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Teaching Online Courses - Basic Principles of Asynchronous Learning

Dr. Jane Howland, Dr. Isa Jahnke
University of Missouri, School of Information Science and Learning Technologies

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Teaching Online Courses - Basic Principles of Asynchronous Learning

  1. 1. S C H O O L O F I N F O R M AT I O N S C I E N C E A N D L E A R N I N G T E C H N O L O G I E S ( S I S LT ) @ C O L L E G E O F E D U C AT I O N ZOOM Webinar Teaching Online Courses: Basic Principles for Asynchronous Learning Dr. Isa Jahnke & Dr. Jane Howland April/30, 2020 1
  2. 2. Introduction • Learning Technologies Master’s program fully online since 2003 • Dr. Jane Howland, Teaching Professor, Program Director, 20+ years of Online Teaching • Dr. Isa Jahnke, Associate Professor, 20 years of hybrid/blended learning, 5 years of Online Teaching 2
  3. 3. Target Audience & Goals for this webinar • Educators, faculty/instructors in higher education and teachers in K-12 schools • Learning goals: Basic principles for Asynchronous Online Learning 3
  4. 4. Now what? We design for active learning… 4
  5. 5. Active Learning increases positive student learning outcomes and student performance Why active learning? What is active learning? Freeman et al. (2014) Chi (2009) Hodges, L.C. (2018) Activity-based model of instruction Students don’t learn because the instructor does some activity but students learn through their own activity
  6. 6. Passive Active, student centeredActive, teacher centered Lecture Video recorded lecture Students produce learning artifacts What course design supports active student centered learning? Active and student centered learning Examples Lower order thinki ng skills, e.g., recall , understanding Skills learned Video recorded lecture gamified (e.g., iClicker) Higher order thinking skills e.g., analyzing, creating 6
  7. 7. 1 2 3 4 5 From passive learning (inner circle=1) to active student-centered practices (outer circle=5) Constructive alignment of the five elements! Use tools and technologies meaningfully Develop assessment as formative process Develop learning activities (through assignments) Develop learning goals Develop a plan for how to fostering social relationships (learner communities) Readings: Jahnke, 2015 Jahnke et al. 2017 • Active • Authentic • Articulative/Reflectiv e • Cooperative • Intentional
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  9. 9. BASIC PRINCIPLES How to do active student centered learning online?  asynchronous learning • Syllabus with learning goals / outcomes • Each module with learning objectives • Assessments with rubrics • Design for a community of learners / build relationships 9
  10. 10. 1. Make key adaptations to your existing syllabus for online environments. 2. Clarify the overall learning goals (e.g., After the course, students are able to understand/ analyze/ create/ … 3. Detail how you will communicate with your students (e.g., via Canvas message, email, or announcements). – Let students know how soon to expect a reply (within 24-48 hours is reasonable). Tell students how quickly they can expect feedback on their work (within 7-10 days is reasonable). 4. Include a paragraph describing the active learning approach. For example, “Students do not learn because of the instructor’s activities but because of their own activities and reflection.” 5. Make sure to support (scaffold) student activities through the design of assignments. See Scaffolds-for- DEVELOP SYLLABUS 10
  11. 11. Activity-based model of instruction “Plan Ahead” After course completion, students are able to do … Weekly modules Assessment Syllabus - elements
  12. 12. • Structure your course into units or modules. Typically, a module is 1-2 weeks. • Each Module: Include one or two learning objectives – that relate to the overall goal – add the description of student activities. • Start each module with an overview – what students can expect to do in this unit/module – add readings as PDF files or link to them in MU Libraries. CREATE MODULES AND ASSIGNMENTS 12
  13. 13. • Assignments can include discussion boards where students are asked to apply something from the readings or lab work. – Clearly define discussion expectations regarding length, content, responses to others, and quality of posts. – Let students know that you want them to ask questions or discuss viewpoints where they do not agree with each other by adding evidence or rationale. • Other assignments might include: – Group work in which student teams create or apply knowledge from previous modules. – Individual projects. CREATE MODULES AND ASSIGNMENTS 13
  14. 14. ASSESSMENT WITH RUBRICS ALIGN learning objectives, student activities (through assignment design) and assessment. – Begin with learning objectives. – Determine what evidence students will provide to demonstrate they have achieved those outcomes. – Design a scoring guide or rubric for each assignment to help your students know what’s expected and what you will consider as you grade their work. (site). – You may choose to allow students to improve their work and be re-graded within a specific time. Depending on the assignment’s scope, students might be given 3-4 days to re- submit. – Finally, create activities that will support students in that learning. 14
  15. 15. • Engage students! Create a Social Presence! – Students feel the instructor is ‘there’ through an online social presence. • Add short video messages in some modules. • Post Announcements at least weekly • For an interactive video experience, use VoiceThread (available in Mizzou Canvas). – Upload slides and record audio or video on each one. – Students can comment on slides after listening to the instructor. – Include questions in your Voicethread or ask students to discuss content in the context of relevant literature, personal experiences, etc. – Use for student groups to present their work. Teams can comment on other teams’ VoiceThreads – a kind of peer review. Then teams might use the comments to revise and improve their original work. BUILD A PLAN TO FOSTER SOCIAL RELATIONSHIPS 15
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  17. 17. MODULES Mod-1 Introduction Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Design for learning Mod-5 Project (2 weeks) Mod-1a) My Word discussion Mod-1b) VoiceThread introduction Week 1 Week 1: Students use VoiceThread 17
  18. 18. MODULES Mod-2 Social Presence Mod-2 Virtual Schools and the importance of Social Presence in Online Teaching Week 2 18
  19. 19. MODULES Mod-3 Effective Strategies for supporting Collaborative Learning and online discussion Week 3 Mod-2 Your first ideas Mod-3 Effective Strategies 19
  20. 20. MODULES Mod-4 Engage the learner Assess learning Week 4 Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Instructional Strategies 20
  21. 21. Mod-5 Management and leadership issues Teams create a class wiki Students teach a lesson in Zoom Week 5-6 Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Design for learning Mod-5 (2 weeks) Managemen t and Leadership MODULES 21
  22. 22. Mod-6: Growth as online instructor Week 7-8 Mod-2 Your first ideas Mod-3 Team work (2 weeks) Mod-4 Design for learning Mod-6 Synthesize MODULES 22
  24. 24. In the end, your students need to know that you are ‘there’ and available for them, supporting and helping them in their learning trajectories. The building of relationships and learning communities are crucial for both in-person and online learning. In online learning, however, it can be easier to forget this part. Thus, don’t forget to humanize the online space! 24
  25. 25. Thank you and contact us if you need more … ! 25 Dr. Isa Jahnke Dr. Jane Howland
  26. 26. Mod-3 Team work (2 weeks) Mod-4 Design for learning RESOURCES 26 MU SISLT Online Educator Scaffolding The-Key-to-Guided-Instruction.aspx Rubrics -course-level-learning/rubrics Team contract templates tips/developing-assignments/group-work/making-group-contracts

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  • isaja

    Apr. 30, 2020

Dr. Jane Howland, Dr. Isa Jahnke University of Missouri, School of Information Science and Learning Technologies


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