Post on 14-Jan-2016
transcript
My Presentation Title
Subtitle Goes Here
Instructional Strategies for Blended and Online Learning:
A Report
Instructional Strategies for Blended and Online Learning:
A ReportJannette Finch
Librarian
College of Charleston North Campus and
Lowcountry Graduate Center
Leslie Sautter Associate Prof.
Dept. of Geology and Environmental Geosciences
Conference Presenter Qualifications
Dr. Margaret Riel
Dr. Norm Vaughan
Dr. Charles “Chuck” Dziuban
Dr. Thomas C. Reeves
Common among Presenters
• Good Teachers. Good Students.
• TRIAD APPROACH – Planning – Having elements aligned
(more in Strategies section)
source: Ehrmann (2002)http://www.marshall.edu/it/cit/flashlight/AuthorGuidelines.htm#triad
Strategies for Success:TRIAD Approach
Definitions
• Online– No face to face
(F2F) interaction• Blended
– Some F2F
• Synchronous– All together
now!• Asynchronous
– Student-paced
“…thoughtfully selected and complementary face-to-face and online approaches and technologies. “
Blended Course:What Proportion for Each? Planning is Key
ONLINE
F2F
Synchronous Asynchronous
30 %
20 %
50 %
0 %
Example!
Why Teach Blended/Online?Benefits to Faculty
Ongoing course redesign; introduction of new teaching materials/resources;
More actual, real-time interaction with students; Borderless teaching, reaching more (and potentially
better prepared) students; Teach a course from other locations (e.g., during
summer) Potential to create sustained communities of learners
– enhance student learning; maximize institutional resources; access; retention/convenience
Benefits to Faculty (Dziuban)87% of UCF faculty surveyed indicated they have
changed their approach to teaching as a result of their online teaching experience.
• respond more to student needs• course development and delivery• incorporating technology into teaching• modifying their time management• utilizing resources
source: RITE, http://www.rite.ucf.edu/impactevaluation.htm
Why Take Blended/Online? Benefits to Students
• Convenience and Access– Removing the geographic barrier. Reaching remote
areas that don’t have universities.
• Convenience and Access– Allows adults to continue to work full-time. Have an
intensive F2F institute (i.e., during summer), then the rest is online.
• Potential to succeed – Students have more time to digest materials. Hands
on experience still possible.
• Create sustained communities of learners – enhance student learning
Strategies for Success
Seven Principles of Good Practice in Undergraduate Education
1. encourages contact between students and faculty,
2. develops reciprocity and cooperation among students,
3. encourages active learning,
4. gives prompt feedback,
5. emphasizes time on task,
6. communicates high expectations, and
7. respects diverse talents and ways of learning.
Chickering and Gamson’s (1987)
learning objectives
content
learner tasks
assessment
technology roles
instructor roles
instructional design
mission goalsE-Learning Alignment (Reeves’ Strategy)
Long-term Development
Higher order, general
Short-term outcomes
Lower order,discrete
Multiple perspectives
One right answer
Problem-Based
Direct Instruction
Authentic, meaningful
Academic and textbook
Focus on Learning
Focus on teaching
Real world data
Prepackaged data
Mental models
Discrete knowledge
Higher order, general
Problem-Based
Authentic, meaningful
Real world data
Mental models
Teaching with technology works when learning tasks are authentic!
Keep it real.
Technology in higher education is necessary, but not sufficient.
Learning WITH technology, not FROM technology
Technologies such as Web are only delivery systems for the interactive learning dimensions we design for them.
Problem-Solving
Authentic Tasks
Coaching
Authentic Assessment
E-Learning Alignment
How To Apply…
E-Learning Alignment
How To Apply…
ALIGNMENT IS KEY!
Objectives
Content
Instructional Design
Instructor Roles
Learner Roles
Technology Roles
Assessment
Apply tourniquet
ATLS (from manual)
Authentic tasks
Formative feedback
Active engagement
High fidelity simulation
Stop bleeding
E-learning that fails (Reeves):• extensive use of
talking heads
• isolated learners who get limited feedback
• low-level learning measured by multiple-choice tests
• abstract exercises that don’t take advantage of technology
E-learning that works (Reeves):• Authentic tasks in an
information-rich, tool-rich environment
• collaborative learning with synchronous and asynchronous communications
• learning at pace and time of learner‘s choosing
• learning marked by continuous improvement of a piece of work
FallacyWe are Here
• People learn “from” technology.
• Knowledge is transmitted via media.
• People passively receive messages.
