This document summarizes key aspects of online course design based on the Quality Matters rubric. It discusses the Quality Matters peer review process, the eight standards of the rubric including course overview, objectives, assessments and activities. It provides guidance on developing objectives, assessments, and learning activities that are aligned. Specific strategies are presented for content delivery, active learning techniques, learner support, and ensuring accessibility.
This document discusses the evaluation of TOIA, a free online assessment tool. It aimed to test the functionality of TOIA, identify usability issues, and understand how it would be used. The evaluation found that TOIA was easy to use and provided a comprehensive set of assessment tools. However, users noted a lack of question types and concerns about long-term maintenance as a free software. Overall the evaluation helped improve TOIA and provided insights into effective online assessment.
1. The document discusses methodological issues in e-learning research including a lack of shared language, tension between quantitative and qualitative methods, and methodological innovations.
2. It explores various theoretical frameworks that can be used in e-learning research such as communities of practice, activity theory, and dialogue theory.
3. The document examines different research positions including positivist, open systems, phenomenological, social constructionist, and socially situated approaches and how they impact methodology.
The PASS-IT project evaluated the use of computer-assisted assessment (CAA) across schools and colleges in Scotland. Key findings included that CAA was found to be a feasible alternative to paper-based assessment and did not disadvantage students. Benefits identified were instant feedback, increased student motivation, and potential for more flexible assessment. Barriers included technical issues, lack of infrastructure, and concerns about online assessment for high-stakes exams. Lessons learned included the need for quality assurance processes, staff training, and a phased approach combining online and paper assessments.
The document summarizes findings from an evaluation of the eBank project. It discusses lessons learned about collaboration, dissemination of research data, and implications for teaching and policy. Student interviews revealed that the associated chemical informatics course provided hands-on experience with databases and modeling tools, and improved their understanding of computational concepts. Barriers to open data included issues of ownership, skills, and attitudes around traditional publishing models.
The document provides guidance on building effective online courses by starting with course goals and the instructor's teaching style, using a learner-centered approach, and ensuring clear organization and interaction. It emphasizes understanding students, applying principles of good teaching, and using instructional design steps that include analysis, design, development and evaluation of the course. The document also discusses engaging students through varied content delivery, collaboration activities, and addressing different learning needs.
The impact of e-learning on organisations, individuals and the curriculumgrainne
The document summarizes the impact of e-learning on organizations, individuals, and curriculum. It discusses how e-learning has led to changes in tutor skills and roles, the rise of virtual learning environments, and both intended and unintended consequences. It also examines tools that have grown with e-learning and how contexts like policies, strategies, and skills have impacted the adoption and design of e-learning.
Using Brightspace Tools to Increase Student Engagement and Instructor PresenceD2L Barry
This document discusses tools in the D2L learning platform that can help increase instructor presence, student engagement, and provide a superior teaching and learning experience. It highlights features like video notes, virtual classrooms, activity feeds, and automated tools that enable things like personalized learning experiences and embedding rich media like videos and images. The document also includes quotes about the importance of instructor presence and technology enabling student connections.
The document discusses whether investing in technology for the Fertile-Beltrami school district is worthwhile. It notes that technology can help develop higher-order thinking skills, engage multiple learning styles, and enhance nine instructional strategies that boost student achievement, such as identifying similarities and differences. Research shows that when teachers integrate technology appropriately and receive proper training and support, it can increase student motivation, improve retention, and help disadvantaged students achieve gains twice the national average. For these reasons, the document argues that technology integration is a worthwhile investment for the district.
This document discusses the evaluation of TOIA, a free online assessment tool. It aimed to test the functionality of TOIA, identify usability issues, and understand how it would be used. The evaluation found that TOIA was easy to use and provided a comprehensive set of assessment tools. However, users noted a lack of question types and concerns about long-term maintenance as a free software. Overall the evaluation helped improve TOIA and provided insights into effective online assessment.
1. The document discusses methodological issues in e-learning research including a lack of shared language, tension between quantitative and qualitative methods, and methodological innovations.
2. It explores various theoretical frameworks that can be used in e-learning research such as communities of practice, activity theory, and dialogue theory.
3. The document examines different research positions including positivist, open systems, phenomenological, social constructionist, and socially situated approaches and how they impact methodology.
The PASS-IT project evaluated the use of computer-assisted assessment (CAA) across schools and colleges in Scotland. Key findings included that CAA was found to be a feasible alternative to paper-based assessment and did not disadvantage students. Benefits identified were instant feedback, increased student motivation, and potential for more flexible assessment. Barriers included technical issues, lack of infrastructure, and concerns about online assessment for high-stakes exams. Lessons learned included the need for quality assurance processes, staff training, and a phased approach combining online and paper assessments.
The document summarizes findings from an evaluation of the eBank project. It discusses lessons learned about collaboration, dissemination of research data, and implications for teaching and policy. Student interviews revealed that the associated chemical informatics course provided hands-on experience with databases and modeling tools, and improved their understanding of computational concepts. Barriers to open data included issues of ownership, skills, and attitudes around traditional publishing models.
The document provides guidance on building effective online courses by starting with course goals and the instructor's teaching style, using a learner-centered approach, and ensuring clear organization and interaction. It emphasizes understanding students, applying principles of good teaching, and using instructional design steps that include analysis, design, development and evaluation of the course. The document also discusses engaging students through varied content delivery, collaboration activities, and addressing different learning needs.
The impact of e-learning on organisations, individuals and the curriculumgrainne
The document summarizes the impact of e-learning on organizations, individuals, and curriculum. It discusses how e-learning has led to changes in tutor skills and roles, the rise of virtual learning environments, and both intended and unintended consequences. It also examines tools that have grown with e-learning and how contexts like policies, strategies, and skills have impacted the adoption and design of e-learning.
Using Brightspace Tools to Increase Student Engagement and Instructor PresenceD2L Barry
This document discusses tools in the D2L learning platform that can help increase instructor presence, student engagement, and provide a superior teaching and learning experience. It highlights features like video notes, virtual classrooms, activity feeds, and automated tools that enable things like personalized learning experiences and embedding rich media like videos and images. The document also includes quotes about the importance of instructor presence and technology enabling student connections.
The document discusses whether investing in technology for the Fertile-Beltrami school district is worthwhile. It notes that technology can help develop higher-order thinking skills, engage multiple learning styles, and enhance nine instructional strategies that boost student achievement, such as identifying similarities and differences. Research shows that when teachers integrate technology appropriately and receive proper training and support, it can increase student motivation, improve retention, and help disadvantaged students achieve gains twice the national average. For these reasons, the document argues that technology integration is a worthwhile investment for the district.
