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Transcript of Apm 2011 presentation with nancy
Best Practice Strategies for Best Practice Strategies for
Active Learning and Active Learning and Engagement in Engagement in
Online TeachingOnline TeachingBy:By:
Jo Ann R. Coe-Regan, PhDJo Ann R. Coe-Regan, [email protected]
Nancy K. Brown, PhDNancy K. Brown, PhD
[email protected]@mailbox.sc.edu
CSWE-APM Conference 2011CSWE-APM Conference 2011
Atlanta, GeorgiaAtlanta, Georgia
PRESENTATION FOCUSPRESENTATION FOCUS
Overview of active learning, engagement and “The Seven Principles of Good Teaching”
Examples of online teaching strategies that demonstrate active learning and engagement
Advantages, Challenges and Evaluation of Online Teaching Strategies
Presentation Link: http://www.slideshare.net/JoAnnRegan/apm-2011-presentation-with-nancy
Dick Schoech, CSWE San Francisco, Dick Schoech, CSWE San Francisco, DE Research DE Research
Online Engagement from a Online Engagement from a Student PerspectiveStudent Perspective
Dick Schoech, CSWE San Francisco, Dick Schoech, CSWE San Francisco, DE Research DE Research
Online Engagement from a Online Engagement from a Faculty PerspectiveFaculty Perspective
• Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject
• Research and anecdotal evidence overwhelmingly support the claim that students learn best when they engage with course material and actively participate in their learning.
ACTIVE LEARNING ACTIVE LEARNING AND ENGAGEMENTAND ENGAGEMENT
66
Tell me, I forget.
Show me,I remember.
Involve me,I understand.
-Ancient Chinese Proverb
How does Active Learning How does Active Learning and Engagement happen in and Engagement happen in
the Online Classroom?the Online Classroom?
Asynchronous:1. Lack of interaction2. Lack of dynamic face-to-face instruction3. Difficulty teaching social and cultural skills4. Decreased levels of student involvement
and motivation
CHALLENGES IN AN CHALLENGES IN AN ONLINE CLASSROOMONLINE CLASSROOM
The "seven principles of good practice in undergraduate education," originally framed by Arthur Chickering and Zelda Gamson in 1986, is a concise summary of decades of educational research findings about the kinds of teaching/learning activities most likely to improve learning outcomes.
See: http://www.tltgroup.org/seven/home.htm for more information on Seven Principles
SEVEN PRINCIPLES FOR SEVEN PRINCIPLES FOR GOOD PRACTICEGOOD PRACTICE
1. Good practice encourages contact between students and faculty
2. Good practice develops reciprocity and cooperation among students
3. Good practice uses active learning techniques
4. Good practice gives prompt feedback
7 PRINCIPLES OF 7 PRINCIPLES OF GOOD TEACHINGGOOD TEACHING
5. Good practice emphasizes time on task
6. Good practice communicates high expectations
7. Good practice respects diverse talents and ways of learning
7 PRINCIPLES OF 7 PRINCIPLES OF GOOD TEACHINGGOOD TEACHING
Chickering and Gamson (1991) Articlegives excellent examples of some of the
most cost-effective and appropriate ways to use computers, videos, and telecommunications technologies to advance the seven principles
IMPLEMENTING THE SEVEN IMPLEMENTING THE SEVEN PRINCIPLES WITH TECHNOLOGYPRINCIPLES WITH TECHNOLOGY
BEST PRACTICE STRATEGYBEST PRACTICE STRATEGYFOR DESIGN AND DEVELOPMENTFOR DESIGN AND DEVELOPMENT
• Hybrid courses work well rather than just purely online or purely face-to-face instruction
• Design courses that focus on:– Expository learning experiences-content
transmitted by a lecture, written material, or other mechanisms
– Active Learning-student has control of what and how he or she learns
– Interactive Learning-activity in which the nature of the learning content is emergent as learners interact with one another, instructor, or other knowledge sources
