 31. Team Contracts <ul><li>Purpose, goals, and missions </li></ul><ul><li>Expectations </li></ul><ul><li>Roles </li></ul><ul><li>Conflict resolution strategies </li></ul><ul><li>Meetings </li></ul><ul><li>Communication </li></ul><ul><li>Decision-making policy </li></ul><ul><li>Agendas </li></ul><ul><li>Record-keeping </li></ul>
    32. 32. Other Resources <ul><li>Team Based Learning (Michaelsen) </li></ul><ul><ul><li>http://www.ou.edu/pii/teamlearning/index.htm </li></ul></ul><ul><li>Video Demonstrations </li></ul><ul><ul><li>http://www.ou.edu/pii/teamlearning/video.htm </li></ul></ul>
    33. 33.
    34. 34. 4 Questions <ul><li>What do I want students to be able to DO after this unit of instruction (behavioral outcomes) </li></ul><ul><li>What will students have to KNOW to do XYZ (learning outcomes) </li></ul><ul><li>How can I ASSESS whether or not students have successfully mastered key course concepts? </li></ul><ul><li>How can I tell if students will be able to USE their knowledge of key course concepts? (application) </li></ul>
    35. 35. Activity <ul><li>Using the 4 questions, develop some type of team activity for a unit in your course </li></ul><ul><li>Report out </li></ul>

    ×