Apm 2011 presentation with nancy


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2011 CSWE APM Curriculum Workshop
Atlanta, Georgia

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  • -focused dissertation on distance education -Faculty development
  • - In a traditional classroom, it’s fairly easy to tell when you are losing your students. Eyelids droop. Heads start to bob. And you have this funny feeling that the click-clacking of keyboards isn’t the result of copious note-taking. In an online classroom, it’s a little more difficult. Not only is it impossible to tell what students are doing on the other end, but the students have access to so many more distractions that it’s sometimes hard to keep them engaged in their learning.
  • Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
  • Technology should not just enhance our current instructional approaches (ie. lecture on Power Point). Have to look back at our fundamental student learning goals for a specific course and brainstorm ways to use technology to enhance student learning. The technology cannot drive the teaching and learning. “ After all, technique is the differentiating force with all technologies” (Hamilton, 1999) People, institutions, companies and society at large, transform technology, any technology, by appropriating it, modifying it, by experimenting with it” (Castells, 2001)
  • Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
  • Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
  • Distributed learning, rather than distance education will become the dominant paradigm for higher education The possibilities represented by distributed learning are great as are the challenges it brings. I would like to briefly discuss some of those challenges and then the solutions to overcoming these challenges.
  • Use this as audience gauging activity.
  • Jobs says technology will amaze, but teachers are still at the epicenter (Newsweek, 2001). Distributed learning is much more than an online substitute for lectures and professors. Distributed learning extends the opportunities for interaction between faculty and student, incorporating simulations and visualizations, as well as collaborative learning. The “any time, anyplace” nature of this new set of electronic educational opportunities may well have its greatest impact on face-to-face education. Since distributed education can occur anywhere and at any time, these conditions can be modified on a number of dimensions. It will involve faculty to determine how these modifications will be made.
  • -In all my courses, I have focused on how to best foster the deep learning ideas and development of student thinking skills and use technology that addresses “bottlenecks.” -Technology enables many pedagogical strategies that were impossible or impractical
  • Apm 2011 presentation with nancy

    1. 1. Best Practice Strategies for Active Learning and Engagement in Online Teaching By: Jo Ann R. Coe-Regan, PhD [email_address] Nancy K. Brown, PhD [email_address] CSWE-APM Conference 2011 Atlanta, Georgia
    2. 2. PRESENTATION FOCUS <ul><li>Overview of active learning, engagement and “The Seven Principles of Good Teaching” </li></ul><ul><li>Examples of online teaching strategies that demonstrate active learning and engagement </li></ul><ul><li>Advantages, Challenges and Evaluation of Online Teaching Strategies </li></ul><ul><li>Presentation Link: http://www.slideshare.net/JoAnnRegan/apm-2011-presentation-with-nancy </li></ul>
    3. 3. Online Engagement from a Student Perspective Dick Schoech, CSWE San Francisco, DE Research
    4. 4. Online Engagement from a Faculty Perspective Dick Schoech, CSWE San Francisco, DE Research
    5. 5. <ul><li>Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject </li></ul><ul><li>Research and anecdotal evidence overwhelmingly support the claim that students learn best when they engage with course material and actively participate in their learning. </li></ul>ACTIVE LEARNING AND ENGAGEMENT
    6. 6. <ul><li>Tell me, </li></ul><ul><li>I forget. </li></ul><ul><li>Show me, </li></ul><ul><li>I remember. </li></ul><ul><li>Involve me, </li></ul><ul><li>I understand. </li></ul><ul><li>-Ancient Chinese Proverb </li></ul>
    7. 7. How does Active Learning and Engagement happen in the Online Classroom?
