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.

1. Pivoting to remote and online instruction
Tanya Joosten, Ph.D.
National Research Center for Distance Education
and Technological Advancements (DETA) @
University of Wisconsin – Milwaukee (UWM)
tjoosten@uwm.edu | @tjoosten

2. Aycock, A., Mangrich, A., Joosten, T., Russell, M., & Bergtrom, G. (2008). Faculty
development for blended teaching and learning: A Sloan-C certificate program. Sloan
Consortium, Needham, MA.
Pivoting to online
2
Transforming
your course
Redesigning
Your Course
Evaluating
Your Course
Developing
Activities
Delivering
Content
Assessing
Students
Managing
Workload
Supporting
Students

3. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional
Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able
to Predict Student Success? Online Learning, 23(4).
Pivoting to online
3
Transforming
your course
Supporting
Students
Redesigning
Your Course
Delivering
ContentDeveloping
Activities
Assessing
Students
Evaluating
Your Course
Managing
Workload

4. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student
Success? Online Learning, 23(4).
Joosten, T., & Cusatis, R. (2020). Online learning readiness. American Journal of Distance Education, 34(3). Retrieved from: https://www.tandfonline.com/toc/hajd20/0/0.
Supporting your students
4
E M P A T H Y | C A R E | F L E X I B I L I T Y | C L A R I T Y
Communication
Orientation
Expectations
Technology
Accessibility
Supporting
Students

5. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional
Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able
to Predict Student Success? Online Learning, 23(4).
Pivoting to online
5
Transforming
your course
Supporting
Students
Redesigning
Your Course
Delivering
ContentDeveloping
Activities
Assessing
Students
Evaluating
Your Course
Managing
Workload

6. What is the task?
What type of delivery is “best”?
What technology is available to me?
What skills do I have?
Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality
Indicators of Online Courses Able to Predict Student Success? Online Learning, 23(4).
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-
analysis and review of online learning studies.
Delivering content
6
Delivering
Content

7. audio+motion
Video content
Use when:
• action/motion is
needed in order
to understand the
content
• the discussion
refers to video
clips
audio+visual
content
Use when:
• the content needs
both auditory and
visual cues in
order to convey
the meaning
successfully
audio-only
content
Use when:
• the content needs
auditory cues
(tone,
paralanguage,
emphasis, etc.) in
order to decrease
the ambiguity of a
piece of content
• the activity refers
to audio sources
such as music,
language, or
sound
text+image
content
Use when:
• the content already
exist as text-only
• the material can be
conveyed
successfully as
text-only
text-only
content
Use when:
• the discussion
refers to images
• images can
supplement,
contextualize or
clarify the material
Joosten, T., (2012). Social media for educators. Wiley.
Content delivery

8. Lecture formats

9. Sample Module Monday Wednesday Friday Sunday
Week 1 -Agenda posted
-Reading
available
-Lecture
available
-Quiz on
reading and
lecture due
Week 2 -Discussion
post due
-Discussion
responses due

10. Audio introductions

11. Pivoting to online
11
Transforming
your course
Supporting
Students
Redesigning
Your Course
Delivering
ContentDeveloping
Activities
Assessing
Students
Evaluating
Your Course
Managing
Workload

12. Questions?
12

13. Learning activities
Tanya Joosten, Ph.D.
National Research Center for Distance Education
and Technological Advancements (DETA) @
University of Wisconsin – Milwaukee (UWM)
tjoosten@uwm.edu | @tjoosten

14. Aycock, A., Mangrich, A., Joosten, T., Russell, M., & Bergtrom, G. (2008). Faculty
development for blended teaching and learning: A Sloan-C certificate program. Sloan
Consortium, Needham, MA.
Pivoting to online
14
Transforming
your course
Redesigning
Your Course
Evaluating
Your Course
Developing
Activities
Delivering
Content
Assessing
Students
Managing
Workload
Supporting
Students

15. List of Possible Activities
Content Delivery
• Comprehensions
• Reading
• Lecture Module
• Expert guests
Active Learning
• Simulations
• Role-Playing
• Case Study
• Video Analysis
• Research Modules
• Individual Presentations
Team Activities
• Debating teams
• Brainstorming
• Structure group projects (final research
project)
• Collaborative exams
Discussion Activities
• Collaborative discussion
• Student led discussions
• Instructor-led group discussions

16. Sample Module Monday Wednesday Friday Sunday
Week 1 -Agenda posted
-Reading
available
-Lecture
available
-Quiz on reading
and lecture due
Week 2 -Discussion
post due
-Discussion
responses due
Large class discussions

17. Sample discussion forum

18. Sample Module Monday Wednesday Friday Sunday
Week 1 -Agenda posted
-Reading
available
-Lecture
available
-Quiz on reading
and lecture due
-Individual
project task due
Week 2 -Discussion
post due
-Discussion
responses due
-Group task due
Sample module

19. Learning activities and backwards design
Tanya Joosten, Ph.D.
National Research Center for Distance Education
and Technological Advancements (DETA) @
University of Wisconsin – Milwaukee (UWM)
tjoosten@uwm.edu | @tjoosten

