Blended By Design: Student Readiness, Student Crisis Points, and Student Teams


Published on

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Blended By Design: Student Readiness, Student Crisis Points, and Student Teams

  1. 1. Blended by Design Students: Readiness and Expectations
  2. 2. Blended course examples <ul><li>Examples of completely redesigned courses </li></ul><ul><ul><li> </li></ul></ul><ul><li>Brigham Young University: English Composition </li></ul><ul><li>State Polytechnic University, Pomona: General Psychology </li></ul><ul><li>Drexel University: Computer Programming </li></ul><ul><li>Penn State University: Elementary Statistics </li></ul><ul><li>Portland State University: Introductory Spanish </li></ul><ul><li>Riverside Community College: Elementary Algebra </li></ul><ul><li>Tallahassee Community College: College Composition </li></ul><ul><li>University at Buffalo (SUNY): Computer Literacy </li></ul><ul><li>University of Central Florida: American National Government </li></ul><ul><li>University of Colorado at Boulder: Introductory Astronomy </li></ul><ul><li>University of Illinois at Urbana-Champaign: Economic Statistics </li></ul><ul><li>University of Iowa: General Chemistry </li></ul><ul><li>The University of Tennessee, Knoxville: Intermediate Spanish Transition </li></ul><ul><li>University of Wisconsin-Madison: General Chemistry </li></ul>
  3. 3. Poll <ul><li>Identify the top 2 areas that students would need help in a blended course </li></ul><ul><li> </li></ul>
  4. 4. Readiness Assessment Strategies <ul><li>Formal </li></ul><ul><ul><li>eLearning website </li></ul></ul><ul><ul><li>Screening surveys </li></ul></ul><ul><ul><ul><li>Pre and post enrollment with feedback </li></ul></ul></ul><ul><ul><li>Debunking incorrect impressions </li></ul></ul><ul><li>Informal </li></ul><ul><ul><li>FAQs </li></ul></ul><ul><ul><li>Examples </li></ul></ul><ul><ul><li>Pros/Cons </li></ul></ul><ul><ul><li>Testimonials </li></ul></ul>
  5. 5. 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>
  6. 6. 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>Getting ready via tutorials, etc. or </li></ul></ul><ul><ul><li>Redirecting to other delivery modes </li></ul></ul><ul><li>UCF Learning Online </li></ul>
  7. 7. Are you ready for MY course? <ul><li>Take a moment to review some of the course readiness surveys (in binder) </li></ul><ul><li>Identify 4 areas that your students might struggle with </li></ul><ul><li>Come up with 4 strategies 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>
  8. 8. Student Crisis Points
  9. 9. Poll <ul><li>What is the mostly likely cause of a student crisis point </li></ul><ul><li> </li></ul>
  10. 10. 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>
  11. 11. How to 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 </li></ul><ul><ul><li>Technological skills </li></ul></ul><ul><ul><ul><li>Using course management system (tests, finding materials, email, groups, 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>
  12. 12. <ul><li>List 4 potential problems that you can identify </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>
  13. 13. Utilizing student teams and other collaborations
  14. 14. Poll <ul><li>Which best describes your experience with student teams </li></ul><ul><li> </li></ul>
  15. 15. 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>
  16. 16. 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>Provides information for peer feedback process </li></ul></ul>
  17. 17. Using linked and mutually reinforcing assignments: 3 Ss
  18. 18. Adopting practices that stimulate idea exchange <ul><li>Use of assignments that create conditions that foster give-and-take interaction </li></ul><ul><li>Diversity of opinion, ideas, and perspectives </li></ul><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><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>
  19. 19. Team 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>
  20. 20. 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>
  21. 21. Other Resources <ul><li>Team Based Learning (Michaelsen) </li></ul><ul><ul><li> </li></ul></ul><ul><li>Video Demonstrations </li></ul><ul><ul><li>Pick one or two </li></ul></ul><ul><ul><li> </li></ul></ul>
  22. 23. 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>
  23. 24. Activity <ul><li>Using the 4 questions, develop a team activity for a unit in your course </li></ul><ul><ul><li>Specify the activity </li></ul></ul><ul><ul><li>Explain how it will be conducted using the RAT process </li></ul></ul>