This document discusses various issues related to academic integrity in online courses. It explores concerns about cheating being more likely in online versus face-to-face environments. Several strategies are proposed for ensuring academic integrity in online assessments, including proctored testing, plagiarism detection software, and pedagogical approaches. The document also notes that cheating challenges educators to improve course design and evaluation methods.
A learning design toolkit for creating effective learning activitiesgrainne
This document summarizes a learning design toolkit created by researchers to help teachers design effective learning activities. The toolkit addresses the gap between educational technology potential and how technologies are actually applied based on sound pedagogical principles. It involves reviewing learning theories, defining components of learning activities, and mapping them to real examples. The toolkit guides teachers through articulating information needs to produce lesson plans. It prompts them to consider pedagogical approaches, tasks, tools, and assessments when creating or modifying activities.
The document summarizes findings from a study on students' experiences using technology. It finds that students use a variety of technologies for different purposes like researching, communicating, and completing assignments. While comfortable with technology, students' usage does not always align with institutions' perceptions. The study suggests technology allows personalized, interactive, and social learning across boundaries.
This document discusses e-assessment and the use of technology in assessment. It defines different types of assessment and explores how tools like Moodle quizzes, wikis, blogs, and mobile technologies can be used for formative, summative, peer, and self-assessment. It also addresses issues around designing assessments, providing feedback, and capturing student transformation through more open-ended Web 2.0 tools.
Learner digital experience insights survey 2020: UK further education (FE) su...Jisc
The document summarizes findings from Jisc's 2020 learner digital experience insights survey of UK further education. It outlines that most FE learners have smartphones and laptops to access learning remotely. It also discusses themes around learners' technology use, their organization's digital provision and support, how technology is used for learning, and developing digital skills. Key findings show areas of strong digital access for learners as well as gaps, such as inconsistent support from instructors and a need for more digital skills training. The COVID-19 pandemic highlighted additional needs like laptop loans and better remote systems access.
Getting started with your 2020/21 digital experience insights surveysJisc
The document discusses adapting Jisc's Digital Experience Insights (DEI) surveys for the 2020/21 academic year in light of the COVID-19 pandemic. It proposes using the surveys as "pulse surveys" administered in short time periods to track changing experiences of online learning and work. Questions will focus on participation methods, well-being, and evaluating technology provision for remote work and learning. The surveys can now provide timely feedback rather than just annual reports. Participation, expectations, and contexts may change rapidly so summarizing data across the year may not be meaningful.
JISC LADIE project Learning Design In Educationgrainne
The JISC LADIE project aims to develop a reference model for designing, constructing, and executing reusable learning activities that can be shared across institutions. It involves collaborators from several universities and companies. The project will identify learning activity use cases through workshops and develop a reference model to support learning activity authoring and realization. It seeks to bridge the gap between the potential of technologies and good pedagogical practice in learning activity design.
1) The document reviews e-learning research conducted at the University of Southampton, focusing on tools for effective practice, learning design, and lessons learned from the UKeU project.
2) It discusses theoretical frameworks in e-learning research and issues around methodology. A range of tools are analyzed for their uses in areas like communication, managing information, and evaluation.
3) The concept of "mediating artifacts" is introduced to help inform learning design decisions. Examples of mediating artifacts include narratives, case studies, and peer dialogue. Their role in supporting learning activities is discussed.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Leading e-Learning Integration in Higher Education: Challenges and StrategiesCITE
4 March 2010 (Thursday) | 09:00 - 12:30 | HKU | http://citers2010.cite.hku.hk/abstract/3 | Dr. David KENNEDY, Director and Associate Professor, Teaching and Learning Centre, Lingnan University
Lessons from tacos and pizza: The importance of 24/7 access for studentsStephanie Richter
This document discusses the importance of 24/7 access to course materials and support for students. It provides examples of how Northern Illinois University supports 24/7 engagement through Blackboard tools. Blackboard is used by over 98% of students and 82% of faculty at NIU. Faculty rely heavily on Blackboard and tools like Blackboard Collaborate are used for both teaching and non-teaching purposes. NIU provides extensive training, documentation, and technical support to both faculty and students to ensure 24/7 access to course content and learning resources.
Digital learning design framework and toolkit – Teesside’s story
Since its launch in 2019, the Teesside University online learning project, a strategic, change and transformation initiative across the institution yields a 90% retention rate for learners.
The course teams take part in an Academic Transformation Programme which utilises a very similar version of this toolkit, designed for full-fledge online learning course design and delivery model, supporting staff to design courses that offer a rich experience that is based on excellent teaching and learning literature from across the world.
Their collaboration with Jisc brings a wide-scale national and international dimension to digital learning design. The digital learning design framework and toolkit can be a fundamental action you take to ensure not just one department, not just one school, but an entire institution can move towards effective and creative learning design in a structured and supportive way, enabling scaled-up transformative change.
A presentation by John Sumpter, subject specialist: digital practice (leadership), Jisc and Ann Thanaraj, assistant academic registrar leading the digital transformation of learning and teaching, Teesside University
What Teachers Think About Web 2.0 Technologies in Education?Steve Yuen
This study examined teachers' use, awareness, and perceptions of Web 2.0 technologies for education. A survey of teachers found that they have positive perceptions of Web 2.0's benefits and are interested in learning tools like blogs, social media, videos and wikis. However, results varied by years of teaching experience, with more experienced teachers having less experience using Web 2.0. While teachers felt Web 2.0 important, they reported using tools like social networking and videos more than tools from a prior study. Overall teachers saw potential benefits but experienced barriers to Web 2.0 use.
The document discusses strategies for effective online assessment to prevent cheating. It reports that cheating is a significant problem, with most students admitting to cheating and faculty not perceiving it as serious. It provides a continuum of cheating behaviors and recommendations to address each, such as using secure systems, random question pools, and plagiarism detection software. Mistakes to avoid when writing objective questions are also outlined, such as redundant choices and negatives in stems. Alternative assessment formats like scenario questions and testlets are proposed.
Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...COHERE2012
This document discusses the challenges and responses involved in supporting a new collaborative Bachelor of Nursing program between multiple institutions. Key challenges included differing institutional cultures, systems, schedules, and unanticipated issues with videoconferencing across locations. Responses involved listening to different perspectives, identifying inter-departmental solutions, collaborative meetings, and staffing adjustments. The short startup timeline and need to integrate non-nursing courses also presented difficulties requiring instructional designers to take on fluid roles and accelerate online course development.