    8. 8. <ul><li>Asynchronous: </li></ul><ul><li>Lack of interaction </li></ul><ul><li>Lack of dynamic face-to-face instruction </li></ul><ul><li>Difficulty teaching social and cultural skills </li></ul><ul><li>Decreased levels of student involvement and motivation </li></ul>CHALLENGES IN AN ONLINE CLASSROOM
    9. 9. <ul><li>The &quot;seven principles of good practice in undergraduate education,&quot; originally framed by Arthur Chickering and Zelda Gamson in 1986, is a concise summary of decades of educational research findings about the kinds of teaching/learning activities most likely to improve learning outcomes. </li></ul><ul><li>See: http://www.tltgroup.org/seven/home.htm for more information on Seven Principles </li></ul>SEVEN PRINCIPLES FOR GOOD PRACTICE
    10. 10. <ul><li>Good practice encourages contact between students and faculty </li></ul><ul><li>Good practice develops reciprocity and cooperation among students </li></ul><ul><li>Good practice uses active learning techniques </li></ul><ul><li>Good practice gives prompt feedback </li></ul>7 PRINCIPLES OF GOOD TEACHING
    11. 11. <ul><li>Good practice emphasizes time on task </li></ul><ul><li>Good practice communicates high expectations </li></ul><ul><li>Good practice respects diverse talents and ways of learning </li></ul>7 PRINCIPLES OF GOOD TEACHING
    12. 12. <ul><li>Chickering and Gamson (1991) Article </li></ul><ul><li>gives excellent examples of some of the most cost-effective and appropriate ways to use computers, videos, and telecommunications technologies to advance the seven principles </li></ul>IMPLEMENTING THE SEVEN PRINCIPLES WITH TECHNOLOGY
    13. 13. BEST PRACTICE STRATEGY FOR DESIGN AND DEVELOPMENT <ul><li>Hybrid courses work well rather than just purely online or purely face-to-face instruction </li></ul><ul><li>Design courses that focus on: </li></ul><ul><ul><li>Expository learning experiences -content transmitted by a lecture, written material, or other mechanisms </li></ul></ul><ul><ul><li>Active Learning -student has control of what and how he or she learns </li></ul></ul><ul><ul><li>Interactive Learning -activity in which the nature of the learning content is emergent as learners interact with one another, instructor, or other knowledge sources </li></ul></ul>
    14. 14. RESEARCH ON BEST PRACTICE STRATEGIES <ul><ul><li>Ragan & Terheggen (2003). Effective Workload Management Strategies for the Online Environment </li></ul></ul><ul><ul><ul><li>Studies focused on best practice strategies for effective development, design, and delivery of online courses </li></ul></ul></ul><ul><ul><li>Boettcher (2008). Teaching Online for the First Time </li></ul></ul><ul><ul><ul><li>Strategies for teaching online courses with a focus on first-time teaching </li></ul></ul></ul>
    15. 15. TECHNOLOGY CAN’T BE THE DRIVING FORCE <ul><li>Technology cannot drive the teaching and learning but certainly can be used to enhance the lack of in person contact </li></ul><ul><li>Teaching with technology forces you to be more organized and structured with content and allows you to focus on the process </li></ul>
    17. 17. WHERE WE STARTED? <ul><ul><li>Satellite Television and Videoconferencing (both one-way and two-way) </li></ul></ul><ul><ul><li>Asynchronous Modules (Webcast/Webinar) -one-way </li></ul></ul><ul><ul><li>Hybrid Practice Courses </li></ul></ul><ul><ul><li>Engaging Clients in the First Interview http://breeze.sc.edu/prac/ </li></ul></ul><ul><ul><ul><li>Tells them what they need to know to conduct a first interview with a client </li></ul></ul></ul><ul><ul><ul><li>Demonstrate (Show) a first interview via a video demonstration (both a good and a bad one) </li></ul></ul></ul><ul><ul><ul><li>Practice a skills demonstration to be shown or practiced in class </li></ul></ul></ul>