20. Aycock, A., Mangrich, A., Joosten, T., Russell, M., & Bergtrom, G. (2008). Faculty
development for blended teaching and learning: A Sloan-C certificate program. Sloan
Consortium, Needham, MA.
Pivoting to online
20
Transforming
your course
Redesigning
Your Course
Evaluating
Your Course
Developing
Activities
Delivering
Content
Assessing
Students
Managing
Workload
Supporting
Students

21. Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.
Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online
Courses Able to Predict Student Success? Online Learning, 23(4)
Backwards design
21
Redesigning
Your Course

22. Identify Desired Results:
Students need to be able to analyze and critique decision making processes
Acceptable Evidence:
Students when given a decision making situation are able to apply theories and concepts from the
chapter and/or lecture in determining what was effective and what was ineffective in the decision
making process.
Learning Activity:
Students view video clips from Apollo 13
Students post analysis that integrates concepts from reading and lecture
Activity Evaluation
Students and I reflect on the analyses
Students receive grade for work
Example 1: Video Analysis

23. Apollo 13

25. Identify Desired Results:
Students need to be able to analyze, critique, and evaluate organizations to identify ineffective team
processes and provide solutions to improve team processes
Acceptable Evidence:
Students when given organizational details are able to apply theories and concepts from the chapter and/or
lecture to find solutions to enhance team effectiveness
Learning Activity:
Collaborative analysis to encourage building of community
Case studies enable students to apply their theoretical knowledge to a real-world situation.
Case study could be completed in synchronous or asynchronous environment.
Students are given case study with questions that they need to address in analyzing the case study.
Activity Evaluation
Students and I reflect on the findings of the case study analysis
Students receive grade for work
Collaborative Case Study

26. Lovitt International is a medium-sized electronics manufacturer.
Although it is located in the Midwest, the French-English conglomerate Sagem-Lucas
owns it.
Lovitt uses multinational work teams to design world-market parts for electronic
ignition systems. Recently, it has experienced some problems attributed to
communication issues, such as difficulty in coordinating its team-based operations
and meeting customers’ deadlines.
Lovitt has also introduced a new program, called "total empowerment" (TE), which is
aimed at creating self-directed work teams.
However, team members have received little or no training in how to accomplish the
objectives of the new TE program.
The TE program, though designed to empower Lovitt employees, has instead led to a
number of unexpected problems. Difficulties between employees from different
cultures, for example, have emerged. American workers believe that their non-native
counterparts neglect to share negative information with teams and facilitators, while
Latino, Cambodian, and South African employees feel that their American co-workers
neglect to convey information clearly and tend to express a "superior attitude" in
general.
Case Study

27. Collaborative teams would post in asynchronous forum for feedback from peers and instructor.
In your analysis of the situation at Lovitt, what are the key problems?
How can you best address those problems in a series of workshops directed at improving
interpersonal relationships in the workplace? What solutions will you propose?
How can you design the workshops to encourage team members’ commitment to the TE
program? What kinds of experiences will team members need to have in order to understand
and learn from the empowerment process?
What multicultural and diversity issues need to be addressed?
What responsibility must upper management assume in instituting change?
Case Study Discussion Questions

28. Questions?
28

29. Assessment
Tanya Joosten, Ph.D.
National Research Center for Distance Education
and Technological Advancements (DETA) @
University of Wisconsin – Milwaukee (UWM)
tjoosten@uwm.edu | @tjoosten

30. Aycock, A., Mangrich, A., Joosten, T., Russell, M., & Bergtrom, G. (2008). Faculty
development for blended teaching and learning: A Sloan-C certificate program. Sloan
Consortium, Needham, MA.
Pivoting to online
30
Transforming
your course
Redesigning
Your Course
Evaluating
Your Course
Developing
Activities
Delivering
Content
Assessing
Students
Managing
Workload
Supporting
Students

31. Assessment plan checklist: http://professorjoosten.blogspot.com/2009/11/assessment-plans-for-online-and-blended.html?q=assessment+plan
Assessment
31
Assessing
Students
Align with
learning
objectives
Move beyond
exams
Provide clear
grading &
expectations
Use rubrics
Scaffolding

32. Sample Module Monday Wednesday Friday Sunday
Week 1 -Agenda posted
-Reading
available
-Lecture
available
-Quiz on
reading and
lecture due
Week 2 -Discussion
post due
-Discussion
responses due

33. Sample quiz stats

34. Addressing quiz results

35. Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.
Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online
Courses Able to Predict Student Success? Online Learning, 23(4)
Assessment
35
Assessing
Students

36. Questions?
36

37. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics
and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student
Success? Online Learning, 23(4).
Impacting student success
37

38. Download
now at
https://tinyurl.com/QualityPSTCC

39. 39
Tanya Joosten, Ph.D.
National Research Center for Distance Education
and Technological Advancements (DETA) @
University of Wisconsin – Milwaukee (UWM)
tjoosten@uwm.edu | @tjoosten