Technology-Enhanced Assessment and Feedback: How is evidence-based literature...Denise Whitelock
This desktop research commissioned by the Higher Education Academy set out to consult with the academic community about which references on assessment and feedback with technology enhancement were most useful to practitioners. While all the recommended publications may be characterised as reputable and the majority were peer-reviewed (67.7%), only a minority provided quantitative data (28.2%), of which relatively few provided appropriate experimental designs or statistical analysis (18.5%). The majority of publications were practitioner-led case studies. The references that were recommended to us are clearly having an impact on current practice and are found valuable by practitioners. The key messages from these sources are consistent and often give detailed and practical guidance for other academics. We found that most of the recommended literature focused on the goals that technology enhancement can enable assessment and feedback to meet and how assessment and feedback can be designed to make best use of the technology.
EDTEC 550 Retention and Success Rates in Distance EducationKathleen Wooley
The document discusses barriers to success and retention in distance education courses and proposes solutions. It identifies key challenges such as lack of interactivity, feedback and motivation. Studies at universities found dropout rates decreased by providing more instructor support through feedback, summaries and online forums. Training for faculty in distance education skills and developing technical support were also found to improve completion and lower dropout rates. The document concludes more research and policies are still needed to understand how people learn online and improve distance learning solutions.
This document discusses moving beyond multiple-choice questions in interactive e-assessment. It begins with an introduction to assessment types and a simple assessment model. It then provides examples of interactive e-assessment tools and techniques, such as diagnostic quizzes, Java applets, simulations, virtual worlds, and role-plays. Finally, it speculates on future types of assessment that may involve more immersive and authentic environments, and measure higher-order skills like problem-solving.
Social Presence, Learner Supports, and Assessment in Online ClassesLisa Crawford-Craft
This document discusses strategies for social presence, learner supports, collaboration, and assessment in online classes. It notes that over 6.7 million students took at least one online course in fall 2011. To establish social presence, the document recommends that instructors frequently engage and encourage learners through welcome emails, weekly messages, online office hours, and timely feedback. It also suggests using discussion boards and online meetings to build community. To support learners, the document provides examples of introducing learners to each other, sharing general course information and resources, and facilitating discussion boards. It concludes by presenting types of online assessments like tests, quizzes, projects, and rubrics to evaluate learners' understanding.
This document summarizes a seminar on integrating Web 2.0 tools into instruction. It discusses models of technology adoption and diffusion as well as delivery models for online and blended learning. The document also examines understanding faculty and learner needs, including disciplinary focuses and learning styles. Finally, it addresses considerations for using Web 2.0 tools related to content, pedagogy, assessment and support issues.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
This document discusses various issues related to academic integrity in online courses. It explores concerns about cheating being more likely in online versus face-to-face environments. Several strategies are proposed for ensuring academic integrity in online assessments, including proctored testing, plagiarism detection software, and pedagogical approaches. The document also notes that cheating challenges educators to improve course design and evaluation methods.
A learning design toolkit for creating effective learning activitiesgrainne
This document summarizes a learning design toolkit created by researchers to help teachers design effective learning activities. The toolkit addresses the gap between educational technology potential and how technologies are actually applied based on sound pedagogical principles. It involves reviewing learning theories, defining components of learning activities, and mapping them to real examples. The toolkit guides teachers through articulating information needs to produce lesson plans. It prompts them to consider pedagogical approaches, tasks, tools, and assessments when creating or modifying activities.
The document summarizes findings from a study on students' experiences using technology. It finds that students use a variety of technologies for different purposes like researching, communicating, and completing assignments. While comfortable with technology, students' usage does not always align with institutions' perceptions. The study suggests technology allows personalized, interactive, and social learning across boundaries.
This document discusses e-assessment and the use of technology in assessment. It defines different types of assessment and explores how tools like Moodle quizzes, wikis, blogs, and mobile technologies can be used for formative, summative, peer, and self-assessment. It also addresses issues around designing assessments, providing feedback, and capturing student transformation through more open-ended Web 2.0 tools.
Learner digital experience insights survey 2020: UK further education (FE) su...Jisc
The document summarizes findings from Jisc's 2020 learner digital experience insights survey of UK further education. It outlines that most FE learners have smartphones and laptops to access learning remotely. It also discusses themes around learners' technology use, their organization's digital provision and support, how technology is used for learning, and developing digital skills. Key findings show areas of strong digital access for learners as well as gaps, such as inconsistent support from instructors and a need for more digital skills training. The COVID-19 pandemic highlighted additional needs like laptop loans and better remote systems access.
Getting started with your 2020/21 digital experience insights surveysJisc
The document discusses adapting Jisc's Digital Experience Insights (DEI) surveys for the 2020/21 academic year in light of the COVID-19 pandemic. It proposes using the surveys as "pulse surveys" administered in short time periods to track changing experiences of online learning and work. Questions will focus on participation methods, well-being, and evaluating technology provision for remote work and learning. The surveys can now provide timely feedback rather than just annual reports. Participation, expectations, and contexts may change rapidly so summarizing data across the year may not be meaningful.
JISC LADIE project Learning Design In Educationgrainne
The JISC LADIE project aims to develop a reference model for designing, constructing, and executing reusable learning activities that can be shared across institutions. It involves collaborators from several universities and companies. The project will identify learning activity use cases through workshops and develop a reference model to support learning activity authoring and realization. It seeks to bridge the gap between the potential of technologies and good pedagogical practice in learning activity design.
1) The document reviews e-learning research conducted at the University of Southampton, focusing on tools for effective practice, learning design, and lessons learned from the UKeU project.
2) It discusses theoretical frameworks in e-learning research and issues around methodology. A range of tools are analyzed for their uses in areas like communication, managing information, and evaluation.
3) The concept of "mediating artifacts" is introduced to help inform learning design decisions. Examples of mediating artifacts include narratives, case studies, and peer dialogue. Their role in supporting learning activities is discussed.
