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BEST PRACTICES AND PRACTICAL STRATEGIES FOR DESIGNING & FACILITATING MORE EFFECTIVE HYBRID & ONLINE COURSES
Susan KoPenn State Harrisburg, May 11, 2011
Some Points of Consensus About Effective Online Teaching & LearningImportant elements include Orientation, training, and 24/7 support
available for both faculty and students Opportunity for interaction with
instructor, other students, content Deliberate design of course &
activities Community-building Active and meaningful presence of
instructor
More Points of Consensus
Diverse approaches to instructional activities
Coherent, consistent & logical organization of classroom
Detailed syllabus & instructions to set expectations, schedule, consistent classroom nomenclature
Clear protocols for communicating Integration of the f2f and online
elements
Common Fears & Misconceptions1. Online instructors have to be
online 24 hours a day or the opposite, just parachute in
2. Online education is alienating, and it’s difficult to form close ties online
3. Techno geeks are the best instructors
Fears & Misconceptions
4. The lonely lecturer (for hybrid courses):
If I put my lectures online, no one will come to class
What do I mean by Design?
Purposeful planning with objectives and outcomes in mind
Creating structured opportunities for teaching and learning, including assignments and assessments
Arranging and organizing course elements
Integration of all the course elements
What does Facilitation involve?
It’s more than just interaction in the discussion area…
Initiating and moderating discussion Assisting student learning through
interaction with students and setting up student-student interaction opportunities
Stimulating interest of students Skillful guidance for students in
learning activities
Facilitation also involves
Providing feedback to develop student critical thinking and highlight problem areas
Providing feedback to bring awareness to strengths and weaknesses of performance and to refer students to appropriate resources
Design
Might involve a team-- Instructional designer, graphics
designer, subject matter expert, faculty, project manager, etc.
Instructional designer paired with faculty
Faculty working together
Or mainly one faculty’s efforts…
But can also be straightforward and simple planning framework
Learning Objectives, Outcomes
Content—Instructor generated, readings, Web, other
Class Interaction & Activities, Communication & Feedback Loops
Assessment—Gradedassignments & exams, projects
Design Beginnings
Start with your goals, learning objectives and desired outcomes
Special skills or competencies to learn? Audience analysis—presumed prior
knowledge, level, adult vs. 18-22, working students, military students, geographic range
Course environment—LMS, Web 2.0, predominantly synchronous/asynchronous
With some special considerations Class Size: Small group strategies,
peer review, more interactive content or self assessment, incremental assignments, fewer but strategic assessment occasions
Course Length: Accelerated, term or semester length and designing in accord with the pacing
…special considerations
Student Preparation: Online can make available resources targeted to writing, research skills, prior knowledge assumed (review materials) if needed
Other Design Principles
Purposeful use of readings, multimedia and web resources
(Why am I looking/listening to this?)
Taking best advantage of and playing down weaknesses of LMS and other tech tools
Other Design Tips
Pay attention to pacing and sequence of online and to transition between f2f and online in hybrid classes
Think through the role each type of technology tool will play
How well does that old favorite—lecture, activity, assignment, etc. fit in the context of an online or hybrid course?
More considerations
Particular skills and approaches you want to emphasize throughout the course?
(E.g., problem-based learning, collaborative projects, research-focused, etc.)
Some types of activities that would fit well into the context of your subject matter?
(E.g., role playing, scenarios, debates, case-studies)
Real-life applications that can be built into assignments and discussion?
Case Study 1
A course in English grammar and composition is to be delivered completely online for the first time. The English and writing faculty have two main concerns:
1. The course will be too boring in the online format since it will be all text,
Case Study 1
2. beyond the feedback from the instructor on the student papers, they are not sure how to promote student-student interaction since they do not want students to reinforce the errors of their classmates.
Can you think of any activities and ways of presenting material for this subject matter that could be designed to stimulate interest and promote interaction among students?
Case Study 1
If this were to be a hybrid course instead of a completely online one, can you think of any activities and ways of presenting material for this subject matter that could be designed to stimulate interest and promote interaction among students for both f2f meetings and online portion?
