Post on 02-Jan-2016
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Friday, September 16, 2011
Best Practice for Online Instruction: A Presentation and Workshop by Shoreline's Faculty
Learning Communities
2010-11: Two FLCs
Blackboard 9 Best Practices on Web and Mobile Platforms, Betsey Barnett, Ruth Duffy, and Amy Kinsel, facilitators
Science eLearning Community (SeLC), Judy Penn, facilitator
Bb 9 best practices FLCBuilt on 2009-2010 Quality Matters (QM) FLC and that
group’s eLearning Best Practice Guidelines (handout)Examined which Bb functions work on mobile devicesTalked with students about how they use mobile devices
and about course design features they want and needIdentified ideal course design features for mobile devices
and for web use (will focus on web applications today)
Created Best Practice classroom to provide examples of effective instructional and course design features
Shared techniques for use in online courses, such as:Dropbox, Calendar/Scheduling Apps, Tegrity, Elluminate, PreziGapminder (converts data into interactive graphics)Calibrated Peer Review (assesses writing and critical-thinking exercises)Tools for Getting [Students] Started in online courses
Discussed pros/cons of online homework platformsDiscussed inherent issues in math/science online
coursesSymbolic languages in online formatsAcademic integrity and assessment
Began investigation of online lab course best practicesProduced quarterly newsletter
Science e-Learning FLC (SeLC)
…I have been dealing with many of the challenges of teaching labs fully online in the last 4 years. The discussion [and] problem-solving we had in the FLC really helped me re-focus my labs, envision alternative/additional assessment methods and sharpen the online student tools I offer to students.
--Emanuela Agosta, Geology The Science eLearning Community gave me a chance to learn,
experience and find new tips and tools I use in my teaching. I was also exposed to the successes and challenges faced by my colleagues from the different disciplines…. Links and useful information posted on regular basis in our SeLC website are
very useful. --Amar Yahiaoui, Chemistry
SeLC faculty feedback
Today’s presentation
What do students say they want from online courses?
Which problems with online instruction are most often cited by faculty?
How do the Best Practice Guidelines and the findings of the two FLCs suggest that faculty might address common concerns about online learning?
Which three online course improvements might faculty easily adopt?
What students want
The Bb 9 best practice FLC looked at results from a student survey question:
“What would be helpful to you in taking online classes in the future?”
Have all instructors use a course template that would allow quicker learning curve for students taking more than one on-line class vs. having to spend HOURS sifting through on-line links to figure out each individual instructor's classroom.
Have all instructors use a course template that would allow quicker learning curve for students taking more than one on-line class vs. having to spend HOURS sifting through on-line links to figure out each individual instructor's classroom.
I have taken six online classes now. Every set-up is different and I usually miss at least one assignment in each class, each quarter.
I have taken six online classes now. Every set-up is different and I usually miss at least one assignment in each class, each quarter.
It would be great if all the assignments, quizzes, tests and finals were listed with a due date. You could even have a link to the assignment instructions from that site . . . . More consistency between teachers and how they use the various icons and aspects of Blackboard.
It would be great if all the assignments, quizzes, tests and finals were listed with a due date. You could even have a link to the assignment instructions from that site . . . . More consistency between teachers and how they use the various icons and aspects of Blackboard.
Every teacher should be required to use the same format for locating assignments and using discussion boards.
Every teacher should be required to use the same format for locating assignments and using discussion boards.
Everything should be in one location if it is something to be completed by the student. I wasted many hours just assuring myself that I had searched: assignments, quizzes, homework, discussion boards for the assignments due each week.
Everything should be in one location if it is something to be completed by the student. I wasted many hours just assuring myself that I had searched: assignments, quizzes, homework, discussion boards for the assignments due each week.
Wording between the syllabus and assignment pages and discussion boards did not match in every instance . . . . Due dates for discussion boards were only listed on the discussion board; due dates for assignments and quizzes were elsewhere.
Wording between the syllabus and assignment pages and discussion boards did not match in every instance . . . . Due dates for discussion boards were only listed on the discussion board; due dates for assignments and quizzes were elsewhere.
It would be helpful to have the class structured so that all the material for each week was located in the same folder.
It would be helpful to have the class structured so that all the material for each week was located in the same folder.
A predictable instructional design template across courses
Weekly or unit course structure to put all of a week’s/unit’s work in one folder
Consistent assignment locations with clearly listed due dates
Consistent terminology
Students want online classes with
• Does this summary match what you hear from students?
• Can you add anything to this discussion about what students want from online instruction?
Questions for audience
Consistency is a key student wish
Keeps focus on learning course content, not learning course management system
Provides predictable course navigationReduces student stress dramatically
How do students respond?The following feedback came from
students enrolled in three Summer 2011 courses that used Bb 9 Best Practice design principles
This was the most professionally done online course I’ve ever taken. I have one more quarter to go and I have taken many online classes and this was the best. I simply can not imagine a way to improve the presentation.
This was the most professionally done online course I’ve ever taken. I have one more quarter to go and I have taken many online classes and this was the best. I simply can not imagine a way to improve the presentation.
The instructor although it being an online class was always there to talk to and helped make the class seem as close as possible to a real in-person class.
The instructor although it being an online class was always there to talk to and helped make the class seem as close as possible to a real in-person class.
Well organized course. Makes our job as students a little easier when we know exactly what is expected.
Well organized course. Makes our job as students a little easier when we know exactly what is expected.
I felt like the online course was easy to navigate and made learning much more exciting.
I felt like the online course was easy to navigate and made learning much more exciting.
Always being there for the students. Answered questions clearly and feedbacks were very helpful.
Always being there for the students. Answered questions clearly and feedbacks were very helpful.