RESEARCH ON BEST PRACTICE RESEARCH ON BEST PRACTICE STRATEGIESSTRATEGIES
– Ragan & Terheggen (2003). Effective Workload Management Strategies for the Online Environment
• Studies focused on best practice strategies for effective development, design, and delivery of online courses
– Boettcher (2008). Teaching Online for the First Time
• Strategies for teaching online courses with a focus on first-time teaching
TECHNOLOGY CAN’T BE THE TECHNOLOGY CAN’T BE THE DRIVING FORCEDRIVING FORCE
Technology cannot drive the teaching and learning but certainly can be used to enhance the lack of in person contact
Teaching with technology forces you to be more organized and structured with content and allows you to focus on the process
A DECISION MATRIX TO LINK A DECISION MATRIX TO LINK TECHNOLOGY WITH ACTIVE LEARNING TECHNOLOGY WITH ACTIVE LEARNING
AND ENGAGEMENTAND ENGAGEMENT
Perceptions of Innovational Attributes of Television and the Internet
BENCHMARKS TO ENSURE QUALITY ONLINE LEARNING
COMMITMENT TO GOOD TEACHING PRINCIPLES
APPROPRIATE USE OF TECHNOLOGIES THAT FACILITATE AND ENHANCE ACTIVE LEARNING AND ENGAGEMENT
DEVELOPMENT OF TEACHING AND LEARNING ACTIVITIES THAT ARE IMPLEMENTED & EVALUATED IN AN ONLINE CLASSROOM
WHERE WE STARTED?WHERE WE STARTED?– Satellite Television and Videoconferencing (both
one-way and two-way)– Asynchronous Modules (Webcast/Webinar) -one-way– Hybrid Practice Courses– Engaging Clients in the First Interview
http://breeze.sc.edu/prac/• Tells them what they need to know to conduct a first
interview with a client• Demonstrate (Show) a first interview via a video
demonstration (both a good and a bad one)• Practice a skills demonstration to be shown or practiced in
class
WHAT WE ARE DOING NOW?WHAT WE ARE DOING NOW?
– Teaching 100% online– Synchronous online
meetings using Adobe Connect
– Asynchronous modules that support hybrid environments
Example of Active Learning and Example of Active Learning and Engagement in Adobe ConnectEngagement in Adobe Connect
http://breeze.sc.edu/p24924993/ – Breakout Rooms (small group discussions on
readings) beginning is instructions and reports from small groups starts at 50:11
– Use of Guest Speakers (author of the textbook) starts at 3:00
http://breeze.sc.edu/p85458177/– Polling features – http://www.iclicker.com/Products/satellitepollingsystem/http://breeze.sc.edu/p11882611/– Student presentations 21:50 (photos of Iraq) and 40:11
(presentation from student in Charleston)
• Twitter!• A University of South Carolina professor (Dr.
Lara Lomicka Anderson) was knighted by the French Ministry of Education for her creative use of twitter in the classroom.
• Students practiced their foreign language skills through online conversations.
• Students reported that it fostered conversation and built community outside of the classroom
Application to Social Work?Application to Social Work?
• Addictions
• Social Justice
• Policy
• Practice Tips
• Child Welfare
• Statistics
• ENDLESS possibilities!
Other InnovationsOther Innovations
• iPad?– Tools are only as good as their applications
permit.– Innovators are building apps daily.– http://breeze.sc.edu/ipad/
• Presentation was developed on an iPad using Keynote.
• Technology is now ubiquitous – a little bit goes a long way.
• Wikis with groups– Collaborative work – everyone in the group
can edit, add content, and develop the project.
• Notes on Group Work– Students should present a plan of work– Evaluation should involve all group members
Other Innovations - ContinuedOther Innovations - Continued• Collaborative videos (cell phone, video cameras,
Skype).• http://breeze.sc.edu/p86199413/– Windows Movie Editor – Julie C.