Case Study 2
A course in American history was delivered for the 1st time in hybrid format, with class meetings f2f every other week. (Students are not required to participate online during weeks when the class meets f2f.)
Case Study 2
The instructor, Dr. Zonzo, discovered that students are active in online discussion during the weeks that the class does not meet f2f, but have a high absentee rate at f2f meetings.
Case Study 2
This concerns Dr. Zonzo since he uses 90% of the f2f meeting time to deliver his lectures, leaves a few minutes for questions, and then posts abbreviated notes from his lectures afterwards online.
Case Study 2
How can Dr. Zonzo ensure that more students attend the f2f meetings?
What else should he be considering in regard to student participation?
Facilitation of discussion
Generally starts with well designed questions from instructor but must be continually shaped and pruned—different varieties for different disciplines
Tips for facilitation of interactive discussion Clear expectations and rubrics for
frequency and quality of participation Weekly expectations for regular
release and closing of discussion fora--keep everyone on same page
Sharing of appropriate assignments and discussion of those assignments
Rich media and Web source materials can be focus of a discussion rather than peripheral
Facilitation of interactive discussionAlong with feedback, is the most
challenging task: Provide choice in responding to
questions Don’t pounce on student responses
but remain actively engaged Don’t lose track of quiet students Use email or text messaging to remind
students to return to the classroom
Facilitation of interactive discussion Create most initial threads and post
questions that require higher level thinkingCompare: a. What does the author say
about X? b. What are the assumptions of the author
when he says X is good? Respond to students with follow up
questionsCompare: a. That’s a good example of X b. Can you describe any other situations in
which X might occur?
Facilitating Student-Student Interaction Promote student-student interaction by
requiring responses to classmates (grading) and asking follow up questions, redirect to draw others into the conversation
Case studies, scenarios and role play/debates encourage interaction
Make real-time communication tool available for students who might want to use it even if you do not use in instruction
Case Study 3
Dr. Larson has noticed that there are a few students who dominate the online discussion and an equal number who seem to “lurk,” and the latter only make the absolutely required postings in the discussion forum. He has tried appointing a different group of students each week to initiate discussion…
Case Study 3
thinking that students would feel more involved, but has not been pleased with the quality of the discussion questions—they simply do not stimulate discussion!
How can he encourage more and higher quality participation, and also foster more student-student interaction?
Facilitating Hybrid Classes
Discussion participation can be combo of f2f in-class and online
Online can be in prep for f2f meeting activity and/or follow-up to it
Lecture outline posted before f2f meeting, additional notes after
Student presentations for online or f2f or both—summary in f2f, at length online
Small Group Strategies and How to Facilitate Small groups useful for larger classes Require careful design and planning Must have clear-cut tasks to
accomplish Must have clear-cut rules and timeline Students usually need help in forming
groups Determine tools or choice of
communication tools
Facilitating groups
Address “free rider” issue—combo of individual and group grade, peer review, monitoring (direct or indirect, e.g. group log)
Pick right number for activity Pacing--allow sufficient time for each stage Hybrid—use f2f time for formation, start and key points in project
More Ways to Stimulate Student Interest Provide option for student-generated
content, projects when possible—Web 2.0 tools make this easier than ever
Make a Web resource the focus of an assignment—new open ed resource options
Use guest speakers to advantage—synch and asynch, or f2f followed by or preceded by online
Provide real-world connection to content
Facilitating by guiding
Take time to frame importance or meaning of course elements
Use early diagnostic assignments Make appropriate referrals to
student support services, library, style guides, etc.
Facilitating by guiding
Have stock of resources that can assist different learners no matter what their level—don’t assume all students have necessary background
Make sure feedback indicates how to improve
Remind students about upcoming due dates—c’mon, it’s easy to lose track online
Beyond concept of “mere” facilitation—teaching! Good faculty facilitate learning but
are more than facilitators Their enthusiasm engenders student
enthusiasm—organization and preparation aid enthusiasm
Inspire & develop student critical faculties
Students appreciate faculty sharing their expertise