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How to deliver high quality online sessions and communicate science
through active learning Georgia L. Narsavage, PhD, APRN, FAAN
Professor Emeritus, West Virginia University and
Interim Associate Dean, College of Nursing, University of South Carolina
Columbia, SC USA
Geraldine Clarebout, PhD
Maastricht University
Department of Educational Research and Development
Maastricht, the Netherlands
No relevant commercial interests.
Relevant financial relationships with a commercial interest:
Georgia L. Narsavage, PhD, APRN, FAAN
Geraldine Clarebout, PhD
Overview
1.Introduction: learning and designing educational
programs
2.Aim of workshop & “Quality matters” criteria
3.Designing and evaluating an online course/ program
4.Presenting the course/program
5.Discussion and conclusions
‘Active learning’
www.nieuwsblad.be
http://www.fal.org.uk/
How to support learning?
http://ehsworks1.blogspot.com/https://virtualschooling.files.w
ordpress.com/2013/07/comp
uterlearning.jpg
‘KNOWLEDGE’ DELIVERY KNOWLEDGE CONSTRUCTION
What helps learning?
Framework: Four phases of effective instruction
https://plus.google.com/+mdavidMerrill/posts
http://elearningfeeds.com/
First Principles of Instruction
First Principles of Instruction
• Principle 1: Problem-centered– Engage in real-world problems – whole tasks
• Show task: what will the learner be able to do at the end? • Worked-out example as orientation• Interesting, relevant and engaging• Less complex to complex (problem progression)
In contrast to topic-centered instruction
First principle applied to online learning materials
Realistic case:
http://www.ers-education.org/e-learning/case-reports/adult-cases.asp
x
http://www.ers-education.org/ersMade/procedures/ArterialBloodgases/ArterialBloodgases.html#sthash.Whrr91e6.dpuf
Demonstration: worked out
example through video.
picture: more realistic
variety of cases: simple - complex
First Principles of Instruction
• Principle 2: Activation
-Activation of previous experience
•Recall, relate, describe, apply previous knowledge
•Provide relevant experience to be used as foundation
•Encourage recall of structure to organize knowledge
https://tse3.mm.bing.net/th?id=OIP
.M4a6a19b44511c12bd0963be33d
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Second principle applied to online learning materials
• Activitation by
http://4.bp.blogspot.com/-
0AMr33_fxDo/Tnnu12pVw_I/AAAAAAAAAJs/_
lO01jYBYMo/s1600/Learning+Objectives.gif
Providing
learning
objectivesTesting prior knowledge
Using voting software
Use of
metaphors -
analogies
http://1.bp.blogspot.com/-
Sr7EkjN_XTo/T0Ovu3xMzTI/AAAAA
AAAAHk/50scQIDLoVk/s1600/Onion
Peeling_2.jpeg
Brainstorm
https://www.polleverywhere.com/
First Principles of Instruction
• Principle 3: Demonstration– Demonstration consistent with learning goals:
• examples and non-examples• demonstrations of procedures• visualization of the process• modelling for behavior
– Learner guidance• directing to relevant information• multiple representations for demonstrations• comparison of multiple representations
=> importance of multimedia learning theory (Mayer)
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Third principle applied to online learning materials
https://www.youtube.com/watch?v=qErJKt91RrI
http://classroom.sdmesa.edu/eschmid/F07.04.L.150.jpg
Demonstration video’s
Guidance through visualization
https://dywestblog.files.wordpress.com/2013/04/
multimedia-learning-theory-diagram.jpg
Pointing to relevant information
First Principles of Instruction
•Principle 4: Application– Consistency with learning objectives: different
applications depending on goals– Diminishing coaching: scaffolding and feedback– Varied problems: provide multiple opportunities
for applications
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i
Fourth principle applied to online learning materialsApply to different problems
ersnet.org
https://www.teacherready.org
/
http://www.etskb-stu.cidde.pitt.edu/wp-
content/uploads/2014/02/discussion_main_page_student.png
http://3.bp.blogspot.com/-
uQdgOMGPwPg/VInYG3TLWwI/AAAAAAAAElU/k6Zce1_paXw/s
1600/peer%2Bevaluation.png
First Principles of Instruction
•Principle 5: Integration– Integration into daily life
• Watch me: learner publicly demonstrates• reflection• creation: creating, inventing and exploring
personal way to use new knowledge and skills
https://tse3.mm.bing.net/th?id=OIP.M60905972c9c4f
c23e0f50c2177c3b849o0&pid=Api
Fifth principle applied to online learning materials
http://www.uatg.com/industries/hong-kong-healthcare-audio-visual.html
http://m5.paperblog.com/i/23/233099/dont-be-too-
busy-to-do-some-reflective-thinki-L-5s8CtT.jpeg
Doing and showingReflection
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Sharing and discussing
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Teaching others
What have we learned?