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
Leading e-Learning Integration in Higher Education: Challenges and StrategiesCITE
4 March 2010 (Thursday) | 09:00 - 12:30 | HKU | http://citers2010.cite.hku.hk/abstract/3 | Dr. David KENNEDY, Director and Associate Professor, Teaching and Learning Centre, Lingnan University
Lessons from tacos and pizza: The importance of 24/7 access for studentsStephanie Richter
This document discusses the importance of 24/7 access to course materials and support for students. It provides examples of how Northern Illinois University supports 24/7 engagement through Blackboard tools. Blackboard is used by over 98% of students and 82% of faculty at NIU. Faculty rely heavily on Blackboard and tools like Blackboard Collaborate are used for both teaching and non-teaching purposes. NIU provides extensive training, documentation, and technical support to both faculty and students to ensure 24/7 access to course content and learning resources.
Digital learning design framework and toolkit – Teesside’s story
Since its launch in 2019, the Teesside University online learning project, a strategic, change and transformation initiative across the institution yields a 90% retention rate for learners.
The course teams take part in an Academic Transformation Programme which utilises a very similar version of this toolkit, designed for full-fledge online learning course design and delivery model, supporting staff to design courses that offer a rich experience that is based on excellent teaching and learning literature from across the world.
Their collaboration with Jisc brings a wide-scale national and international dimension to digital learning design. The digital learning design framework and toolkit can be a fundamental action you take to ensure not just one department, not just one school, but an entire institution can move towards effective and creative learning design in a structured and supportive way, enabling scaled-up transformative change.
A presentation by John Sumpter, subject specialist: digital practice (leadership), Jisc and Ann Thanaraj, assistant academic registrar leading the digital transformation of learning and teaching, Teesside University
What Teachers Think About Web 2.0 Technologies in Education?Steve Yuen
This study examined teachers' use, awareness, and perceptions of Web 2.0 technologies for education. A survey of teachers found that they have positive perceptions of Web 2.0's benefits and are interested in learning tools like blogs, social media, videos and wikis. However, results varied by years of teaching experience, with more experienced teachers having less experience using Web 2.0. While teachers felt Web 2.0 important, they reported using tools like social networking and videos more than tools from a prior study. Overall teachers saw potential benefits but experienced barriers to Web 2.0 use.
The document discusses strategies for effective online assessment to prevent cheating. It reports that cheating is a significant problem, with most students admitting to cheating and faculty not perceiving it as serious. It provides a continuum of cheating behaviors and recommendations to address each, such as using secure systems, random question pools, and plagiarism detection software. Mistakes to avoid when writing objective questions are also outlined, such as redundant choices and negatives in stems. Alternative assessment formats like scenario questions and testlets are proposed.
Course Design on the Fly, Supporting a New Colloaborative Nursing Program (My...COHERE2012
This document discusses the challenges and responses involved in supporting a new collaborative Bachelor of Nursing program between multiple institutions. Key challenges included differing institutional cultures, systems, schedules, and unanticipated issues with videoconferencing across locations. Responses involved listening to different perspectives, identifying inter-departmental solutions, collaborative meetings, and staffing adjustments. The short startup timeline and need to integrate non-nursing courses also presented difficulties requiring instructional designers to take on fluid roles and accelerate online course development.
Technology-Enhanced Assessment and Feedback: How is evidence-based literature...Denise Whitelock
This desktop research commissioned by the Higher Education Academy set out to consult with the academic community about which references on assessment and feedback with technology enhancement were most useful to practitioners. While all the recommended publications may be characterised as reputable and the majority were peer-reviewed (67.7%), only a minority provided quantitative data (28.2%), of which relatively few provided appropriate experimental designs or statistical analysis (18.5%). The majority of publications were practitioner-led case studies. The references that were recommended to us are clearly having an impact on current practice and are found valuable by practitioners. The key messages from these sources are consistent and often give detailed and practical guidance for other academics. We found that most of the recommended literature focused on the goals that technology enhancement can enable assessment and feedback to meet and how assessment and feedback can be designed to make best use of the technology.
EDTEC 550 Retention and Success Rates in Distance EducationKathleen Wooley
The document discusses barriers to success and retention in distance education courses and proposes solutions. It identifies key challenges such as lack of interactivity, feedback and motivation. Studies at universities found dropout rates decreased by providing more instructor support through feedback, summaries and online forums. Training for faculty in distance education skills and developing technical support were also found to improve completion and lower dropout rates. The document concludes more research and policies are still needed to understand how people learn online and improve distance learning solutions.
This document discusses moving beyond multiple-choice questions in interactive e-assessment. It begins with an introduction to assessment types and a simple assessment model. It then provides examples of interactive e-assessment tools and techniques, such as diagnostic quizzes, Java applets, simulations, virtual worlds, and role-plays. Finally, it speculates on future types of assessment that may involve more immersive and authentic environments, and measure higher-order skills like problem-solving.
Social Presence, Learner Supports, and Assessment in Online ClassesLisa Crawford-Craft
This document discusses strategies for social presence, learner supports, collaboration, and assessment in online classes. It notes that over 6.7 million students took at least one online course in fall 2011. To establish social presence, the document recommends that instructors frequently engage and encourage learners through welcome emails, weekly messages, online office hours, and timely feedback. It also suggests using discussion boards and online meetings to build community. To support learners, the document provides examples of introducing learners to each other, sharing general course information and resources, and facilitating discussion boards. It concludes by presenting types of online assessments like tests, quizzes, projects, and rubrics to evaluate learners' understanding.
This document summarizes a seminar on integrating Web 2.0 tools into instruction. It discusses models of technology adoption and diffusion as well as delivery models for online and blended learning. The document also examines understanding faculty and learner needs, including disciplinary focuses and learning styles. Finally, it addresses considerations for using Web 2.0 tools related to content, pedagogy, assessment and support issues.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
These slides were initially prepared for a presentation at Hong Kong City University in Oct. 2010. I later added a few slides defining e-learning and addressing 21st century learning.
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
This document summarizes a presentation on blended learning given by Veronica Diaz and Patricia McGee. It defines blended learning as courses that combine online and classroom activities to improve student outcomes while reducing classroom time. It discusses models for blending, opportunities for institutions, and strategies for effective course design, implementation, faculty development, and student readiness.
Technology Integration for Meaning Classroom Use: Chapter 7 - Assessment and ...Shawndra Bowers
This document discusses assessment and evaluation in technology-integrated classrooms. It covers:
1) Developing assessments aligned with content and technology standards and incorporating a variety of technology resources to assess student learning.
2) Using data from assessments to provide feedback to students on how to improve, as well as communicating performance data to stakeholders.
3) Matching assessments to learning objectives and selecting appropriate formats like forced-choice, open-ended response, performance and project-based assessments. It provides examples of technologies that support each format.
