PowerPoint Presentation
A Simple Strategy for Maximizing Student Engagement (without
Overwhelming Instructors or Students)
Presented on November 11, 2016 at theIndiana University Online
Conference, Indianapolis, IN
Daniel T. HickeyProfessor of Learning SciencesCenter for
Research on Learning and TechnologyIndiana University,
Bloomington
Required Title Slide1
Required - Main Body Slide2
Research Context3
2009 in Sakai @IU2012 in CourseBuilder BOOC2013 in Canvas @ IU
& IUHS
Required - Main Body Slide3
Participatory Learning and Assessment DESIGN PRINCIPLESUse
public contexts give meaning to knowledge toolsReward productive
disciplinary engagementGrade artifacts through local reflectionsLet
individuals assess their understanding privatelyMeasure aggregated
achievement discreetly
4James Greeno
Tools Needed to Implement PLAUse public pages as artifacts
(wikifolios)I use discussion headers in CanvasIUHS teachers use
Google docs (gPortfolios)Use threaded comments on pages for local
interactionDiscussions in CanvasComments on Google docsOnline
assessments Use open ended items for private self-assessmentsUse
selected-response items for discreet module exams
Preparing for PLAOrganize ideas and resources into chunksAround
4-6 elements seems to workDistinguish between disciplinary
knowledge and practicesKnowledge is what experts know, independent
of context (i.e., textbook knowledge)Practices are what experts do
in contexts that afford expertiseDefine personalized engagement
context or practiceOrganizing goal, question, project, etc.Should
embody experience, interests, and aspirationsDefine networking
groups (optional)
Engle & Conants (2002) Design Principles for Productive
Disciplinary EngagementProblematize Content- From learners
perspective- Open up issues that experts see as closedGive Students
Authority- Avoid known answer questions- Position students as
stakeholdersEstablish Disciplinary Accountability- Defend positions
- Be responsive and respectfulProvide Relevant Resources- Include
time and information- Provide easy contextualized access
7
Presentation ContextEd Psych 540: Learning & Cognition in
EducationChallenging to TeachDiverse experience & ambitions
among studentsAmbitious but busy instructor!Started adjuncts in
2011Typical AccountabilityUse textbook item bankInclude a
pretestOnline in Sakai in 2009Canvas in 2013
9The P540 Team
Gina HowardLauren SmithAndi RehakXinyi ShenJoshua QuickFirat
Soylu
Required - Main Body Slide9
P540CourseStructure
Required - Main Body Slide10
Required - Main Body Slide11
Supplemental ExampleEducational Assessment Big Open Online
CourseP507 Assessment in Schools embedded for creditOffered to 500
students for free in 2013 with a grant from Google using
CourseBuilder460 registered, 160 started, 60 finished, 9 in
P507Offered a smaller streamlined version starting 2014Added videos
and quizzed and automated key featuresStill open but not advertised
widely
Supplemental ExamplesIndiana University High SchoolFully online
schoolOne of the largest in the USCollaborating with teachers since
2013Biology class use online textbook and resourcesHistory and
English classes only use OERsMoved to self-paced in 2016
Rebecca Itow(PhD Student)Courtney Gaylord(English &
Comp)Jody Duncan(Biology)
Christine Hitchcock(Social Studies)
1. Use public contexts to give meaning to knowledge toolsReframe
course resources and concepts as knowledge tools.Problematize
knowledge from each learners perspective.Learner define a
personally meaningful context.Disciplinary question, problem
etc.Nascent disciplinary practice.Embodies their experience,
interest, and aspirations.Learners redefine context as they
progress in the course.Use public contexts for the work.Avoid known
answer questions in public.RogersHall
My Learning Goal:Radiography students learning how to work as a
team.After module 2, I decided to narrow my learning goal. It was
too broad.Updated Learning Goal:Radiology students learning how to
use critical thinking skills during a trauma situation.My Learning
Context:I chose Radiography students learning how to work as a team
because I have a class of students who struggles with working
together and acting professionally. The students are separated in
various hospitals in the area for several days in the week and have
class two days on campus. The behavior is mostly during class on
campus, but occasionally in the hospital too.Our team of faculty
has had guest speakers from various professions come and speak to
the students regarding student conduct, professionalism, etc. We
have also had to place them in a seating arrangement in class. I
feel like this has helped marginally, but I want to also prevent
this behavior from happening when the new class of Radiography
students begins in the Summer II/Fall.I have to teach an
Introduction to Clinical Radiography course in Summer 2 and would
like to incorporate some team strategies in the classroom. Im
hoping I can get some ideas from this course or at least
investigate why the current troubled class is acting this way.