• Some faculty choose to limit the way in which students communicate:
– Twitter, Facebook, email, text, etc. – Following too many at once becomes confusing.– “Pick and Choose” your technologies– Students can pick their preferred technology and then
everybody uses it as their communication channel.
– There is unevenness to how students may respond; every class is going to be different.
– Some students produce a lot of “Tweets” and others will do very little.
• Ground rules need to be set on response expectations.
• Whatever technology you choose, you will need a grading rubric to help clarify expectations.
• Google Docs– Group and collaborative editing
Faculty Collaboration on Faculty Collaboration on Teaching ToolsTeaching Tools
• Faculty need to be familiar with the technology
• Faculty collaboration– Survey faculty on what they know– Survey Grad students and TAs
• Faculty Learning Cohorts– Groups within the department who can get
together and share technology skills
• Technology is complicated.– Learning collaboratively is much more time
efficient and effective– Avoid “wandering the desert alone!”– Faculty cohorts tend to be more constructivist
in their approaches to technology and learning.• Learning is not linear• Learning is expansive• Everybody brings something to the table
Ways to Improve SuccessWays to Improve Success
• The biggest boon to success is ensuring that students have a clear understanding of how the technology works:– What constitutes a good video?– How to use Windows Movie Maker?– How to add audio?– How to do a picture collage electronically?
• You have to show them what the tools are.
• Show them how to use them.
• Provide easy to following instruction manuals.– These can be created quite easily.
• http://breeze.sc.edu/safeassign/
TEACHING PRINCIPLES USEDTEACHING PRINCIPLES USED
instructor ensures a high degree of interactivity and participation
Instructor changes role from “sage on stage” to a “guide on the side” or as an “Architect of Activity”
Recognize that learners have shifted from “broadcast learning” to “interactive learning” in the new technology age in which most children are now “growing up digital
PARADIGM SHIFTPARADIGM SHIFT
BROADCAST LEARNING INTERACTIVE LEARNING
Learner, sequential/serial Hypermedia Learning
Instruction Construction/discovery
Teacher-centered Learner-centered
Absorbing materials Learning how to learn
School Lifelong
One-size-fits-all Customized
School as torture School as fun
Teacher as transmitter Teacher as facilitator
Tapscott, D. (1998). Growing up Digital: The Rise of the Net Generation
2004
2004
20081998
2007
20052003
2001
2003
20052008
2004
2006
2004
1999
2005
2010
INTELLIGENT USE OF INTELLIGENT USE OF NEW MEDIANEW MEDIA
The Twitter Experimenthttp://www.youtube.com/watch?v=6WPVWDkF7
U8
Backchannel in Education-Nine Useshttp://derekbruff.com/teachingwithcrs/?p=472http://derekbruff.com/teachingwithcrs/?p=843
Enrich Your Teaching through Social Mediahttp://chronicle.com/blogs/profhacker/enrich-tea
ching-social-media/30100
The Good, The Bad, The EvilThe Good, The Bad, The Evil
ADVANTAGESADVANTAGES
The technology and format lends itself to active learning and engagement in the online classroom
Good learning outcomes and new formats for assignments
Positive teaching evaluationsMost interactive and collaborative class they have hadStudents report they never leave computer during live
class-don’t want to miss anything
CHALLENGES/FRUSTRATIONSCHALLENGES/FRUSTRATIONS
CHALLENGESCHALLENGESUsing new technology and the learning
curveFinding resources and support
– Technical Support Online in an Adobe Connect Community at Penn State
– http://meeting.psu.edu/
Fostering a personal connection with students in the classroom
Evaluating learning outcomes
SOME OF YOUR CLASSMATES PICTURESSOME OF YOUR CLASSMATES PICTURES
CONCLUSIONSCONCLUSIONS The use of technology
should lead us to rethink ways we can encourage active learning and engagement in teaching
Careful thought and planning is needed to bring positive growth and change to online teaching Have fun with
technology!