    18. 18. WHAT WE ARE DOING NOW? <ul><ul><li>Teaching 100% online </li></ul></ul><ul><ul><li>Synchronous online meetings using Adobe Connect </li></ul></ul><ul><ul><li>Asynchronous modules that support hybrid environments </li></ul></ul>
    19. 19. Example of Active Learning and Engagement in Adobe Connect <ul><ul><li>http://breeze.sc.edu/p24924993/ </li></ul></ul><ul><ul><li>Breakout Rooms (small group discussions on readings) beginning is instructions and reports from small groups starts at 50:11 </li></ul></ul><ul><ul><li>Use of Guest Speakers (author of the textbook) starts at 3:00 </li></ul></ul><ul><ul><li>http://breeze.sc.edu/p85458177/ </li></ul></ul><ul><ul><li>Polling features </li></ul></ul><ul><ul><li>http://www.iclicker.com/Products/satellitepollingsystem/ </li></ul></ul><ul><ul><li>http://breeze.sc.edu/p11882611/ </li></ul></ul><ul><ul><li>Student presentations 21:50 (photos of Iraq) and 40:11 (presentation from student in Charleston) </li></ul></ul>
    20. 20. <ul><li>Twitter! </li></ul><ul><li>A University of South Carolina professor (Dr. Lara Lomicka Anderson) was knighted by the French Ministry of Education for her creative use of twitter in the classroom. </li></ul><ul><li>Students practiced their foreign language skills through online conversations. </li></ul><ul><li>Students reported that it fostered conversation and built community outside of the classroom </li></ul>
    21. 21. Application to Social Work? <ul><li>Addictions </li></ul><ul><li>Social Justice </li></ul><ul><li>Policy </li></ul><ul><li>Practice Tips </li></ul><ul><li>Child Welfare </li></ul><ul><li>Statistics </li></ul><ul><li>ENDLESS possibilities! </li></ul>
    22. 22. Other Innovations <ul><li>iPad? </li></ul><ul><ul><li>Tools are only as good as their applications permit. </li></ul></ul><ul><ul><li>Innovators are building apps daily. </li></ul></ul><ul><ul><li>http://breeze.sc.edu/ipad/ </li></ul></ul><ul><ul><ul><li>Presentation was developed on an iPad using Keynote. </li></ul></ul></ul><ul><ul><ul><li>Technology is now ubiquitous – a little bit goes a long way. </li></ul></ul></ul>
    23. 23. <ul><li>Wikis with groups </li></ul><ul><ul><li>Collaborative work – everyone in the group can edit, add content, and develop the project. </li></ul></ul><ul><li>Notes on Group Work </li></ul><ul><ul><li>Students should present a plan of work </li></ul></ul><ul><ul><li>Evaluation should involve all group members </li></ul></ul>
    24. 24. Other Innovations - Continued <ul><li>Collaborative videos (cell phone, video cameras, Skype). </li></ul><ul><ul><li>http://breeze.sc.edu/p86199413/ </li></ul></ul><ul><ul><li>Windows Movie Editor </li></ul></ul><ul><ul><li>Julie C. </li></ul></ul><ul><li>Some faculty choose to limit the way in which students communicate: </li></ul><ul><ul><li>Twitter, Facebook, email, text, etc. </li></ul></ul><ul><ul><li>Following too many at once becomes confusing. </li></ul></ul><ul><ul><li>“ Pick and Choose” your technologies </li></ul></ul><ul><ul><li>Students can pick their preferred technology and then everybody uses it as their communication channel. </li></ul></ul>
    25. 25. <ul><ul><li>There is unevenness to how students may respond; every class is going to be different. </li></ul></ul><ul><ul><li>Some students produce a lot of “Tweets” and others will do very little. </li></ul></ul><ul><ul><ul><li>Ground rules need to be set on response expectations. </li></ul></ul></ul><ul><li>Whatever technology you choose, you will need a grading rubric to help clarify expectations. </li></ul>
    26. 26. <ul><li>Google Docs </li></ul><ul><ul><li>Group and collaborative editing </li></ul></ul>
    27. 27. Faculty Collaboration on Teaching Tools <ul><li>Faculty need to be familiar with the technology </li></ul><ul><li>Faculty collaboration </li></ul><ul><ul><li>Survey faculty on what they know </li></ul></ul><ul><ul><li>Survey Grad students and TAs </li></ul></ul><ul><li>Faculty Learning Cohorts </li></ul><ul><ul><li>Groups within the department who can get together and share technology skills </li></ul></ul>