Theory of Learning: I believe that we all learn by life
experiences. The older we get, the more we learn from our
experiences. We observe others and learn from their and our own
mistakes. I think we retain information better when we are
motivated and determined to succeed. In regards to my learning
goal, I think the students are not motivated to get their degree. I
am not sure if it has to do with prior life experiences in which
they have not had to work hard for something or if they are not
interested altogether. I think to work together as a team, every
individual has to be motivated to get the job done. This is my
dilemma for students; how do I get them motivated in the
classroom?
Preferred Networking Group:First choice: Science;Second choice:
Comprehension;Third choice: Literacy
21
Most Relevant Cognitive Themes: I think all of the 8 themes
described in the book are relevant to my learning goal, but number
3 is true for student radiographers, extended practice is needed to
develop cognitive skills (p. 6). The students practice positioning
different body parts to obtain a desired image for the exam. It is
important that they practice this with each other and on patients
as much as possible to become more familiar and comfortable.
Working together frequently will also help build these skills
needed for the job and team development.Theme number 1, learning is
a constructive process, is the least relevant for my learning goal
(p. 5). Learning to work with other healthcare workers requires
tremendous knowledge and skill in order to sufficiently perform the
required duties. According to the text, learning is the
construction of meaning by the learner (p. 6). This is true when
developing teamwork skills by extended practice, however, the
knowledge must be there first to perform specific duties
sufficiently. It was extremely difficult for me to choose a theme
that was most/least relevant. From my experience as a Radiographer,
they all are important aspects when students are learning how to
work as a team.
Relevance of the Implications(when referring to working as a
team in the hospital)#12. Automaticity facilitates learning by
reducing resource limitations.I chose this as the most relevant for
my goal because the more the student works with a team, the better
they become. Confidence will increase and the skills used within
the team will become more automatic.#23. Perception and attention
are guided by prior knowledge.I chose this second because having
prior experience is always a plus for working in a team. If
students have had prior experiences as working as a team, the more
successful they will be working within the team because they know
what to expect. This gives them more energy for other skills to
learn.#34. Perception and attention are flexible processes.The same
as my choices for #1 and #2. I feel like this is a repeat in that
the more the student works in a team, the more it becomes
automatic. They will become more productive.#46. All students
should be encouraged to manage their resources.The more
self-regulated students are within a team, the more successful the
team. They will be able to strategize more efficiently in a team to
complete the task.#55. Resources and data limitations constrain
learning.It may take some students longer to grasp the skills
needed to work as a team. This could slow the team down.#67.
Information processing is easier when to-be-learned information is
distributed in working memory.In a mock team scenario, visual and
auditory rehearsals will allow students to retain the information
gathered longer.#71. Information processing is constrained by a
bottleneck in sensory and short-term memory. I chose this as least
important (although it is relevant) because in the healthcare
environment, you have to be on your toes and pay attention to
everything that is going on around within the team.
Takeaway Relevant Specifics in Chapter 2Information about
sensory memory helped me realize that I need to slow down on the
amount of material given to the students. On sensory registry,
there is only so much information they can handle at one time
(p.20). Finding more meaningful activities with course work could
help them retain material more efficiently.Presenting new
information visually and auditorially will help the student
perceive the material (p.20). Having the students act out a
scenario together will help them retain information learned within
the specific scenario- especially if something wrong or right
happened.Attention! Clear instructions for working as a team will
equal better quality and performance of the task (data-limited
tasks p. 22-23). Student should know their role within the group to
enhance their performance and eliminate confusion.Automaticity (as
mentioned earlier) is important for teams. Extended practice of
skills will make those skills automatic and need little attention
(p. 23).Working memory works over time (p. 28). Students who are
older (may) have more experience and know more particulars about
working within a team.