Your StandpointYour Standpoint• Comments
• Feedback
• Thoughts
• Future Steps to continue being engaged with this topic
Abel, R. (2005). Implementing best practices in online learning. Retrieved March 27,
2009, from http://connect.educause.edu/Library/EDUCAUSE+Quarterly/ImplementingBestPractices/39928?time=1237869199.
Boettcher, J.V. (2008). Teaching online for the first time. Retrieved March 28, 2009,
from http://www.designingforlearning.info/services/writing/ecoach/tenbest.html
Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the seven principles:
Technology as lever. Retrieved on March 27, 2009 from http://www.tltgroup.org/programs/seven.html.
Chickering, A.W. & Gamson, Z.F. (1991). Applying the seven principles for good
practice in undergraduate education. New directions for teaching and learning: a publication in the Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass.
Conrad, R.M., & Donaldson, J.A. (2004). Engaging the online learner: Activities and
resources for creative instruction. San Francisco, CA: Jossey-Bass.
Ko, S., & Rossen, S. (2004). Teaching online: A practical guide (2nd ed.). Boston: Houghton Mifflin.
Miller, T. W., & King, F. B. (2003). Distance education: Pedagogy and best practices in
the new millennium. International Journal of Leadership in Education, 6, 283–297.
Moore, B. (2005a). Faculty perceptions of the effectiveness of web-based instruction in
social work education: A national study. Journal of Technology in Human Services, 23(1/2), 53-66.
REFERENCESREFERENCES
Moore, B. (2005b). Key issues in web-based education in the human services: A review
of the literature. Journal of Technology in Human Services, 23(1), 11-28.
Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working
with online learners. San Francisco: Jossey-Bass.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective
strategies for the virtual classroom. San Francisco: Jossey-Bass.
Ragan, L.R. (2009a). An Emerging Set of Operational Performance Guidelines for the
Online Instructor. Retrieved March 27, 2009, from http://www.sc.edu/cte/larryragan/performanceguidelines.pdf.
Ragan, L.R. (2009b). Penn State Quality Assurance e-Learning Design Standards.
Retrieved March 27, 2009, from http://www.sc.edu/cte/larryragan/designstandards.pdf.
Ragan, L.R., & Terheggen, S.L. (2003). Effective workload management strategies for the online environment. Retrieved March 28, 2009, from http://www.worldcampus.psu.edu/pdf/fac/workload_strat.pdf.
Tallent-Runnels, M.K., Thomas, J.A., Lan, W.Y., Cooper, S., Ahern, T.C., Shaw, S.M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.
REFERENCESREFERENCES
The TLT Group (2009). “Seven Principles" Collection of Ideas for Teaching and Learning with Technology. Retrieved March 27, 2009, from http://www.tltgroup.org/Seven/Library_TOC.htm
Weiss, R. E., Knowlton, D. S., & Speck, B. W. (Eds.). (2000). Principles of effective teaching in the online classroom. New Directions for Teaching and Learning, 84 (Winter 2000), 1–4.
Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65-77.
REFERENCESREFERENCES
RESOURCE BOOKS USEDRESOURCE BOOKS USED• Lessons from the Cyberspace Classroom: The Realitie
s of Online Teaching By: Rena M. Palloff, Keith Pratt By: Rena M. Palloff, Keith Pratt
• The Virtual Student: A Profile and Guide to Working with Online Learners By: Rena M. Palloff, Keith Pratt By: Rena M. Palloff, Keith Pratt
• Teaching Online: A Practical GuideTeaching Online: A Practical Guide, 2nd Edition , 2nd Edition (Paperback)(Paperback)by Susan Ko and Steve Rossenby Susan Ko and Steve Rossen
• Engaging the Online Learner : Activities and Engaging the Online Learner : Activities and Resources for Creative InstructionResources for Creative Instruction (Online (Online Teaching and Learning Series (OTL)) Teaching and Learning Series (OTL)) (Paperback)(Paperback)by Rita-Marie Conrad, J. Ana Donaldsonby Rita-Marie Conrad, J. Ana Donaldson