Online learning:
only putting content online
supporting learning
creating quality for learning
Quality matters!• Quality matters standards
https://www.qualitymatters.org
Create an account for access to “Standards from the QM Higher Education Rubric, Fifth Edition”
The Eight General Standards:1.Course Overview and Introduction 2.Learning Objectives (Competencies)3.Assessment and Measurement 4.Instructional Materials 5.Course Activities and Learner Interaction6.Course Technology 7.Learner Support 8.Accessibility and Usability
Quality Matters (QM) as reference for workshop
Objectives workshop: Upon completing the workshop, learners
will
• Gain skills using “best practices” to deliver high quality
online sessions and communicate their “science”.
• Design a section of an online course
ERS Workshop activities include:
• Plan for adapting your content with worksheets and
checklist
Workshop Quality Course HANDOUT (adapted from QM rubric)
1. Course Overview and Introduction•Course contains an introductory module with clear information about how to get started and
how to navigate the course components.
•Participants are introduced to the purpose of the course and how it fits into a larger field of
study.
•Policies are linked to or clearly stated.
•Prerequisite knowledge or competencies are clearly stated.
•Minimum required technical skills are clearly stated.
•Expectations about online etiquette or “netiquette” are explained.
•The self-introduction by the instructor is included.
•Participants are asked to introduce themselves.
• Detailed explanation of course requirements, including participation standards, included for
participants with examples and/or associated evaluative criteria, where appropriate.
1. Course Overview and Introduction
Aim of the
course
info about
lecturers + link to
department
practical
information; policy
to pass course or
get CE
common
questions
on how it
works
https://www.coursera.org/learn/introclassicalmusic
2. Instructional Objectives•Course includes a well-defined set of course-level
learning objectives that map clearly to multiple
learner competencies, most of which are measurable.
•Course includes a well-defined set of module/unit
level objectives that are measurable and aligned with
the course-level objectives.
•Objectives presented meet a level of rigor
appropriate for the course; e.g., at the
“comprehension” or “analysis” levels of Bloom’s
Taxonomy.
2. Instructional objectives
http://www.celt.iastate.edu/wp-content/uploads/2015/09/cognitive-process-table.png
2. Instructional objectives
http://www.celt.iastate.edu/wp-content/uploads/2015/09/table2.png
Examples
1. At the end of this workshop the learner can discuss the different principles of instruction.
2. At the end of this workshop the learner will be able to write objectives for an online course following
Bloom’s taxonomy
3. Assessment of/for Learning
•Assessment activities are provided to determine successful attainment of course
objectives.
•All deadlines, grading components and submission requirements are clearly defined.
•Opportunities for ongoing self-assessment, with feedback, are included. (e,g, formative
quizzes, reflective journaling, digital flashcards, jeopardy type games, crossword puzzles,
etc.)
•Some of the assessments require higher order thinking, such as comprehension,
application, analysis, synthesis, evaluation. See instructional strategies for Bloom’s
Taxonomy.
•Explanations are provided for assignments and other activities in the course, where
appropriate samples of acceptable or exemplary work may be included.
3. Assessment of/for learningFormative assessment (feedback) Summative assessment (credits)
Assessment for learning Assessment of learning
Relate to objectives!
https://www.it.umass.edu/sites/oit.umass.edu
/files/2012/06/20/EssayQuestion_0.png
https://www.coursera.org/learn/python
4. Content development
•Content notes should be clear, organized and
accurate. The more detailed your notes are, the
clearer the content will be to participants.
•PowerPoint slides alone cannot communicate
content unless you provide detailed notes for
each slide.
•Use 10- to 15-minute recorded lectures with
visuals that focus on key or difficult concepts.
4. Content Presentation/Learner Engagement
•Navigation through course content is intuitive and/or clearly organized/explained; e.g., built into the
course structure.
•An introductory course module engages participants so they get to know each other and the instructor
while practicing the use of the communication mechanisms that help them succeed in the course.
•Offline and online course activities are integrated throughout the course.
•Content presentation is connected to participation and activities.
•In some cases the same/equivalent content is offered in different media formats to accommodate
various learning styles (e.g. narrated PowerPoint with sound and text, flowchart and textual narrative,
audio and textual narrative).
•Content is presented in portions of reasonable size that are focused on specific concepts and can be
linked to instructional objectives.
•Content and activities are spread out throughout the course so that the students are involved with the
course material every week while the course is offered.
4. Content Development: presentation
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Use of different formats depending on content
4. Content development:Learner engagement
Self-evident navigation
Clear structure +
overview of different
activities
5. Communication and Collaboration•Interaction elements are aligned with course objectives and examples (e.g., clearly written
discussion postings) provided.
•Communication within the course incorporates a variety of tools, both synchronous and
asynchronous, if appropriate to goals (e.g. discussion board, email, chat, phone).
•Participants have multiple opportunities to work collaboratively collaborate with others in
order to meet course outcomes and learner objectives effectively (e.g., collaborative
projects, virtual room ‘café’) if appropriate.
Course tied to a curriculum and graded:
•Participants are encouraged to initiate communication with the instructor and/or others at
least weekly.
•Communication channels and requirements are clearly defined, possibly with rubric or
sample postings.