Results: Overall Public Engagement in P540Wikifolios averaged
1569 words (144-3291)Groupwikis averaged 3477 words (2705-4630)
28
33
Figure 3. Modules and Wikifolio Assignments in the New English
10 Course
36Lesson 1: Introduction to Narrative WritingCCSS W.10.3Write
narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.Briefly: Tell a story that readers enjoy reading
including a beginning, middle, and end. Points along the way of
your story should keep the story flowing.Getting startedNarrative
is just another way to say "story-telling," and people do it all
the time. Talking with friends, writing letters, or just telling
your folks what happened while you were out today are all
narrative. Other examples of narrative would includehistory, the
daily news, TV dramas, movies, and even children's fairy tales.
Humans are great storytellers and love a great story. We
communicate our culture to our children through stories and
morality plays. Without narrative, life would be pretty boring. The
important part about a good narrative is making sure the story is
an interesting one, and putting all the parts together so that the
story flows from point to point toward the climax of the story. A
good narrative leaves the reader wanting more.
36
37Part OneEvaluate and Rank Resources: Go to the following sites
and read/watch the information/examples on narrative writing. Rank
their relevance to you on you wikifolio. Find and share other
relevant resources if you wish. Summarize each resource: In two or
three sentences, explain what this resource tells you.Evaluate each
resource: Consider for whom it is intended and what its goals seem
to be. How effective is it at accomplishing those goals for that
audience?Rank each resource: How useful will this resource be
foryouas you work on the next assignment? Please explain briefly
why you ranked each one as you did.
EVELYNS EVALUATING NARRATIVE RESOURCESPurdue OWL Website:This
site goes into a decent amount of detail telling the reader about
how a narrative essay is written. It goes on saying that this type
of writhing are often anecdotal, experiential, and personal. It
allows the one who is writing them to express themselves in
creative and most of the time quite ways.Evaluation:This resource
is good in describing to the reader key points in how a narrative
essay is written. Telling the reader such things as, If written as
a story, the essay should include all the parts of a story, when
would a narrative essay not be written as a story, the essay should
have a purpose, the essay should be written from a clear point of
view, use clear and concise language throughout the essay, the use
of the first person pronoun I is welcomed, and finally as always,
be organized. Over all this resource tells the reader in a very
detailed way how to correctly write a narrative essay.Ranking:I
give this a 1 because it goes into some decent detail about the
learning how to write a narrative essay, going into further detail
about telling all parts of a narrative story to the reader.
39LADONNAS EVALUATING NARRATIVE RESOURCESPurdue OWL: Essay
Writing- Rank 1Summary: This resource is an informational guide on
the things you should include in your narrative essay. It gives you
several tips on what people will be looking for in your essay and
uses understandable language to convey it's information to you.
This resource is easy to read and understand. It's a little short,
but its full of information.Evaluation: I've used OWL as a resource
before, so this resource was easy for me to read and understand. I
feel that this resource would be useful for anyone who chooses to
read it; adults could read it and have no problem with
understanding it and so could younger children. I like this
resource because it uses plain and simple language to show you what
it's talking about and it appears to be written by a person, not a
computer or machine, if that makes any sense.Rank: I chose rank 1
for this resource because I found it to be the most informational
and useful. As I said, I've used the Purdue OWL before and have
been able to understand it easily, I found that to be true with
this page of the website too. As with the other resources, I found
this one to be short, but this one had more information in it than
the other two.
40Part Two: Choosing a Topic for a Personal NarrativeCall this
section of your Wiki Topics.First:Think of five particularly
important events in your life. For example, a big move for your
family, an injury or setback, a challenge, a victory or other key
event.Second: Briefly describe your events. Whathappened? Who was
involved? Whendid this happen? Where? How did it shape you into the
person you are today or how did it change your views on a
subject?Third: Support your topic. It's not good enough for a
narrative to just list the event. You also need to explain why it
was so important. After each event you think of, explain what made
it such an important one in your life. List your reasons in a
logical order.Fourth: Choose the topic that you think you would
like to write about. Explain why you have chosen it.