The document discusses theories and best practices for online instruction. It covers topics like transactional distance theory, constructivism, meaningful learning, social presence, and strategies to increase interaction and dialogue. Recommendations include incorporating opportunities for collaboration, self-paced study, and assessment. The importance of instructor visibility, prompt feedback, and engaging teaching methods are also emphasized.
The document discusses identifying quality teaching in online courses. It outlines seven principles of good practice for online courses, including encouraging contact between students and faculty and giving prompt feedback. It also discusses visions for quality teaching online, including benchmarks and standards. Examples are provided of tools that can be used to identify quality, such as rubrics, checklists, and course observation.
The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
The document discusses understanding faculty members and learners in the context of web 2.0 technologies. It covers mapping learner and instructor experiences, examining people, data and things involved. It also discusses learners' technology abilities and needs, as well as challenges of emerging technologies for faculty development.
The document provides an overview of a course redesign process and blended learning. It discusses defining the blend of online and face-to-face learning, rethinking class time and online interactions, and experiencing being a student. Principles for successful course redesign are outlined. The document also discusses faculty development program options, technologies that can be used, and assessing student readiness for blended courses.
Pivoting to remote learning and online instructionTanya Joosten
Pivoting to remote and online instruction
Presented at Northwestern Health Sciences University May 4th, 2020
Tanya Joosten, Ph.D., will discuss some top considerations when having to teach remotely and online, including supporting your students, selecting appropriate media, building collaboration and engagement, and more.
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
Growth in K-12 online learning continues at a rapid pace, but what do we know about best practice when learners are physically separated from their teachers and peers? Find out about the latest trends and research in online learning environments with a special focus on Idaho as a national leader in providing transformative educational opportunities for learners.
The document discusses best practices and frameworks for online pedagogy and course design. It provides examples of intrinsic motivation techniques that move beyond extrinsic rewards like grades. These include building peer interactivity, utilizing authentic tasks that allow for perspective sharing and choice, and designing experiences that engage learners in analysis, synthesis and evaluation. The document advocates designing online experiences, simulations and real learning opportunities to intrinsically motivate adult learners.
This document discusses various technology tools and applications that can be used in education, including Microsoft Office programs, digital cameras, smart boards, and learning management systems. It emphasizes using technology to promote fundamental literacy and extend learning experiences by focusing on learner standards and pedagogical approaches like project-based learning and differentiated instruction. Specific technology applications highlighted include inquiry research using online resources, digital storytelling using editing software, and collaborative tools like blogs, wikis and social bookmarking through Web 2.0 platforms. The document stresses ensuring technology is integral to the curriculum rather than just integrated, and focusing on how it can help students learn rather than being used just because it is interesting.
The document discusses using technology to enhance writing pedagogy and collaboration in the classroom. It addresses why teaching with technology is beneficial, such as accommodating different learning styles and increasing computer literacy. Factors to consider before redesigning a course with technology include appropriateness, learner needs, and instructional goals. Objections like the time commitment and technical issues can be overcome. The document provides examples of technologies that can be used and encourages having fun and trying new things when incorporating technology into teaching.
The document provides an overview of a training program for distance learning facilitators. It discusses the program goals of identifying skills, methods, tools, and strategies for effective online instruction. It also outlines program objectives, assessments, facilitator skills, instructional materials, technology tools, issues in distance learning, and classroom management strategies. The training is intended to prepare faculty who have face-to-face experience but lack experience with distance education, technology, and online learning platforms.
The document describes the OnCourse Instructional Design Model for developing online courses. It provides a guide for instructors to move face-to-face courses online. The model includes teacher training on adapting classroom materials for online use. It is based on cognitive apprenticeship and multimedia theory. The model has steps for modeling concepts, coaching student practice, exploration of ideas, and formative/summative assessments. It aims to help more instructors transition courses online by providing resources and tools.
3. Quality Matters Peer review process to certify quality of online course design Launched in 2003 by MarylandOnline with funding from a FIPSE grant Self-sustaining in 2006 Offers subscription memberships to colleges and universities Institutional members request peer review for their online courses
4. How It Works Quality Matters is a quality improvement process that is continuous, collegial, and collaborative. Peer review team 3 QM certified peer reviewers including: 1 master reviewer 1 content expert Uses rubric comprising eight standards of quality instructional design
5. 8 Standards Course overview & introduction Learning objectives Assessment & measurement Resources & materials Learner engagement Course technology Learner support Accessibility Critical course components must be aligned
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7. Course Overview and Introduction Provide clear instructions for getting started. Organize your site so that it is easy to understand and navigate. Make the entire course available at beginning of semester. Give your students opportunities for practice with the technology. Provide information about yourself. Ask students to introduce themselves to one another.
8. Syllabus Course overview and rationale Required readings Assignment descriptions Assignment point distribution Schedule Course policies Tips for success
9. Online Student Success Manage your time effectively. Cultivate good study habits and practices. Recognize and develop an appropriate set of technology skills. Develop and follow a set of good research practices and policies. Know how to communicate effectively online.
10. Learning Objectives What will your students be able to do … At the end of the course? At the end of each unit of instruction? Learning objective should be: Observable Measurable What are you observing and measuring? Skills Attitudes Knowledge
12. Some Examples Discuss theories of distance education. Understand the structures and purposes of basic components of prokaryotic and eukaryotic cells. Describe advantages and disadvantages of electronic health record systems. Explain the relationship between systems theory and information.
15. Backward Design “Given a task to be accomplished, how do we get there?” -- Grant Wiggins and Jay McTighe Understanding by Design (1998) Identify desired results. Determine acceptable evidence. Plan learning experiences and instruction.
17. Assessment for Online Learning Forces impacting assessment practices in online learning: Separation of student from instructor Authentic assessment
18. Academic Integrity Is cheating easier online? Both college students and faculty believe it is easier in distance learning courses (Kennedy et al. 2000) College student self-reports of cheating for online learning no higher than f2f (Grijalva, Kerkvliet, & Nowell, 2006) Very little change in cheating rates over 20 years (Vandehay, Diekhoff, & LaBeff, 2007)
19. Assessment Continuum Q&A discussion board Blog Response paper Research paper 2 3 4 1 Formal High-stakes Time for planning Revised & polished Graded Summative Informal Low-stakes Short time frame No revision Not graded Formative
20. Traditional Assessments Use features of your course management system to make use of: Large pool of test items Randomized selection of items Randomized selection of item response order Timed tests Use proctored exams for major summative assessments. Devise a backup plan for technology failure.