5. Communication and collaboration
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6. Technology & Design Elements•The course is at least minimally aesthetically pleasing,
exhibiting considered visual design elements (balance,
appropriate use of color, adequate “white space,” clearly
and consistently labelled course components).
•Multimedia/third-party software use does not distract
from learning but is integrated into course content in a
purposeful manner.
•The course is designed with an awareness of potential
connectivity issues (e.g., large video files are not included
if some students may have slow connections or do not
have access to adequate bandwidth).
7. Learner Support•Links to useful support services (library, writing center, etc.) are
included.
•Policies related to student/participant success and ethical
behavior (e.g., plagiarism, intellectual property, cheating,
netiquette, etc.) are included.
•Links to necessary plug-ins, such as PowerPoint reader, Adobe PDF
Reader, Real Player, QuickTime are included. (Common plug-ins will
be pre-loaded, and Adelphi’s Web developer will amend where
needed for students to be able to access entire course content)
•Course includes an area for contact and biographical information
for instructor (and other “important folks”) which will be filled in by
individual instructors later on.
•Open opportunities for peer support and questions about the
course exist (e.g. in form of “Questions about the course”)
Best Practices for interactive online teaching/learning
1. Be Present on the course site – on schedule
2. Create a supportive online course community -participants,
faculty, resources
3. Share clear expectations for participants and faculty (1)
how you will communicate and (2) how much time students
should be online
4. Use a variety of large group, small group, and individual
activities/ assignments
Best Practices for interactive online teaching/learning
5. Include both synchronous and asynchronous
activities/assignments
6. Weekly, ask for informal feedback on "How is the course
going?" and "Do you have any suggestions?“
7. Provide discussion areas that invite questions, interactions,
reflections and responses
8. Provide choices and options for participants
ReferencesAdvanced Distributed Learning (ADL) Co-Laboratories. (2011, August 9). Mobile learning handbook. Retrieved from
http://www.adlnet.org/wp-content/uploads/2011/08/MLHandbook20110809.pdf
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A
taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New
York: Longman.
Gunawardena, C. & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment.
American Journal of Distance Education, 11(3), 8-26. Retreived from
http://www.tandfonline.com/doi/pdf/10.1080/08923649709526970
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1). Retrieved from
http://www.uky.edu/~gmswan3/544/9_ways_to_reduce_CL.pdf
Wilson, E., Kelleher, J., Day, D., Lilleker, R., & Hives, L. (n.d.) Best practices for mobile-friendly courses. Retrieved from
http://www.blackboard.com/CMSPages/GetFile.aspx?guid=c5e2f75a-39ef-4fe2-8301-564ec59dfa25
Burgess, G., Holt, A., & Agius, R. (2015). Preference of distance learning methods among post-graduate occupational physicians and hygienist.
Occupational Medicine, 55, 312-318. doi: 10.1093/occmed/kqi117.
Donnelly, A. B., & Agius, R. M. (2015). The distance learning courses in occupational medicine- 20 years and onwards. Occupational Medicine,
55, 319-323. doi: 10.1093/occmed/kqi130.
Ghirardini, B. (2011). E-learning methodologies. A guide for designing and developing e-learning courses. FAO.
Mayer, R. E. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.
Merrill, M. D. (2013). First principles of instruction. Identifying and designing effective, efficient and engaging instruction. San Fransisco, CA:
John Wiley & Sons.
ReferencesMargaryan, A., & Collis, B. (2005). Design criteria for work-based learning: Merrill’s First Principles of Instruction expanded. British Journal of
Educational Technology, 36(5), 725-738.
Margaryan A, Bianco M, Littlejohn A. (2015) Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education 80: 77- 83
Merrill, M.D. (2009). First principles of instruction. In C.M. Reigeluth, & A. Carr (Eds.), Instructional design theories and models: Building a common knowledge base (Vol. 3, pp. 3-26). New York: Routledge/Taylor and Francis.
Merrill, M.D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
Milligan, C., Littlejohn, A., & Margaryan, A., (2013). Patterns of engagement in connectivist MOOCs. Journal of Online Learning and Teaching, 9(2). [Online] http://jolt.merlot.org/vol9no2/milligan_0613.htm
OBHE (2013). The maturing of the MOOC. BIS Research paper No130. Observatory on Borderless Higher Education. Retrieved 27 June 2016, from http://www.obhe.ac.uk/documents/download?id=933
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). [Online] http://www.itdl.org/Journal/Jan_05/article01.htm
Weller, M. (2013). The MOOC Learning Design Project. [Online] http://ld.h817open.net/ld1/
PREPARE A SECTION OF CONTENT FOR ONLINEUSE CHECKLIST TO EXAMINE CONTENT
WORKSHOP ACTIVITY #1
WORKSHOP ACTIVITY #2
PREPARE A 2 MINUTE PRESENTATION OF YOUR WORK ON CONTENT – WHAT CHANGED?
PRESENT TO GROUP USING A COMPUTER OR “Flip chart” PAPER
Oct 08 42
Questions?
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