Everything was very organized and the calendar days already set up were performed each day as they were written.
Everything was very organized and the calendar days already set up were performed each day as they were written.
This was the best online class I've ever taken. I wish online classes were all this well organized. I also believe, I learned more in this class than I did in some face-to-face classes.
This was the best online class I've ever taken. I wish online classes were all this well organized. I also believe, I learned more in this class than I did in some face-to-face classes.
Students are required to manipulate and/or measure materials and/or objects
Students work with materials and equipment that require instruction and safety precautions
Students are assessed on their ability to successfully carry out and interpret the results of these manipulations
Students in f2f labs usually work in teams or groups to accomplish these goals, thus communication and interpersonal skills are important in f2f labs
What’s different for lab courses?
Online science labs requireReasonably-priced lab kitsLab tutorials (e.g. , Tegrity tutorials) to explain and
demo lab procedures to studentsMethods for ensuring safe use and disposal of
chemicals and biological materials, plus safe use of electrical equipment
Online science labs need to haveSame learning outcomes as f2f laboratoriesReliable methods for students to document
hands-on activities (e.g., photo journals)Under discussion: Should faculty require online lab
students to work in groups as in f2f labs?
Reliable easy-to-arrange proctored examsTechnology for faculty and students to
display calculations properly
Interactive digital tools (e.g., Scriblink and Scribblar) that allow faculty and students to draw mathematical symbols and graphics as they do on a classroom blackboard
Online math courses require
What’s common to online courses?
Students FacultyDiverse levels of college
preparationVaried technology skills
and accessStudents who are new
to college and to online learning
Varied expectations about online instruction
Blackboard 9 course management system
Diverse pedagogical styles and learning outcomes
Varied training and experience in online instruction
Focus on offering high quality online instruction
Good instructional design helps• Adopting
consistent design aids student success
• Guidelines promote design consistency and diverse instructional outcomes
Inconsistent course designDistracting visual clutterBlocks of dense textLack of clearly-defined student expectationsSense of disconnect from faculty and peersTechnology issues (often due to browser)Confusion and questions
What some online students find
Design issue: colors and fonts• Different colors are distracting rather than helpful• Using varied colors and fonts is not ADA compliant QUESTION: What else on this page might visually distract a student?
Design issue: buttons• Too many
buttons• Distracting
colors and designs
• Duplicate buttons
• No logical order for menu items
• Text runs off end
Design issue: menu• Some screen readers may not capture text on buttons• This is a well-organized menu, but can some of the 13 items be
consolidated?
Try shorter text-based menusUse plain text on solid-colored
backgroundEliminate unused or duplicated menu
itemsUse clear functional names for menu
itemsConsider adding “Start Here” or “Get
Started” content areaReduce or consolidate menu itemsPut most-used menu items in the
middleAdd descriptive dividers
Include a copy of menu in syllabus
To copy to your syllabus:Center desired area on screenClick “Prnt Scrn” or “Prt Sc” buttonPaste into your document and crop
as needed using “Picture Tools”Add descriptive text boxes and
arrows to guide students through the menu
Add a Bb course map to syllabus
Design issue: banner• Vertical rather than horizontal orientation• Too large; cuts off announcementsQUESTION: Is there a design issue with the buttons on this page?
Best practice course design• Banner is horizontally-oriented, sized and cropped to fit page• Menu is text on solid background, divided into logical sections• Consistent sans-serif font throughout is ADA compliant
Menu tip: include “Start Here” content area•Information for the first couple days of the quarter can go here•Ask students to verify through a check-off quiz that they’ve read and understood this content
Get started content:• Add help for first-time students• Include surveys, sample assignments and quizzes that check for
technology issues, links to resources for online students
Examples of help for first-time students
Takes student to WAOL Survey
Takes student to SCC eLearning Technical Requirements page.
Takes student to SCC eLearning Orientation Schedule & Online Tutorial
Organize course content into foldersUse weekly or unit folders to
organize course contentPost folders in reverse
chronological orderDate folders and assignments
within foldersProvide clear task-oriented
labels, such as “Attach Lab 1” or “Open Quiz 5”
Use course links to connect content in other areas of your classroom to weekly or unit folders
Folder tip: include outcomes for weekly folders•Quality Matters best practice calls for tying specific content in the course directly to learning outcomes
Discussion tip: include descriptions for forums•Explaining to students what they will find in each discussion forum assures them that they are navigating the course correctly
Discussion tip: add descriptions at thread level•Requiring students to interact online at least three times weekly encourages student engagement
Bb 9 FLC best practice classroom• Username: bestpractice • Password: bestpractice
What three things can faculty do?Menu—shorten list, combine items, use
text on solid base and functional names Help for students—add Start Here and
New Student items, create course maps Folders—put content in weekly or unit
folders, post in reverse chronological order, attach learning outcomes
Share what you’ve done online
To help students succeed in online courses
To help you meet your instructional goals
2010-11 Participants
Bb 9 Best Practices SeLC Emma Agosta Betsey Barnett, Facilitator Steve Bogart Ruth Duffy, Facilitator Ed Harkness Gary Kalbfleisch Amy Kinsel, Facilitator Diana Knauf Peter Sparks Patricia Wade Kira Wennstrom
Emma Agosta Steve Bogart Stephanie Diemel Leoned Gines Linda Khandro Sarah Leyden Federico Marchetti Phyllis Topham Kira Wennstrom Amar Yahiaoui Judy Penn, Facilitator
Participate in an FLC this year
Bb 9 Best Practices SeLC2nd and 4th Tuesdays,
2:00-3:30 pmRoom 4214
1st Fridays, 1:30-2:30 pm3rd Fridays, 1:30-3:00 pmRoom 4106