21. Authentic Assessments Field work Concept mapping Portfolio assessment Group work Online discussion To reduce academic misconduct: Use cumulative assignments that build on one another. Benchmark student writing ability. Employ plagiarism detection strategies. Incorporate personal experiences. Ask for connections to timely, current events.
23. General Assessment Strategies Define cheating and plagiarism. State and enforce explicit policies. Create community environment. Develop meaningful assessments. Vary assessment types.
24. Assessments? Identify parts of a sonnet. Assess an individual’s health with an emphasis on health promotion and disease prevention. Select media to address a specific visual art problem.
26. Content Presentation Readings Electronic resources from textbook publisher Text Video Audio Learning objects PowerPoint
27. PowerPoint Keep presentations short. Make bulleted items clear. Leave ample white space. Use colors that provide adequate contrast for reading. Use appropriate resolution and sizing for images. Be sure charts and graphs can be read comfortably. Remember copyright issues. Script your narration. Check out Audacity and Jing.
31. Discussion Board Questions Convergent questions have a right answer Divergent questions require interpretation
32. Discussion Board Instructions Please post your initial response within the first three days of the week. Respond to at least two of your classmate’s postings. Keep in mind that a meaningful response will usually entail introducing some new information or insight into the discussion. When you make reference to a body of work, please provide the citation. While it is fine to express agreement with a posting or ask for elaboration, a meaningful response must go beyond that type of rejoinder. Your discussion grade will be based on the timeliness of your postings, the substance of your participation, and the degree to which it extends the group discussion.
36. Web Site Exploration Give students a goal that you know will expose them to what you want them to see. Use principles of scavenger hunt.
37. Web 2.0 Current generation of World Wide Web tools used to enable social and participatory activity (Anderson, 2007) Sometimes used interchangeably with the terms “social software” and “social media”
38. Technology Selection Learning objectives should guide technology selection. When multiple technologies can be used to meet learning objectives, use variety. In choosing technologies for your course, consider: Your level of expertise Your students’ level of expertise Students’ access to technology Institutional support for particular technology
39. Technology Alignment Systems analysis term project with archive of project artifacts Guest presentation about harm reduction for intravenous drug users Pronunciation practice in second language learning Reflection on pre-service teaching experience
40. Learner Support New student orientation Student advising Course evaluations Student satisfaction surveys Community building activities Course checkpoints like assignment submission and exam performance Technology help desk Library services
41. Accessibility All course Web pages should be accessible to individuals with disabilities Syllabus includes a statement about how students with disabilities can request accommodations
42. Managing the Workload Course design takes time. First time teaching is also time consuming. Use these strategies to manage the workload: Complete course design by beginning of semester. Develop rubrics. Make students aware of your policies for responding to email. Create FAQs. Develop naming and organization standards for your digital files.
Before we get started, how many of you have taught online already?How many have designed an online course?
Peer review process to certify quality of course design, not to assess quality of instruction or teaching, just course designThe organization offers subscriptions to colleges and universities. Member institutions can conduct quality improvement process on their online courses. After a course successfully completes the process, it can market itself as a Quality Matters approved course.
Just served on a team that reviewed a psychcourseWe had a psych professor on our teamWe had our first con call with the course instructorThree weeks to review individuallyAnother con call to discuss course and explain items we didn’t passMaster reviewer then called instructor to go over reviewInstructor given about 8 weeks to make changesMaster reviewer then approves or rejectsWhole thing from start to end is 20 weeks
Refer participants to handout and go over a couple of examples from the handout. (Page 5)To meet Quality Matters review expectations a course must: Answer ‘Yes’ to all 3-point Essential Standards AND Earn 72 or more points. Take a minute to read over the rubric and think of examples of how your current or future course either meets or does not meet one of the items.Can anyone give an example of how an online course might meet one of the standards?Any questions about items you think might be difficult to achieve?You can use the rubric not only to evaluate an existing course but also to build a new course.I will use the Quality Matters framework of 8 standards to move through my material this morning.
Here is the front page for a course I teach at CMU about online learning. It has a Getting Started button which gives tips for success as well as links to university resources of interest to students.
Web site organization easy to understand and navigateThe way you organize the site should be logical, not too many clicks. It should allow students to go directly to areas of importance to them: gradebook, discussion board, learning modules.Entire course available at beginning of semesterThis is something that is very different from f2f course but remember, online students often choose this mode of learning because they need to work their learning into an already busy schedule. This helps them manage their time.Opportunities for practice with the technologyEspecially for students who are taking an online course for the first time, give them opportunities in the first week to send email, submit an assignment that is ungraded, access the library, etc.Information about youStudents’ first impression of youEstablish your presence, both professional and personalOpportunities for self-introductionsJust as you would in a f2f class, have students introduce themselves, tell their prior experiences with your subject, describe their goals for the course, etc.
Required readingsTextbooks listed along with some instructions about how to get them (e.g., Amazon)If you will have additional readings, explain how you will provide those to students. Could be readings from Web-sites, course packs sent to students, journal articles from your library, and/or scanned book chapters.Course scheduleSome instructors separate this from the syllabus because it changes from semester to semesterCourse policiesHow do you handle late assignments?Policies on cheating and plagiarismContact info for disability services
Here are the five areas I’ve found in my own research that imply important directives to students.I’ve included a link to an online resource you can refer students to from the Illinois Online Network.Mention requests by Pitt Online students for step by step instructions about accessing library resources.
Ask participants: what is so great about learning objectives?Evidence of these skills, knowledge, and attitudes is what you will look for in every assessment and learning activity you conduct. Your learning objectives should inform your development of practice activities and assessments. Ask participants to contribute examples of skills, knowledge, or attitudes from their coursesSince we have limited time, we will focus on module objectives because it is easier to see how we can link them to activities and assessments.