    28. 28. <ul><li>Technology is complicated. </li></ul><ul><ul><li>Learning collaboratively is much more time efficient and effective </li></ul></ul><ul><ul><li>Avoid “wandering the desert alone!” </li></ul></ul><ul><ul><li>Faculty cohorts tend to be more constructivist in their approaches to technology and learning. </li></ul></ul><ul><ul><ul><li>Learning is not linear </li></ul></ul></ul><ul><ul><ul><li>Learning is expansive </li></ul></ul></ul><ul><ul><ul><li>Everybody brings something to the table </li></ul></ul></ul>
    29. 29. Ways to Improve Success <ul><li>The biggest boon to success is ensuring that students have a clear understanding of how the technology works: </li></ul><ul><ul><li>What constitutes a good video? </li></ul></ul><ul><ul><li>How to use Windows Movie Maker? </li></ul></ul><ul><ul><li>How to add audio? </li></ul></ul><ul><ul><li>How to do a picture collage electronically? </li></ul></ul>
    30. 30. <ul><li>You have to show them what the tools are. </li></ul><ul><li>Show them how to use them. </li></ul><ul><li>Provide easy to following instruction manuals. </li></ul><ul><ul><li>These can be created quite easily. </li></ul></ul><ul><ul><ul><li>http://breeze.sc.edu/safeassign/ </li></ul></ul></ul>
    31. 31. TEACHING PRINCIPLES USED <ul><li>instructor ensures a high degree of interactivity and participation </li></ul><ul><li>Instructor changes role from “sage on stage” to a “guide on the side” or as an “Architect of Activity” </li></ul><ul><li>Recognize that learners have shifted from “broadcast learning” to “interactive learning” in the new technology age in which most children are now “growing up digital </li></ul>
    32. 32. PARADIGM SHIFT Tapscott, D. (1998). Growing up Digital: The Rise of the Net Generation
    33. 33. 2010 2004 2004 2008 1998 2007 2005 2003 2001 2003 2005 2008 2004 2006 2004 1999 2005
    34. 34. INTELLIGENT USE OF NEW MEDIA <ul><li>The Twitter Experiment </li></ul><ul><ul><li>http://www.youtube.com/watch?v=6WPVWDkF7U8 </li></ul></ul><ul><li>Backchannel in Education-Nine Uses </li></ul><ul><ul><li>http://derekbruff.com/teachingwithcrs/?p=472 </li></ul></ul><ul><ul><li>http://derekbruff.com/teachingwithcrs/?p=843 </li></ul></ul><ul><li>Enrich Your Teaching through Social Media </li></ul><ul><ul><li>http://chronicle.com/blogs/profhacker/enrich-teaching-social-media/30100 </li></ul></ul>
    35. 35. The Good, The Bad, The Evil
    36. 36. ADVANTAGES <ul><li>The technology and format lends itself to active learning and engagement in the online classroom </li></ul><ul><li>Good learning outcomes and new formats for assignments </li></ul><ul><li>Positive teaching evaluations </li></ul><ul><ul><li>Most interactive and collaborative class they have had </li></ul></ul><ul><ul><li>Students report they never leave computer during live class-don’t want to miss anything  </li></ul></ul>
    38. 38. CHALLENGES <ul><li>Using new technology and the learning curve </li></ul><ul><li>Finding resources and support </li></ul><ul><ul><li>Technical Support Online in an Adobe Connect Community at Penn State </li></ul></ul><ul><ul><li>http://meeting.psu.edu/ </li></ul></ul><ul><li>Fostering a personal connection with students in the classroom </li></ul><ul><li>Evaluating learning outcomes </li></ul>
    40. 40. CONCLUSIONS <ul><li>The use of technology should lead us to rethink ways we can encourage active learning and engagement in teaching </li></ul><ul><li>Careful thought and planning is needed to bring positive growth and change to online teaching </li></ul>Have fun with technology!
    41. 41. Your Standpoint <ul><li>Comments </li></ul><ul><li>Feedback </li></ul><ul><li>Thoughts </li></ul><ul><li>Future Steps to continue being engaged with this topic </li></ul>
    42. 42.