• Interaction need only be occasional and artificial.
• Instructional design is best left to experts.
• E-learning is simply moving
traditional instruction online.
TruthWe want to be Here
• People learn “with” technology.
• Knowledge is constructed, represented, and
shared.
• People learn best when they collaborate to
tackle problems/tasks.
• Interaction is authentic.
• Instructional design must become a process that
better reflects how people learn.
Vaughan’s Strategy for Success
Teaching Presence (Vaughan)
• Teaching Presence (TP) is a significant determinate of student satisfaction, perceived learning, and sense of community (Akyol & Garrison, 2008; Arbaugh, 2008; Eom, et al., 2006 ; Shea et al. 2004, 2005).
• TP is needed to establish CP and SP; lowest CP scores were reported by students who rated TP as weak (Shea & Bidjerano, 2009).
Faculty Strategies (Dziuban)Advice from Faculty to Faculty• Preparation is crucial to success
• Attending to their mental health, getting support, and knowing technology.
• Finally, faculty should be prepared to spend more time on their Web course - it is a fact of life!
source: RITE, http://www.rite.ucf.edu/impactevaluation.htm
Leslie
Student Strategies (Dziuban)Advice from Students to Students
• Keep up and don't procrastinate (discipline!)
• Attend the orientation
• Develop your computer skills
• Keep in touch with the professor, ask for help
• Check the forum daily
source: RITE, http://www.rite.ucf.edu/impactevaluation.htm
Building Learning Communities
• Community of Inquiry (Vaughan)
• Learning Circles (Riel)
Jannette
Vaughan’s Community of Inquiry
• The importance of a community of inquiry is that, while the objective of critical reflection is intellectual autonomy, in reality, critical reflection is “thoroughly social and communal”.
» Lipman, 1991
Riel’s Learning Circles
• Characterized by diverse population
• Distributed leadership
• Use the social capital of your classmates. Make every student a "consultant."
• Knowledge building
• Activities instead of weeks are organizational factors
Take Away
• Learning Circles might be best way for us (Distance Ed educators) to share information.
• Requiring students to form and use Learning Circles will save me time (peer review)
Strategy for Success
Follow Models• http://www.authentictasks.uow.edu.au/proj
ectSites.html
• Others are on the blog
Technology Tools
• Your handout
• On the blog
http://mindmaps.wikispaces.com/Collaborative+Tools
Assessment
“We assess people
and we evaluate things.”
(Reeves)
Primary Roles of Assessment
• Diagnostic
• Formative
• Summative
determine a student’s pre-knowledge and identify strengths and weaknesses
provide a student with feedback on their progress during a course
estimate performance at the end of a course and ‘grade’ student’s work
Experts recommend that online & blended courses should include a mix of three kinds of assessment:1. Traditional2. Performance3. Portfolio
Authentic Assessment
• Seamless integration of assessment and task
• Opportunities to craft polished performances
• Significant student time and effort in collaboration with others
Electronic portfolios
Movies/documentaries
Web pages
Presentations to clients
Downloadable reports
CharacteristicsCharacteristicsCharacteristicsCharacteristics Examples in blended Examples in blended learninglearning
Learning Styles
Leslie
Learning Styles
Which Type Learns Best Online?
Cognitive
• To know
• Thinking
• Thought
• Epistemology
• Knowing
• To feel
• Feeling
• Emotion
• Esthetics
• Caring
• To act
• Willing
• Volition
• Ethics
• Doing
– Affective – Conative
Four Types:
Function of Energy Level and Need for Approval
Learning Styles(William Long, Univ. of Mississippi)
Learning Styles
Learning Styles
How do you act when you are pissed off?
Which Type Learns Best Online?
Fully Online
Which Type Learns Best Online?
• Passive dependent – least satisfied with online learning
• Baby Boomer faculty and Millenial students – disconnect of generations
• Aggressive dependent• most students in universities • self-selection
Reality and Challenges
• University Support– Alone – Systemic – Boutique?
Reality and Challenges• University Support
– Smart Classrooms• Too few• Intermittent wireless
– Course Development support?• Training?
– IT support• Who ya’ gonna call?• Password protected sites• Streaming video
– Secure Testing site
Reality and Challenges
• Student Technology Difficulties– Multiple platforms
• Multiple operating systems
– Multiple browsers• Multiple versions
– Multiple technology literacy levels
– MULTIPLE CHALLENGES…– …and fears…
It’s 3 AM. I hope my instructor is online too!