Many of you are familiar with Bloom’s Taxonomy. It comprises six levels of knowledge or understanding.Words like learn, know, understand are not measurableWords like discuss are activities, not objectivesAlways write the objective at the highest possible level since the higher levels subsume the lower.Handout in your packet provides a longer list of verbs. (Paqe 3)
Some examples here of learning objectivesDiscuss theories of distance education.Replace “discuss” with “explain.”Can we make it at a higher level?Understand the structures and purposes of basic components of prokaryotic and eukaryotic cells.Can we replace “understand” with another verb?Highest level?Describe advantages and disadvantages of electronic health record systems.Verb is good. What about level?Explain the relationship between systems theory and information.Verb is good. What about level?Activity: Have participants use activity sheet to write short description of learning module and develop two or three objectives; leave columns for learning activities and assessments but tell participants not to fill out yet. Use Bloom verbs in packet. Take a minute or two and share some of your learning objectives. (Page 1)
Why objectives are so important. They guide you in developing both your activities and assessments. They describe what you should be looking for in your assessments and what your students should be practicing in their learning activities.If I still haven’t convince you, keep in mind that the Middle States Commission on Higher Education now requires all of its programs to specify learning objectives (they call them outcomes) and provide assessments that demonstrate their achievement:“An accredited institution is expected to possess or demonstrate … clearly articulated statements of expected student learning outcomes … at all levels (institution, degree/program, course) and for all programs that aim to foster student learning and development …”
Pass out pocket instruction design cardBreak here?
Idea is to start out with the end in mind. What do we want our students to be able to do by the end of the course or the end of a module? Those are our course objectives, right? Next question is what is appropriate evidence that our students have accomplished the goals we set for them? These are our assessments. How do we prepare them to be successful in the assessments? Those are the learning activities.Does the perspective of backward design change the way you would write your learning objectives?
The students experience the sequences as Objectives > Activities > Assessments.You write the sequence as Objectives > Assessments > Activities.Does the perspective of backward design change the way you would write your learning objectives?
Two major forces impacting assessment practices in online learning. One is the separation of the student from the instructor. There are concerns about academic integrity as well as how you monitor students’ formative performance.Other driver is one that is also impacting f2f education: quest for more authentic assessmentsAssessments that are situated in meaningful, real world contexts. Giving students the opportunity to demonstrate mastery in such contexts brings them in contact with the environment in which they will eventually practice the skills they learn in your courses.
We know that stakeholders in online learning have concerns about assessment. There is quite a bit of recognition of the issue in the literature although there is not much empirical research.Astudy by Kennedy and others found that both college students and faculty believed that cheating was easier in distance education classes. Vandehey, Diekhoff, and LaBeff say that rates of cheating in college have changed very little in the 20 years between 1984 and 2004. There are virtually no large-scale studies of cheating in online learning. The speculation about it faroutweighs the empircal work. Regardless of the frequency of cheating and plagiarism in DE, the perception of the potential for it warrants special attention.
Wiggins & McTighe talk about a continuum of assessment types. At one end are informal assessments that check for student understanding. At the other end are terminal assessments designed to assess performance mastery.Here is a continuum with four different points, each one corresponding to an example of a type of assessment.Formal assignments like tests, projects, and research papers are usually assigned with a fairly long lead time and once they’re submitted, we normally consider them final. Informal assignmentsenable students to explore new material and also give us a window into their current understanding. Often, they are given with no lead time. They are not expected to be as polished as a formal assignment. They may not even be graded. Because they are not graded, they are often referred to as low-stakes assessments. Conversely, formal assignments are sometimes called high-stakes assessments.Q&A discussion board provides students with a forum to post questions about concepts they don’t understand. Encourage students to answer each other’s questions.Blog– Have students keep a running journal in which they assess their learning for each class and make connections between new and previously-learned material. You can ask them to submit the journals to you in the middle and at the end of the semester. Instead of grading the content, you could assign a percentage that the journal submission contributes to the overall grade.Response paper – For a class with a substantial amount of reading, you could assign two or three 1-2 page response papers throughout the course asking students to respond to an article or book chapter, take a specific position, and relatethe content of the article to other material either in or outside of class.Research Proposal – Because one of the markers of formal assignments is revision, assign papers at this end of the continuum in stages, allowing students to submit portions of the paper for feedback and revision. You could assign a research proposal in three stages: Research question and literature reviewTheoretical framework and methodsComplete proposal In f2f environment, practice activities often not assessed; in online environment, we must attach some point value as incentive to participateIn f2f environment, we can more quickly get a sense of where students are in their understanding of the material; we must be more deliberate online
Two types of assessment strategies: Traditional and authenticTraditional means assessments that are primarily objective, multiple choice, true/false, etc. Your CMS has lots of features to support the administration of either graded or ungraded quizzes. You can create a large pool of quiz items that can be deployed randomly to students so that no two students take the same quiz. You can build your quiz bank over several semesters. When students take a quiz, they can see right away if they’ve gotten the right answer. They can also be shown the right answer. They can be restricted to taking a quiz only once or they may take it multiple times. All of this can be recorded in the CMS’s gradebook. The CMS can also monitor timed tests.Use proctored exams for major summative assessments. Specify what students may have with them during a proctored exam, e.g., no handheld devices. Many proctoring sites are available. Libraries will do it as will many academic institutions. Story about Prague.Plan for technology failure.
Authentic assessments are those which the student accomplishes by engaging in more authentic activities, like writing a research paper or composing a piece of music or writing a computer program. Authentic assessment has been described as being “integrated with the learning experience, not separate from it” (Assessment and Online Teaching, 2002).Field work: interview an expertConcept mapping: Carol’s Fac Dev coursePortfolios: some professional certifications require portfoliosGroup work: many instructors use wikis as project repositories for group projectsOnline discussion: very common practice to grade online discussion
A common practice is that assignments are due more frequently than in f2f classes.
Define cheating and plagiarism so that students know exactly what you mean by those terms.You could even create a quiz students must take to show their understanding.Be specific about what the consequences are.Create a community environment that lessens moral distance.Develop meaningful assessments that gives students opportunities to enhance their learning. Vary assessment types.
Activity: Ask participants to suggest assessments for some sample learning objectivesActivity: Have participants suggest an assessment for one of their learning objectives using module objective worksheet (Page 1)
Learning activities are the bridge between objectives and assessments.
