Guiding Questions Enhancing Student Engagement via Online ... · Pause-ability –ability to stop...
Transcript of Guiding Questions Enhancing Student Engagement via Online ... · Pause-ability –ability to stop...
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Enhancing Student Engagement via Online LearningSTUTTERING FOUNDATION WORKSHOP
NAOMI HERTSBERG, M.A., CCC-SLPMAY 27, 2016
Guiding Questions
u How are the concepts of “learning” and “education” changing with the times?
u How do different classroom formats compare?
u How can you structure an online class?
u What are some technological tools you can use to engage students in online learning?
“College is a place where a professor’s
lecture notes go straight to the students’ lecture notes, without passing through the brains of
either.”
TEDtalk: Dr. Anant AgarwalMIT ProfessorElectrical Engineering and Computer Science (15:15)
Basic Types of Classrooms
VirtualClassroom
Traditional F2F
Classroom
Flippedor Hybrid
ClassroomSynchronous
learning
Synchronous and/or
asynchronous learning
Synchronous and
asynchronous learning
What’s Common Across Learning Environments?
u Activation of prior experienceu Demonstration of skillsu Application of skillsu Integration of these skills into real-world activities
THINK ”LEARNING,” NOT “TEACHING”
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What’s Different About Online Classrooms?
u Altered learning environment u Learner-centered environment u Student’s roleu Faculty member’s role u Course development and designu Course facilitation and teaching u Advanced planning
Primary Characteristics of the Online Classroom
Chunk-ability – short, directed learning segments
Repeat-ability – ability to repeat and review content
Pause-ability – ability to stop and resume without having to start all over
Understand-ability – clear, direct instructions
Learning Guide
Succinct checklist that contains everything students need to do
for one module
1. Module and Course Identification2. Learning Outcomes3. Learning Resources4. Discussion Questions
Succinct planning and course development guide for the educator planning the course
5. Learning Activities6. Self-Assessment7. Lesson Evaluation
Chunks and Bridges
u Chunking: In order to accommodate memory processing, it’s best to present 5-9 minutes of passive learning, followed by an opportunity to reinforce that concept with a participatory learning activity
u Bridges: Assist in transitioning from one chunk of content to the next1. Summary statement of the current chunk2. Transition statement connecting one chunk to the next3. An introductory statement for the next chunk
u What if you knew your students would be tested six months following the completion of your course, and you would be held legally liable for any portion of the course the students did not remember? How would you teach differently?
Eric Mazur, Harvard Professor of Physics (9:32)
“Assessment: The Silent Killer of Learning”
Technological Tools
Content Delivery (synch/asynch)uZoomuAdobe ConnectuBlackboard CollaborateuMoodleuGoToMeetinguVoice Thread uPowerPoint with audio recorduPrezi
Exam Proctoring uProctor U
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Things to Consideru Synchronous vs. asynchronous learning?u Does everyone work through course material at the same time
or can students work ahead? (Module 1, 2, 3 vs. Week 1, 2, 3)u Does learning in your course need to happen linearly, or could
students branch out?u How can you encourage student collaboration?u How can you maintain the “humanness” of learning in a virtual
classroom?u How can you promote student motivation/responsibility?u Are there certain types of assessments, assignments, or courses
are more conducive to an online format?
Resources
u Smith, R. M. (2008). Conquering the content: A step-by-step guide to online course design. San Francisco: Jossey-Bass.
u Conrad, R., & Donaldson, J. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco: Jossey-Bass.
u Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.