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High-Impact Educational Practices in the Online Classroom?

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In 2014, 28% of students took a distance course, with the majority of those (67%) attending public institutions and 35% at public two-year institutions. While online learning promises to improve access, it often seems incompatible with high-impact practices (HIPs) that benefit low income and underserved students. Panelists, drawing on personal experience teaching online and the Council of Independent Colleges (CIC) Online Humanities Consortia, Open Learning: A Connectivist MOOC for Faculty Collaboratives in the state of Virginia, and Digital Pedagogy in the Humanities: Concepts, Models, and Experiments, will discuss opportunities and strategies for HIPs, including writing-intensive courses, collaborative assignments, undergraduate research, diversity/global learning, service learning, and capstone courses, in an online setting. Small groups will explore models, discuss challenges of implementation, and consider institutional strategies to address those challenges.

Rebecca Davis, Director of Instructional and Emerging Technology, St. Edward’s University; Steve Greenlaw, Professor of Economics, University of Mary Washington; Gretchen McKay, Chair of the Department of Art and Art History, McDaniel College

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High-Impact Educational Practices in the Online Classroom?

  1. 1. HIGH-IMPACT EDUCATIONAL PRACTICES IN THE ONLINE CLASSROOM? REBECCA FROST DAVIS, ST. EDWARD’S UNIVERSITY STEVE GREENLAW, UNIVERSITY OF MARY WASHINGTON GRETCHEN MCKAY, MCDANIEL COLLEGE
  2. 2. OVERVIEW •Introduction •High Impact Practices Online •Gretchen McKay, McDaniel College •Steve Greenlaw, University of Mary Washington •Rebecca Frost Davis, St. Edward’s University •Breakout Discussions Compete •Wrap-Up
  3. 3. SLIDES, ABSTRACT, TWITTER •Slides and Abstract: https://rebeccafrostdavis.wordpress.com •Twitter: #aacu18 • Rebecca Frost Davis: @frostdavis • Steve Greenlaw: @sgreenla • Gretchen McKay: @GretchenMcKay1
  4. 4. DISTANCE EDUCATION •“Education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor synchronously or asynchronously.” •Seamen, Julia, I. Elaine Allen, and Jeff Seamen. Grade Increase: Tracking Distance Education in the United States. Babson Survey Research Group, 2018, p. 5.
  5. 5. Seamen, Julia, I. Elaine Allen, and Jeff Seamen. Grade Increase: Tracking Distance Education in the United States. Babson Survey Research Group, 2018, p. 11.
  6. 6. Seamen, Julia, I. Elaine Allen, and Jeff Seamen. Grade Increase: Tracking Distance Education in the United States. Babson Survey Research Group, 2018, p. 12.
  7. 7. Seamen, Julia, I. Elaine Allen, and Jeff Seamen. Grade Increase: Tracking Distance Education in the United States. Babson Survey Research Group, 2018.
  8. 8. •First-Year Seminars and Experiences •Common Intellectual Experience •Learning Communities •Writing-Intensive Courses •Collaborative Assignments and Projects •Undergraduate Research •ePortfolios •Diversity/Global Learning •Service Learning, Community- Based Learning •Internships •Capstone Courses and Projects HIGH IMPACT PRACTICES WWW.AACU.ORG/LEAP/HIPS
  9. 9. •First-Year Seminars and Experiences •Common Intellectual Experience •Learning Communities •Writing-Intensive Courses •Collaborative Assignments and Projects •Undergraduate Research •ePortfolios •Diversity/Global Learning •Service Learning, Community-Based Learning • Internships •Capstone Courses and Projects HIGH IMPACT PRACTICES WWW.AACU.ORG/LEAP/HIPS
  10. 10. HIGH IMPACT PRACTICES ONLINE •Gretchen McKay, McDaniel College •Steve Greenlaw, University of Mary Washington •Rebecca Frost Davis, St. Edward’s University
  11. 11. WAYS OF SEEING BYZANTIUM •Online course part of Council of Independent College’s Online Humanities Consortium •Fully online •Asynchronous •Several High Impact practices embedded
  12. 12. WAYS OF SEEING BYZANTIUM: INTENSIVE WRITING