Two broad categories of learning activities: content presentation and active learning. Or you could call them instruction and practice.ReadingsHow can you motivate the students to take responsibility for the reading so that you don’t feel you need to reiterate everything?Use ungraded quizzes to make sure students have done the readings. Electronic resources from textbook publisherMany textbooks provide accompanying instructor resources in electronic format. Look in front or back of book for Web site address.Example from Pharmacology course of animations.TextIn writing your own text, use a writing style midway between formal and informal, similar to how you would communicate in a classroom but remember, it has to be more concise and more clear.VideoYou may want to consider creating a video if you’d like to demonstrate a technique or introduce yourself to your class. Example: Barbara’s four minute intro on YouTubeVideo can also be used to interview guest speakers. Example: Stuart FiskKeep the video short. If you are the sole performer, prepare a script.AudioYou can also use freeware like Audacity to create short audio files in MP3 format that your students can listen to on their computers or MP3 players. Keep it short.Script it. Use strategies to engage your students like asking rhetorical questions. Use the best recording equipment available and reduce ambient noise.Learning objectsA learning object is a Web-based resource that has been created for reuse in an instructional activity. There are a number of repositories on the Web that store and link to learning objects. The advantage of finding learning objects that fit your instructional objectives is that you don’t have to create material from scratch. I’ve included the url for one of the oldest and largest LOR’s: MERLOTCaveats:You have to invest some time to see the LO. It may not be what you want once you get there.Learning object repositories all have different search strategiesLOR’s often have links that go to outdated sites
We all rely on Powerpoint to deliver classroom lectures. Remember that its effect on students is different when they’re viewing it not as a supplement but as the complete information message. Using it this way, you can augment its capacity by doing voiceover or including notes on the Notes page.Break up long presentations into multiple shorter ones according to topical divisions within the presentation. Use font and background colors that provide adequate contrast for reading but keep away from colors that are hard to look at like bright pinks and greens.Use high quality images with appropriate resolution and sizing for the slide. It’s OK to use charts and graphs that convey complex information as long as the data can be read comfortably and labels are used as needed for clarification.Remember that many images you find on the Web and in publications are copyrighted. If you wish to include such images in your slides, you must obtain permission from the publisher. It can take a long time to obtain these permissions. Alternatively, there are sources of copyright free images. I won’t go into that because I know we have a copyright presentation later in the day.In preparation for your voiceover session, you should write a script for each of your slides. Although you may be very familiar with the material you will present, you will find that talking from notes in the recording booth can be time consuming as you try to go back and fix your minor speaking mistakes. Having a script to read from will make the recording session go much faster.
As effective as PowerPoint can be in conveying information that comprises both text and images, there are cases when it may not be the most suitable media. For example, if the material you wish to present is mostly text, it may be better to create Word documents that can be presented to the student in PDF format. Or present your text on HTML pages in your course management system.When your material recapitulates what is in the book, you may not want to present it again in a PowerPoint format. However, to ensure that the students have read the material and help them gauge how well they’ve understood it, you can have them take an ungraded quiz. Activity: What are some other ideas you have for presenting content?
The theory of active learning holds that students learn best when they learn from one another, have some control over their learning experience, and are required to engage in deeper levels of processing new material.Philosophy of practice activities: low stakes opportunities for students to practice skills, knowledge, attitudes but they do need feedbackCulture of sharing of ideas and learning collaboratively, critiquing and being critiqued by other students
What makes a good discussion question?Convergent questions are good for exams but not so good for discussion.Gooddiscussion questions have multiple answers but they require much of the students than simply stating an opinion.
As an instructor, it is your decision as to how much you will participate in the discussion. Some faculty are very hands-off. Others just the opposite. It’s probably good to model effective discussion behavior early on (probing questions, challenging, etc.) and gradually fade as the course progresses. It’s always helpful to students for you to weave and summarize the discussion for them.
Ice breaker activitiesUse these motivational activities at the beginning of the course to help students to get to know one another.Bonk and Dennen describe one activity they call Eight Nouns. Each student must describe themselves using eight nouns and give the reason they chose each one.Creative thinking activitiesThese activities give students an opportunity to develop and articulate insights.Give students a list of scholars, authors, and thinkers you are studying. Have them assume a person of their choice participate in the discussion using that person’s voice. Critical thinking activitiesUse these strategies to support students in analysis, synthesis, and evaluation of course content.You can use case studies in a variety of ways to support these activities.For instance, form students into small groups to discuss different case studies. At the end of the discussion, each team will prepare a summary to post to the entire class.You can also model how to write cases. Have students create their own mini-cases based on their work or field experience. Post cases to class discussion board and have other students react.Collaborative learning activitiesThese strategies allow students to share information, give and receive feedback, and construct knowledge collaboratively.One such strategy is called Structured Controversy. Assign two students the pro side and two students the con side of a debate and have them discuss. Then, switch the roles so that the students must take the opposite position. At the end of the activity, they must write a brief compromise paper together.For more ideas, you can get a copy of the Bonk and Dennen paper online. The url is listed in the Resource Sheet.
Explain how blogs are different from wikis
Blog editing privileges: Multiple options including: 1) anyone in group can contribute entries but no editing of others’ work, 2) only one person can contribute entries but others can read and comment, 3) blog is private between blog author and instructor.
Web site exploration: if you want them to find out about the National Center for Educational Statistics database, give them an assignment that requires them to report on several statistics. For example, ask them to pose a question about changes in higher education enrollments in the last 20 years. Then tell them to find the answer in the data sets. They’ll need to explore multiple databases and learn how to use the various links on the site in order to achieve the goal.
Lot of excitement these days about Web 2.0 tools for education. It’s not a new version of the Web. Rather, it is the current generation of easy to use applications that enable communication and collaboration.Explain what each application does. Talk about Dawn’s wiki. I’ve included a handout pointing you to resources for Web 2.0 (Page 7).
Your level of expertiseComputer literacy and experienceComfort level with technologyCourse workloadDevelopment timeInstitutional support for particular technologySupport staffSoftware licensesEquipmentBudget
Ask students to suggest appropriate technologies. Caveat: not all their objectives will be so obvious.Activity: Suggest learning activities that link your objectives to your assessments using module objective worksheet (Page 1)
Within the field of DE, an issue that continues to receive attention is that of student success in distance courses.Refer participants to Western Interstate Commission for Higher Education Guide to Developing Online Student Services in Resource Sheet
Just as traditional academic programs provide services for students with disabilities, so, too must online programs. Example: Ever notice when you roll your mouse over pictures on Websites that sometimes you’ll see a little text box with a very short description of the picture? That’s an accessibility accommodation for screen readers. People with visual impairments can get screen readers to read the text on a Web page to them. Providing these little text boxes gives the screen reader a way to report what the image is.I’ve included pointers to Web sites on the Resource Sheet that will give you more information about accessible Web sites.
I’ve listed a resource in the Reference list, Effective Workload Management Strategies, you can refer to for more information. Also a book called Keeping Found Things Found that provides solutions for organizing you digital materials.