41
The topic I would most like to write about is the head injury I
sustained. Iwish to write about this because it is one of the most
major event in my life that I can remember. Therefore it is easy to
remember and easy to give all the necessary details, so that it
makes sense and people area able to follow along and completely
understand what I am writing.
42
I think the topic I'd most like to write about is the injury
I've sustained to my wrist. There are a lot of aspects about it
that I think are really interesting and there were so many
different opinions from each doctor that I think it would make an
interesting story. There are a lot of other things I like about my
other topics, but I think that this topic is probably the most
interesting and diverse one that I have.
INTRODUCTION TO THE COURSEABOUT MEAt the top of yourIntroduction
to Course and Historical Questionswikifolio, insert a heading that
saysAbout Me. Underneath that, write a few sentences introducing
yourself to the instructor and your classmates. Tell us your name,
where youre from, what youre interested in (activities, hobbies,
etc.), and why youre taking a course with IU High School, if youd
like. Write a bit about some big questions you have about history
or current events. What are you most interested in learning more
about as we study the history of the world from about the 1300s to
now?
Note the use of the wikifolioNote the use of personalizationNot
the use of big questions43
Note that he says I like the Self-pace nature of home
school44
INTRODUCTION TO THE COURSEMY ESSENTIAL QUESTIONS RANKINGNow,
take a look at the essential questions listed below. Read the
hyperlinkeddocument to get a deeper sense of each question,
particularly those that seem most interesting to you.Create a
section in your wikifolio titledEssential Questions Ranking.Under
that heading,rank the questions from most interesting/relevant to
you to least interesting/relevant to you. In other words, rank the
question you find most compelling as number 1, the question you
find next most fascinating as number 2, and so on with the question
you find least interesting to you as number 7. If you'd like to
learn more about one or more questions, follow the link for the
questions which will take you to a description on the World History
for us All website
INTRODUCTION TO THE COURSESeven essential questions in History:
Why do people live where they do and how do their surroundings
affect their livesHow do networks influence power and wealth?Why
are differences in power so enormous in the modern world?How does
the allocation of resources and goods affect human interactions and
behavior?How do the ways that humans express identity create unity
and conflict?How have technological advancements affected how
humans interact with each other and their environment?How have
changing ideas about spirituality and morality affected
history?
INTRODUCTION TO THE COURSEMY ESSENTIAL QUESTION
EXPLANATONConsider the essential question you find most
interesting. You will use this question repeatedly as we work
through our course and you'll be answering it as best you can in
thefinal capstone project. Think of your question as a focusing
lens as you study the past. Create a new heading titledMy Essential
Questionin your wikifolio page.Identify the question you plan to
use as your driving question for this course and write 1 to 2
sentences (feel free to write more) for each of the following: your
interpretation of the question (What does the question mean to
you?)your personal experiences with the question (How does this
question connect with your skills and interests?)why you chose this
question as your most relevant (What about this question is
particularly compelling to you? Why does it get you excited?)how
you anticipate answering this question (What examples from history
may fit in with this question? What challenges do you foresee in
trying to answer this question?)In addition, write 1-2 sentences
about which question you found least relevant to you and why.
Inroduced both the perspective used, the final project, and sets
up a proleptic cycle47
Had to to give a rationale, connect to prior experiences
Last paragraph shows how the format pushes elaboration and
futher deeper consideration
49
Reward productive disciplinary engagement
53
Randi EngleDE involves declarative knowledge and cultural
practicesPDE connects knowledge to practices, makes connections,
finds resources, etc.Support PDE so it can be rewardedComment
directly & locally on wikifoliosWork in the open and encourage
lurking No grades or mandatory postsThis really requires DBR to get
rightEasier for me because of my research
Wikifolios averaged 8.9 comments & 95
words/commentGroupwikis forums averaged 61 postsGroupwiki averaged
40 comments & 92 words/comment 2062 comments included 182
badges
Agreement & Disagreement in Badges vs. Comments
61
62
63
64Part Three: Collaborate with classmates.Go to the discussion
forum for this activity and paste your dialogue exchange into the
forum.Then respond to at least two of your classmates. In your
comments, consider how well the writer has followed the rules and
conventions of writing dialogue. If the writer needs to make
changes in the formatting, spacing, or punctuation in order to
follow the rules of dialogue, let them know how to make those
changes. If the speech doesnt sound fluid and natural, let them
know how to make it sound more fluid and natural. Dialogue is
difficult to write, so work together to make all of your dialogue
stronger!
