Uw Design Power Pt

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PowerPoint used in May 12 Designing Online Groups Presentation

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  • Welcome to all of you. I’m Jane Zahner, professor of Curriculum, Leadership and Technology at Valdosta State University. My doctorate is in Instructional Systems Design from Florida State, and I’ve been at VSU for a very long time, since 1980. Have used electronic discussion groups since the days of GSAMS (Georgia’s state interactive television network), when email and eventually WebCT became available as alternative methods of communication to stacking and sending documents to distant sites. For the last five years I’ve taught almost exclusively online and, would have a difficult time conceptualizing classes without electronic discussion groups. I have a presentation that tries to cover a lot in a little time--but don’t have to stay with the program—I’m happy to engage in whatever discussion would be most helpful to you, including looking at examples you may have brought with you.
  • Uw Design Power Pt

    1. 1. D esigning O nline G roups Jane Zahner, Ph.D. Department of Curriculum, Leadership, & Technology Valdosta State University [email_address]
    2. 2. Purposes of the Session <ul><li>Encourage consideration of online discussion groups for teaching, learning, assessment, & collaboration </li></ul>
    3. 3. Purposes of the Session <ul><li>Introduce design strategy for online discussion activities to support desired outcomes </li></ul>Webminster D.O.G. Show
    4. 4. Purposes of the Session <ul><li>Acknowledge common problems and solutions with online discussion groups </li></ul>
    5. 5. Discussions as Instruction <ul><li>Do you use? </li></ul><ul><li>How/why? </li></ul><ul><li>Problems? </li></ul><ul><li>Tried electronic? </li></ul><ul><li>Problems? </li></ul><ul><li>Resources/Support? </li></ul>Teaching? Learning? Assessment? Collaboration?
    6. 6. Why Electronic?
    7. 7. What Electronic? <ul><li>E-mail </li></ul><ul><li>Instant Messaging </li></ul><ul><li>Web-based threaded discussion </li></ul><ul><li>Logged Chat </li></ul><ul><li>Audio/Video Conference </li></ul>Synchronous or Asynchronous?
    8. 8. My Credentials 3125 messages in one semester with 28 students
    9. 9. <ul><li>What’s the objective? </li></ul><ul><li>Learning and/or assessment? </li></ul><ul><li>Synchronous and/or asynchronous? </li></ul><ul><li>Public/private? </li></ul><ul><li>Basis of Discussion </li></ul>Design a D.O.G. Factors to Consider
    10. 10. <ul><li>Role of leader </li></ul><ul><li>Size of group </li></ul><ul><li>Composition of group </li></ul><ul><li>Duration of discussion </li></ul>Design a D.O.G. Factors to Consider
    11. 11. <ul><li>Discussion as product? </li></ul><ul><li>Product of discussion? </li></ul><ul><li>Group/individual/both? </li></ul><ul><li>Formative/summative evaluation? </li></ul>Design a D.O.G. Evaluation Factors
    12. 12. Let’s try Rapid Prototyping! What’s the objective? Discuss the use of key health planning concepts in community health nursing practice.
    13. 13. Learning or Assessment? <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>1.
    14. 14. Synchronous or Asynchonous? <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>2.
    15. 15. Public or Private Groups? <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>3.
    16. 16. Basis of Discussion (readings, research, experience?) <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>4.
    17. 17. Role of Instructor (participate, observe, interact, correct, lead?) <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>5.
    18. 18. Composition/Size of Group; # of groups <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>6.
    19. 19. Assessment (discussion as product or product of discussion?) <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>7.
    20. 20. D.O.G. Teams Exchange ideas with your colleagues; encourage visits to your classes. Not done yet, but helps to work together…
    21. 21. <ul><li>Visible & redundant </li></ul><ul><li>Five W’s are included </li></ul><ul><li>Who? Each student? Instructor? </li></ul><ul><li>What? Tone-Words-Basis-Subject </li></ul><ul><li>When? Deadline-Frequency </li></ul><ul><li>Where? REPLY or COMPOSE </li></ul><ul><li>Why? Fdbk-Grade-Promote-Extend </li></ul>What makes a good prompt? Communication
    22. 22. Write a prompt that would result in the discussion group of your dreams… <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>