  13. 13. WAYS OF SEEING BYZANTIUM COLLABORATION LEARNING OBJECTIVES: • Find the classical (visual) references The Paris Psalter (ca. 960, Middle Byzantine) • Collaborate with a partner or group ASSIGNMENT • Partners or groups choose a page, research classical visual references, post findings online and whole class comments
  14. 14. WAYS OF SEEING BYZANTIUM STUDENT CONTENT CREATION AND STUDENT-FACULTY RESEARCH LEARNING OBJECTIVES: • Write catalog entry for Italo-Byzantine panel painting • Create new content for Digital Humanities project ASSIGNMENT • Research provenance, exhibition history, bibliography, and write visual analysis of panel painting
  15. 15. WAYS OF SEEING BYZANTIUM STUDENT CONTENT CREATION AND STUDENT-FACULTY RESEARCH Entries can become part of this online Digital Humanities project on Italo- Byzantine painting
  16. 16. HYBRID COURSE: INTRODUCTION TO ART HISTORY •What are we “introducing” them to? •The DISCIPLINE or the CONTENT? •“Doing” art history on a elementary level or just memorizing our “greatest hits”?
  17. 17. HYBRID COURSE: INTRODUCTION TO ART HISTORY • EGYPTIAN EXHIBITION CREATION • Content accessed online through Khan Academy and Smarthistory • Spent time with a REAL work of art in library collection – creation of exhibition with that work of art
  18. 18. UMW ONLINE LEARNING INITIATIVE 1.When people talk about a quality liberal arts & sciences education, to what are they referring? 2.How can we offer that experience in an online (or hybrid) environment?
  19. 19. FIVE CHARACTERISTICS (OR VALUES) •Academic Community •A High Degree of Interactivity •Active Learning •Self-Directed Learning •Reflection
  20. 20. ECON 201/202 ONLINE •Writing-Intensive •Collaborative Assignments •Class Discussion •Reflection Assignments
  21. 21. COPLAC’S DISTANCE-MENTORED UNDERGRADUATE RESEARCH PROJECT
  22. 22. VIRGINIA FACULTY COLLABORATIVES •OpenLearning’17 •Course Hub: http://openlearninghub.net •https://www.aacu.org/peerreview/2017/Summer/ Virginia •How to participate? •OpenLearning’18? Starts Feb 4!
  23. 23. CAPS 4360.20 FALL 2017 CAPSTONE ONLINE INSTRUCTOR: REBECCA FROST DAVIS
  24. 24. CAPSTONE •Culmination of St. Edward’s University Education •Think critically and apply moral reasoning to complex problems to make reasoned decisions about issues in accord with values. •Research, field research, writing and revision, oral presentations, and project management.
  25. 25. CAPSTONE FIELDWORK: SERVICE LEARNING, COMMUNITY-BASED LEARNING •Fieldwork requirements •Expert interviews: one stakeholder on each side of the controversy •Civic Engagement: “take an action supporting the position and policy-based solution you have chosen.”
  26. 26. FIELDWORK CHALLENGES: TAKING INITIATIVE •List 4 potential interviews in research proposal (submission 1) •Interview and community engagement proposals with one month to secure instructor approval •Draft interview questions in online discussions •Individual mentoring during required individual conferences
  27. 27. FINAL ORAL PRESENTATION - INTERVIEWS & ANALYSIS • Describe the experts, their expertise, their experience, and their credentials. • Describe the interviewee’s demeanor, attitudes, degree of open-mindedness, etc. • Discuss the questions that elicited the most interesting responses. • Did the interview change your mind about the controversy? Elaborate.
  28. 28. FINAL ORAL PRESENTATION - CIVIC ENGAGEMENT • Describe your experience • What impact did it have on your understanding of the controversy? Elaborate.
  29. 29. IT’S YOUR TURN: WWW.AACU.ORG/LEAP/HIPS •In your group, design an online course/seminar on the a topic of your choosing including HIPs as appropriate. •Which HIPs? •What adaptations, if any, do you make? •What challenges do you expect and how will you overcome them?
  30. 30. •First-Year Seminars and Experiences •Common Intellectual Experience •Learning Communities •Writing-Intensive Courses •Collaborative Assignments and Projects •Undergraduate Research •ePortfolios •Diversity/Global Learning •Service Learning, Community- Based Learning •Internships •Capstone Courses and Projects HIGH IMPACT PRACTICES WWW.AACU.ORG/LEAP/HIPS
  31. 31. QUESTIONS?

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