65
66
Courntey: But it's important to keep in mind that in order to be
"narrative-worthy" you need to focus on an experience that really
taught you something and changed you in some way. You say that you
think about the head injury a lot, but you haven't explained what
made it important in your life. Your move to SD certainly sounds as
though it might produce a narrative that is more reflective and
interesting than any of these injuriesLadonna: But I am wondering,
I know you chose the event of the plates crashing on your head
because you say it was the most memorable for you, but I was
wondering, what are the other factors that made that event
important in your life? For instance, I chose my wrist injury
because it has changed me as a person. Did your injury change you,
do you think? Or did you just chose it simply because it was
something you remember vividly?
Again notice the teacher presence
But in particular notice the much later comment from a
subsequent student70
Grade artifacts through local reflections
Wikifolios generate lots of text and commentsGrading artifacts
and comments undermines participationGrade reflections on
PDE.Contextual engagement (suitability of personal context for
practicing using concepts)Collaborative engagement (what students
learned from others)Consequential engagement (consequences of new
knowledge for disciplinary practice )Summative assessment of
engagementProleptically shapes prior engagementFormative assessment
of knowledge
71
MelissaGresalfi
Reflect. After you've commented on your classmates'
workandreceived a sufficient number of comments from classmates,
post three reflections at the bottom of your chapter 2 wikifolio
page. Insert a bold header calledReflectionand write at least one
paragraph on each aspect of your engagement.Critical engagement:
How suitable was your instructional goal and educational context
for learning the ideas this week? Did your classmates have goals
where these implications were more directly relevant? For example,
some instructional goals make bigger demands on short term memory
than others. You are not being asked to criticize your
understanding or your work; rather you are critiquing the
suitability of your instructional goal and experience for learning
to use these ideas.Collaborative engagement.Review the comments
from your classmates and reflect on any insights that emerged in
the discussions or anything that was particularly useful or
interesting. Single out the classmates that have been particularly
helpful in your thinking, both in their comments and from reading
their wikifolios.Consequentialengagement. What are the consequences
of what you learned this week for your instructional goal and in
general? How would you teach or instruct differently based on what
you learned? What are the real world consequences of these ideas?
Think generally but be specific.
Contextual engagement:I found this chapter to be suitable for my
goal, but I realized that maybe I need to take a step back and not
make it so broad. Working as a team covers a wide area in my field
and can be used in multiple settings like the classroom, hospital
and as a group (graduating class). When I was trying to figure out
the order of relevant implications, I had to state what area of
teamwork (hospital) would show the relevance. Other students goals
were more directly relevant and not as broad. That made me realize
I need a more specific goal.
Collaborative engagement:Yue mentioned the importance of
differentiating and learning different roles in the team so that
they can perform better as a team. This made me think of the
importance of when each team member is to anticipate what is coming
next. It also reminded me of how important the students need to
understand who is involved in the room and what their duties
involve.
Alexander mentioned that there may be something else beside the
cognitive load that would need work (other than teamwork skills). I
think of motivation again and the students inability to want to
work in a team. But, I think this is more of a cognitive load issue
in that there is so much information to learn in a short amount of
time. The students are expected to work together and they are not
performing well until they have practiced more and more. He also
suggested simulations in a real-world experience to help
practice.
ConsequentialengagementAfter studying the implications for this
chapter, it made me realize that radiology students have an
incredible amount of information that must be stored and practiced
in order for their skills to become automatic and useful in a team
situation. Most of the information is given to them in a short
period of time, so they need to be able to distinguish what
material is the most important and move on. I realize that I need
to make more specific learning goal!The following is an addendum to
my learning goal:Radiology students learning how to use critical
thinking skills during a trauma situation.Based on what I learned,
I need to make sure the students are getting the basic concepts of
how to do a basic exam (on an ideal walkie-talkie patient). Once
these skills are achieved, then they can start thinking outside of
the box for a more realistic trauma patient. I could do mock
examinations with the students in an x-ray room. Setting up
scenarios for them to work together and work out the different ways
of imaging a patient with limited movement (on the patients part).