    23. 23. D.O.G. Judging Examine the Prompt Which were included? <ul><li>Who? </li></ul><ul><li>What? </li></ul><ul><li>When? </li></ul><ul><li>Where? </li></ul><ul><li>Why? </li></ul>
    24. 24. Call & Response <ul><li>Discuss the use of key health planning concepts in community health nursing practice . </li></ul>Each of you is required to REPLY to this message with a 2-3 paragraph posting no later than Friday, May 16, by 5:00 P.M. In your posting you should choose one of the key health planning concepts outlined in your text and discuss the importance of that concept in relation to what you’ve learned about community health nursing practice so far in this course. As your subject line, use a heading descriptive of the concept you have chosen. As always, correct grammar, spelling, and referencing (if needed) are expected. This posting will count 10 points within your Discussion Group grade.
    25. 25. Day in the Life <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>COMPOSE a message in which you describe a (fictional) person working within a community health nursing practice. He or she may be a medical professional or someone who works in another capacity. Include job roles and duties, and add some personality (have fun with this but limit your profile to 2-3 paragraphs). Post no later than Wednesday, May 14, by 5:00 P.M. By Saturday, you should read a peer’s posting, and post a REPLY in which you describe how key health planning concepts influence the fictional character.
    26. 26. Working Group <ul><li>Discuss the use of key health planning concepts in community health nursing practice. </li></ul>Use your private groups to discuss and organize your teamwork on the Health Planning in Practice assignment. Each week, your group is required to post a progress report, no later than 5:00 P.M. on Friday. There is no set format for the report; however, you should describe what you’ve done, and indicate at what point you are in the project. These progress reports should be compiled and are required to be placed in the appendix of your final group report.
    27. 27. Questions?
    28. 28. Online Discussion Groups don’t have to be painful… but they often are.
    29. 29. PROBLEM Quantity
    30. 30. PROBLEM Quality
    31. 31. PROBLEM rganization
    32. 32. PROBLEM Formatting
    33. 33. PROBLEM /Feedback Grading
    34. 34. PROBLEM Storage
    35. 35. SOLUTION Good Assignments <ul><li>Quant/Qual </li></ul><ul><li>Organization </li></ul><ul><li>Formatting </li></ul><ul><li>Feedback </li></ul><ul><li>Storage </li></ul>
    36. 36. SOLUTION Digital Hygiene <ul><li>Quant/Qual </li></ul><ul><li>Organization </li></ul><ul><li>Formatting </li></ul><ul><li>Feedback </li></ul><ul><li>Storage </li></ul>
    37. 37. What’s the Practice? <ul><li>File names </li></ul><ul><li>Type of writing expected </li></ul><ul><li>Tools (e.g., html creator, spellcheck) </li></ul><ul><li>Subject lines </li></ul><ul><li>REPLY </li></ul><ul><li>Redundancy </li></ul><ul><li>Quant/Qual </li></ul><ul><li>Organization </li></ul><ul><li>Formatting </li></ul><ul><li>Feedback </li></ul><ul><li>Storage </li></ul>Good Hygiene
    38. 38. SOLUTION Acrobatic Software Adobe Acrobat Microsoft Word <ul><li>Quant/Qual </li></ul><ul><li>Organization </li></ul><ul><li>Formatting </li></ul><ul><li>Feedback </li></ul><ul><li>Storage </li></ul>
    39. 39. What’s the Follow-up? <ul><li>(they) Do posting assignments over time </li></ul><ul><li>(they) Create printable view </li></ul><ul><li>(they) Copy & paste </li></ul><ul><li>(they) Organize </li></ul><ul><li>(they) Annotate </li></ul><ul><li>(they) Explain </li></ul><ul><li>(we) Assess & give feedback </li></ul><ul><li>(they and we) Archive for documentation, research, anticipation, & demonstration </li></ul><ul><li>Quant/Qual </li></ul><ul><li>Organization </li></ul><ul><li>Formatting </li></ul><ul><li>Feedback </li></ul><ul><li>Storage </li></ul>Good Software
    40. 40. Motivate Students & Self (WIIFM?) <ul><li>Motivate by structure & purpose. </li></ul><ul><li>Successful online discussions are: </li></ul><ul><ul><li>clearly introduced and described, </li></ul></ul><ul><ul><li>contain clear guidelines and rubrics, </li></ul></ul><ul><ul><li>provide examples, </li></ul></ul><ul><ul><li>are assigned as required activities, </li></ul></ul><ul><ul><li>and include assessment of participation. </li></ul></ul><ul><li>Same as F2F: skilled ‘someone’ in charge who facilitates and organizes. </li></ul>Rose, R., & Smith, A. (2007). Online discussions. In C. Cavanaugh & R. Blomeyer (Eds.), What works in K-12 online Learning (pp. 143-160). Washington, DC: ISTE. BONUS!
    41. 41. Questions?

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