    43. 43. <ul><li>Abel, R. (2005). Implementing best practices in online learning. Retrieved March 27, </li></ul><ul><li>2009, from h ttp://connect.educause.edu/Library/EDUCAUSE+Quarterly/ImplementingBestPractices/39928?time=1237869199 . </li></ul><ul><li>Boettcher, J.V. (2008). Teaching online for the first time. Retrieved March 28, 2009, </li></ul><ul><li>from http://www.designingforlearning.info/services/writing/ecoach/tenbest.html </li></ul><ul><li>Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the seven principles: </li></ul><ul><li>Technology as lever. Retrieved on March 27, 2009 from http://www.tltgroup.org/programs/seven.html . </li></ul><ul><li>Chickering, A.W. & Gamson, Z.F. (1991). Applying the seven principles for good </li></ul><ul><li>practice in undergraduate education. New directions for teaching and learning: a publication in the Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass. </li></ul><ul><li>Conrad, R.M., & Donaldson, J.A. (2004). Engaging the online learner: Activities and </li></ul><ul><li>resources for creative instruction. San Francisco, CA: Jossey-Bass. </li></ul><ul><li>Ko, S., & Rossen, S. (2004). Teaching online: A practical guide (2nd ed.). Boston: Houghton Mifflin. </li></ul><ul><li>Miller, T. W., & King, F. B. (2003). Distance education: Pedagogy and best practices in </li></ul><ul><li>the new millennium. International Journal of Leadership in Education, 6, 283–297. </li></ul><ul><li>Moore, B. (2005a). Faculty perceptions of the effectiveness of web-based instruction in </li></ul><ul><li>social work education: A national study. Journal of Technology in Human Services, 23(1/2), 53-66. </li></ul>REFERENCES
    44. 44. <ul><li>Moore, B. (2005b). Key issues in web-based education in the human services: A review </li></ul><ul><li>of the literature. Journal of Technology in Human Services, 23(1), 11-28. </li></ul><ul><li>Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass. </li></ul><ul><li>Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working </li></ul><ul><li> with online learners. San Francisco: Jossey-Bass. </li></ul><ul><li>Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective </li></ul><ul><li>strategies for the virtual classroom. San Francisco: Jossey-Bass. </li></ul><ul><li>Ragan, L.R. (2009a). An Emerging Set of Operational Performance Guidelines for the </li></ul><ul><li>Online Instructor. Retrieved March 27, 2009, from http://www.sc.edu/cte/larryragan/performanceguidelines.pdf . </li></ul><ul><li>Ragan, L.R. (2009b). Penn State Quality Assurance e-Learning Design Standards. </li></ul><ul><li>Retrieved March 27, 2009, from http://www.sc.edu/cte/larryragan/designstandards.pdf . </li></ul><ul><li>Ragan, L.R., & Terheggen, S.L. (2003). Effective workload management strategies for the online environment. Retrieved March 28, 2009, from http://www.worldcampus.psu.edu/pdf/fac/workload_strat.pdf . </li></ul><ul><li>Tallent-Runnels, M.K., Thomas, J.A., Lan, W.Y., Cooper, S., Ahern, T.C., Shaw, S.M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135. </li></ul>REFERENCES
    45. 45. <ul><li>The TLT Group (2009). “Seven Principles&quot; Collection of Ideas for Teaching and Learning with Technology. Retrieved March 27, 2009, from http://www.tltgroup.org/Seven/Library_TOC.htm </li></ul><ul><li>Weiss, R. E., Knowlton, D. S., & Speck, B. W. (Eds.). (2000). Principles of effective teaching in the online classroom. New Directions for Teaching and Learning, 84 (Winter 2000), 1–4. </li></ul><ul><li>Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65-77. </li></ul><ul><li>  </li></ul>REFERENCES
    46. 46. RESOURCE BOOKS USED <ul><li>Lessons from the Cyberspace Classroom: The Realities of Online Teaching By: Rena M. Palloff, Keith Pratt </li></ul><ul><li>The Virtual Student: A Profile and Guide to Working with Online Learners By: Rena M. Palloff, Keith Pratt </li></ul><ul><li>Teaching Online: A Practical Guide , 2nd Edition (Paperback) by Susan Ko and Steve Rossen </li></ul><ul><li>Engaging the Online Learner : Activities and Resources for Creative Instruction (Online Teaching and Learning Series (OTL)) (Paperback) by Rita-Marie Conrad , J. Ana Donaldson </li></ul>