They could then take these skills to the hospital and work on
patients with similar situations.
76
Let individuals assess understanding privatelyOffer ungraded
open-ended items and performance tasksCover all of the big ideas in
the assignmentUse to re-engage rather than remediate.Items
themselves have little formative value beyond the correct
answer
77
PamelaMoss
In JEMH
77
78Self-Assess Your Knowledge. When you have completed your
wikifolio and reflections and you feel you are ready to move on,
complete the ungraded Chapter 2 Self Assessment Quiz. If you can't
write an acceptable answer for most of the items from memory, you
will not do well on this part of the module exam. You should go
backre-read the text, re-engage with your classmates and review
their implications and specifics. Note that these items will not be
included in the module exam.
Measure achievement discreetlyStandards-oriented distal
testsNecessary for measuring gains, comparing instruction,
documenting course improvementUseful for motivating prior
engagementProtect test securityProvide only item-level
feedbackRefine tests (but dont teach to them)Use LMS item
analysesAbout 85% average with 1-2 perfect scoresLimit point value
to 30-40% of the courseWill need to refine over timeTime tests and
use high quality itemsInclude many best answer items
Me!
Required - Main Body Slide80
P540 Exam Scores (percent correct)
Course Evaluation Results(11/15, 5-point Likert, SD to SA)
Course Evaluation Results
(11/15, 5-point Likert, SD to SA)
Issues with Semi-Formal (Cohorted) Course FormatAssumes regular
instructor effortIs not what online learners expectNot flexibleCant
get behindLed many students to drop out of the BOOCLed many IUHS
students to stay with distance ed courses
Required - Main Body Slide84
Moving to Self-Paced CoursesNot simple to get interactionNeed to
find like-minded peersNeed to find peers working on same unitNeed a
large number of learnersCurrently creating a self-paced BOOCNew
participant list shows current learnersNew wikifolio feature
allowing archivingLearners can look at archived workCurrently
creating self-paced IUHS coursesModules with exams and Badgr
Required - Main Body Slide85
Moving to Open Learning ResourcesNeed to automate many
featuresAutomated registration and homepageReal-time participatory
feedbackExam scoring and badges issuerRelying extensively on open
ed resourcesUse ranking feature with OERsPending NSF proposals for
IUHS and IU
Required - Main Body Slide86
Thank you very much!More info at
www.RemediatingAssessment.blogspot.comEmail me at
[email protected]
Hickey, D. T., & Uttamchandani, S. U. (in press). Beyond
hype, hyperbole, myths, and paradoxes: Scaling up participatory
learning in a Big Open Online Course. In Losh, E. (Ed.). The MOOC
Moment: Experiments in Scale and Access in Higher Education.
Chicago, IL: The University of Chicago Press.Hickey, D. T., &
Willis, J. E., & Quick, J. D. (2015). A framework for
interactivity in competency-based online courses. EDUCAUSE Review,
July. Online.Hickey, D. T. (2015). A situative response to the
conundrum of formative assessment. Assessment in Education:
Principles, Policies, and Practices.
http://dx.doi.org/10.1080/0969594X.2015.1015404Hickey, D. T., &
Rehak, A. (2013). Wikifolios and participatory assessment for
engagement, understanding, and achievement in online courses.
Journal of Educational Media and Hypermedia, 22 (4),
229-263.Hickey, D. T., & Zuiker, S. J. (2012). Multi-level
assessment for discourse, understanding, and achievement in
innovative learning contexts. The Journal of the Learning Sciences,
22, (4) 1-65Hickey, D. T., Kelly, T. A, & Shen, X. (2014).
Small to big before massive: Scaling up participatory learning and
assessment. Proceedings of the Fourth International Conference on
Learning Analytics and Knowledge, Indianapolis, IN (pp. 93-97)
Required End Slide88