Connecting Classroom & Online Experiences: Building in Accountability

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Connecting Classroom & Online Experiences: Building in Accountability

Tuesday, 9:00 – 10:30 AMPatricia McGee, PhD Veronica Diaz, PhD

This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

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agenda

• Back channel/ Wiki• The First Day• Making the Blend• Assignments• Interactivity• Accountability + Mapping, Part 2

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The First Day

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Course Priorities: What are yours?

• Earth Science• Review Syllabus

Templates in wiki• Using Course Priorities

Checklist, and templates, design your first day overview

Handout

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What goes Where

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Instructional framework

• Learner-centered

• Big Ideas• Process/Content driven• Pedagogical Navigation

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Chunking the schedule

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Example: The Class Schedule

• Three days prior to their next on-campus meeting, students are given a question or problem to discuss online.

• During the face-to-face class, the instructor projects the online discussion thread, then continues the discussion with a group of participants who are now better prepared and engaged.

• The instructor creates a private online discussion area (a “journal”) for each student in the course; students post questions and drafts of their work, and get feedback from their instructor.

• Students research and prepare aspects of team projects online, post them to the online discussions for debate and revision, then present them to the on-campus class for final discussion and assessment.

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Examples: The Class Schedule

• Distance Learning• Instructional Design/

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Pedagogical Navigation

http://www.youtube.com/user/CourseSites http://www.lamsinternational.com/

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Explore: What’s your approach?

• Go to wiki– http://tinyurl.com/blend-connect

• Consider your Mapping, Part 1• Explore framework tools• Select and discuss 1 approaches you might use• Modify or expand: What fits your course?

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MAKING THE BLEND

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Core Considerations

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Intervals?

1. Time needed to process new information2. Time needed to prepare processed

information3. Time needed to respond (synchronous

events)

Recommendation: Provide time estimates for assignments and asynchronous activities.

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Example Intervals

Principle

1. Time is needed to process new information

2. Time is needed to prepare processed information

3. Time is needed to respond (synchronous events)

Application

1. Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days)

2. Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 week)

3. In chat, count to 10 before responding

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Blended Variation

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Deciding What goes Where

• Give them something in each mode that they want, need and/or cannot get any other way

• Relate to their academic or personal interests: choices

• Provide privileges/acknowledgements for meeting or exceeding expectations

• Offer samples of work, peer reviews, benchmark assessments

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Activity

• Go to Blended Course Examples• What happens (or can) in the classroom?• What happens (or might) outside the

classroom?

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ASSIGNMENTS & INTERACTIVITY

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ASSIGNMENTS

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Assignments should …

• Serve a purpose • Require accountability• Offer options, when possible• Provide opportunity for practice• Be a bridge between locations• Be a part of something bigger –or- Be a

source of feedback (informal or formal)

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How do we delivery content online and prepare students for class?

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Example: Inside a Bb course

http://jolt.merlot.org/vol3no1/larson-daugherty.htm

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http://jolt.merlot.org/vol3no1/larson-daugherty.htm

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http://jolt.merlot.org/vol3no1/larson-daugherty.htm

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Activity: Introduce content online?

• By introducing online, students can enter discussions anticipating interaction through:– Answers to provided

questions– Hypotheses– Leading conversation– Other?

Select a repository and identify a resource that could be used to introduce content

• http://www.merlot.org• http://www.wisc-online.co

m/

• http://mcli.maricopa.edu/resources

• http://archive.nmc.org/projects/lo/repositories.shtml

• http://www.learning-objects.net/

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Thoughts on Grouping: Variations

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Activity: Making a blend

• From your module, select one or two objectives

• Determine– Where can assignment begin?– What will learners be given?– How will they know what to do?– What is their incentive?– What will they do where and when?

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INTERACTIVITY

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Interactivity

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Interactions Framework

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Example: Marist Interaction

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Interaction in the blended classClassroom Online -LMS Anywhere

Synchronous Discussion, Groups

Chats Text, Phone, Social Media

Asynchronous Discussions, Groups, Email

Text, Social Media

One-to-one Dyads Consultation Text, Phone, Social Media

One-to-many Presentation Presentation Email, Social Media

One-to-some Groups Closed Discussions, Email, RSS, Email

Email, Social Media

Some-to-some Groups, Think-share-pare

Closed Discussions, Networks, CoP

Social Media, RSS

Many-to-Many Group Presentations, Competition

Crowd Sourcing, Networks, CoP

Mobile sites, Social Media

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Getting your interaction on?

1. How does interaction support learning (objective)?– Knowledge

Acquisition?– Practice?– Rehearsal?– Assessment?– Skill development?

2. What is student getting out of interaction?

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Discussion

• See Strategies for Interaction Handout in wiki• Note possible application for your project• Do you have others?

eHandout

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AccountabilityVeronica Diaz

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Your Redesign Toolbox

• Have these handy– Using Bloom’s Taxonomy for

Objective Development – Mapping Your Course:

re(Designing) for Blended Delivery– Blended Course and Syllabus

Samples (website from wiki) – Aligning Your Course Components

for Blended Delivery

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Mapping Your Course: Part II

DO: 20 MINUTES• Redesign a module

READ & DISCUSS: 5 MINUTES• The checkpoint questions

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Questions?

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Discuss: Checkpoint Questions, II

• In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode?

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Discuss: Checkpoint Questions, II

• How are you using the online or out of class time? To – reinforce content, – practice content, – demonstrate evidence of

content mastery, – apply content, – add time on task, – introduce new content, or – other?

• Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to-face) to support learning?

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Accountability and Integration

Ask (handout)• What is the role of out

of class time?• How can I maximize the

face-to-face class time?• How can I make sure my

students are prepared for face-to-face class time?

• Reinforcement • Practice• Provide evidence• Application• Additional time on task • Introduce new content• Other Reminder

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Accountability and Integration

Ask (handout)• What is the role of out

of class time?• How can I maximize the

face-to-face class time?• How can I make sure my

students are prepared for face-to-face class time?

• Reinforcement • Practice• Provide evidence• Application• Additional time on task • Introduce new content• Other

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Questions

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Take-aways

• Are your priorities & framework clear from the 1st day?• Does the blend start in class or online?• How do assignments support engagement and objectives?

• How will Interaction be meaningful to the learner?

• How will you ensure that students come prepared to class? Or that you know they’re not ready before class?

• How can the blended delivery mode help you in supporting particular areas of difficulty in your course?

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Patricia McGee, PhDthe University of Texas at San

AntonioVeronica Diaz, PhD

EDUCAUSE Learning Initiative

This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/