Conclusion
• Improvement in higher education will require converting teaching from a “solo sport” to a “community-based research activity”.
(Herbert Simon, Former President of Carnegie Mellon University)
Discussion?
Time Equivalencies?College of Charleston Distance Education Guidelines4.2.2 Time Requirements for DE classes
A synchronous three-hour lecture class should meet at least 2100 minutes just as a face-to face class would meet.
An asynchronous class must be sustained long enough for the students to complete the course in a reasonable amount of time. The course must adhere to the same standards of quality found in the traditionalclassroom and must result in collegiate level learning outcomes appropriate to the rigor and breadth of the course offered in a face-to-face setting.
Non-credit courses may carry time requirements.
Learning Styles• Long Behavior Types – energy levels, need for approval• Aggressive Independent – loves adventure, loves to confront, dislike pleasing and
positive people, in your face, leaders when they learn to control their impulses, viewed as discipline problems in elementary education
• Aggressive Dependent – high energy level, need approval, work hard, all American kids, merit scholars, dedicated to pleasing others, hard time with leadership, trying to please everyone, all the time, pathologically polite
• Passive Independent – low energy levels, independent, like pushing jello under a door, non-communicative, withdraw under pressure, interpret advice as nagging, very little need for approval, chronically late, stubborn when pressured, don’t do things in their best interest, un-coachable
• Passive Dependent – low energy, highly sensitive, needs approval, very compliant, • Long Behavior Traits• Phobic – careful decision making, negative spin on anything, examine all the
alternatives, yes . . . but, great critical thinkers and problem solvers • Impulsive – short attention span, quick tempered • Compulsive – thorough, precise, ritualistic • Hysteric – passionate, colourful people, always in chaos, always crisis • We teach these learning styles to students – alert them to issues• How do you act when you are pissed off?
Categories of Teaching Presence (Vaughan)
Categories Design &
Organization:
Setting curriculum & methods
Facilitating Discourse:
Shaping constructive exchange
Direct Instruction:
Focusing and resolving issues
Indicators • Setting the curriculum
• Designing methods
• Establishing time parameters
• Utilizing medium effectively
• Establishing netiquette
• Setting climate for learning• Drawing in participants,
prompting discussion• Encouraging, acknowledging,
or reinforcing student contributions
• Identifying areas of agreement/disagreement
• Seeking to reach consensus/understanding
• Assess the efficacy of the process
• Present content/questions• Focus the discussion on
certain issues• Confirm understanding
through assessment and explanatory feedback
• Diagnose misconceptions • Inject knowledge from
diverse sources e.g., textbook, articles, internet, personal experiences (includes pointers to resources)
Redesigning a Course
• Case Study from Norm Vaughan
PSYC 467 - Winter 2007Course redesigned for the winter 2007 semester based on feedback from the
NSSE survey results
Lecture component• Social bookmarking - peer reviewed journal articles used to supplement
course textbook• Article critique assignment
– Student groups select an article to critique each week– Weekly online discussions about the articles – moderated by these student
groups– Groups then make a class presentation based on an analysis & synthesis of the
online discussion – summary posted to seedwikiLab Component• Individual experiments redesigned to become team based• Data collection required outside of class time• Mashups used to analyze and present research findings• Instructor and graduate teaching assistant demonstrated and discussed
their current research in the labs
What is the typical effect of educational treatments on achievement across 800 meta-analyses, 50,000 studies, with more than 200 million students?
Decreased EnhancedEnhancedZeroZero
0 .20
Typical Effect Size
1.0.40
• Teaching is about asking the right questions
• Learners must care
• If it hasn’t been assessed – it hasn’t been learned
Which Type Learns Best Online?
Dr. Margaret RielSenior Researcher at SRI,
International,and Visiting Professor,
Pepperdine University Online Master in Educational
Technology
• Use students as consultants
• Learning circles• Group modules
around learning outcomes, not weeks.
Dr. Norm VaughanFaculty of Teaching & Learning, Mount
Royal University
• Norm’s Questionnaire
• Table linking technologies with learning outcomes
Dr. Charles “Chuck” Dziuban Director of the Research Initiative for Teaching
Effectiveness (RITE), University of Central Florida
• Statistician, all research driven by data
• Learning Styles as predictors for success or failure online
• Reactive behavior patterns
Dr. Thomas C. ReevesProfessor of Instructional Technology,
The University of Georgia
• Why worry about evaluating online learning?
• Has F2F learning ever truly been measured?
• Technology – like a dog act on stage – never know when the dog will pee