1. Applying Classroom Techniques to an Online Course Aimée deChambeau E-Resources Librarian Melville Library Stony Brook University & Part-time Instructor, Online Department of Library Science Clarion University 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

2. Introduction Clarion University BS Education, Library Science K-12 University of Pittsburgh MLS (Agricultural Information) CAS (Library Systems Design) University of Akron SoTAL Fellow 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

3. What well cover For each of 4 Techniques: Reasons to use How this has been applied online Successes Challenges These have been applied in: LS500: Intro to Information Sources and Services 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

4. Technique 1: Modified Minute Papers Minute papers: Fast responses Assess understanding at the moment Why use? Students synthesize and integrate ideas Students state ideas concisely Improves concentration – short and focused Can improve listening Easy collection of manageable feedback 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

5. Minute Papers as Adapted to LS500 Recommend short time limits on reflections Enforce with limits on response length Used for Pre- and Post- Reflections 5-20 minutes task time ½ page in length Addresses the question: What do you think it means to "conduct reference work" and/or to "be a reference librarian." 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

6. Primary reasons for pre- and post- reflection: 1.It lets me know what they think reference work is. 2.It causes them to reflect on what their mental model of reference is at that very moment. 3.It gives them something to look back upon at the end of the course to see if what they think about reference work has changed because of this class. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau Minute Papers as Adapted to LS500

7. Technique 2: Buzz Groups My favorite! Bill McKeachies book Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

8. Technique 2: Buzz Groups Buzz Groups: Small groups of students find solutions and report back to entire class Good for reducing the risk of participation for a student Non-participants in large groups become participants in small groups. Feel obligated Bigger sense of responsibility 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

9. Buzz Groups as Adapted to LS500 Very successful! Excellent for online classes An arena for intensive discussion that also reduces chaos! All-class discussion forums can become crowded BGs in LS500 3-5 students Private area for group Discussion Forum Chat/Virtual Classroom File exchange & e-Mail 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

10. Partial screenshot from a discussion forum 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau This partial screen shot shows just a few threads. There are 12 threads and over 240 posts in this forum. You can see that this can quickly become chaotic and difficult to follow.

11. Partial screenshot from a forum for BGs to post 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau This is a complete discussion forum for BGs to post their solutions to a case study. In this case they were asked to draft a letter to a new Chairman of a public library Board of Directors. As you can see, this is far less chaotic that the previous example.

12. How do BGs Work? Assign students to BG Create Group Pages for BGs Students test and acclimate to BG area 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

13. How do BGs Work? Elect a spokesperson Take time to solve problem as BG Reach a consensus and post to all-class forum Variety of solutions among groups is very interesting 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

14. Student Responses Buzz Groups Pro: Able to more fully participate; easier to come to a consensus with just a few people in the group; this format made it easier to focus. I did think the size of the buzz group was optimal. In a whole class discussion, you notice that some people are quick to answer and answer every comment. By the time the rest of us get there, all we can say is, "Me, too." Four or possibly five in a group will produce someone who takes the lead, but everybody's comments seem to count more. Con: Dont like group work; more limiting than discussing as a whole class. No, the content was pretty controversial and the end result needed to be agreed upon, so it limited our responses. I felt that if it had been in a forum we would have had more freedom to express individual ideas and discuss them w/ others w/o trying to come to one consensus - though that said, needing to come to a consensus is a good exercise as well. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

15. BG Challenges Drops and no-shows Create BGs early but dont assign work until the class attendance has stabilized Participation rates within BGs Ease the mind of those doing the work. Let everyone know you can see what happens in the BG area and can tell who is or is not contributing. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

16. Technique 3: Peer Reviews Help students develop their own self-assessment skills Expose them to their colleagues work 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

17. Peer Reviews as Adapted to LS500 Wanted students to pay more attention to their own output Increase sense of responsibility in having assignments ready on- time Learned that they wanted to revise after the peer review 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

18. How does Peer Review Work? Create the peer review network Reviewer Student Person to review Include rubric with assignment The cycle: Student completes assignment Reviewer reviews Reviewer returns review to student & copy to instructor Student submits work (or revision) to instructor 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

19. Peer Review: Lessons Learned Success? Some students did avoid procrastinating because of their sense of responsibility to the reviewer. Several students wished to modify based on reviewer comments. This will become integral part of the exercise in the future. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

20. Student Responses Peer Review Pro: Good practice receiving constructive suggestions; good to get feedback; liked looking at other peoples work. I actually LIKED doing the peer review. Reading our review rubric before sending in my own assignment gave me one last checklist. By the time I got my partner's assignment, I was so steeped in the requirements that it really took very little time to review. Con: Preferred posting to an all class forum for all-class feedback. It was helpful, but I'm not sure that I got as much from them as I could have. I had a little trouble figuring out when they were due--it depended a bit too much on the other person being timely. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

21. Peer Review Challenges Complexity of peer network structure. Frustration of reviewers when student was late with assignment. Cannot use the review as part of the grade for the reviewer. OK for a first try, will modify and use again because it is important. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

22. Technique 4: Role Play Great way to include problem-based learning Easy to pair students and have them act out scenarios and improvise responses Practice effective thinking …cognitive theory provides good support for the idea that knowledge learned and used in a realistic, problem-solving context is more likely to be remembered and used appropriately when needed later. (McKeachie) 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

23. Role Play as Adapted to LS500 Use role playing activities borrowed from InfoPeople Project Reference librarians need to learn how to conduct an effective reference interview Best to learn by doing! Library services no longer limited to in-person and telephone interactions, so all modes of communication fair game for LS500 students! 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

24. How does Role Play Work? Role play partners are assigned by the instructor Partners each get a reference question for their role as patron Everyone has the texts, published guidelines, and class discussions for background on the role as reference librarian Students negotiate which communication mode(s) to use Post role play analysis must include the application of specific references to the text and guidelines, etc 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

25. Role Play Success Very successful! Good application of readings to analyses Good practice Combined with another in the field exercise Learned from summer sections that the order of the exercises was important. Modified the work based on their comments and got improved results in the spring term. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

26. Student Responses Role Play Pro: Learning by doing is best; like the hands-on element; made the readings and text more interesting; getting away from the book was valuable. Yes. I found that by actually trying to answer a reference question from my partner, I was able to get feedback and a better understanding of how to improve or rework the reference interview. Discussing the topic is helpful, but trying to actually put it into action/ use, helped me to understand how I can apply the interview in the real world. Con: None. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

27. Role Play Challenges Similar challenges to other exercises that involve grouping students together Assign partners rather than let them find partners Instructor plays roles when there is an odd number of students enrolled 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

28. Summary Four common classroom techniques: Minute Papers Buzz Groups Peer Reviews Role Play Buzz Groups and Role Play are the most successful and easy to manage logistically Minute papers could in fact be applied more frequently. Providing time and length restrictions helps students focus their responses. Peer reviews have merit, but are currently a work in progress! 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

29. Recommended Reading McKeachie, Wilbert and Marilla Svinicki. Teaching Tips: Strategies, Research and Theory for College and University Teachers. 12th edition. Houghton Mifflin College Division, 2005. Angelo, Thomas and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. John Wiley & Sons, 2005. 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau

30. Contact Aimée Please feel free to contact me with comments and questions… Aimée deChambeau E-Resources Librarian Library Directors Office, Melville Library Stony Brook, NY 11794-3300 631.632.1811 adechambeau@clarion.edu aimee.dechambeau@stonybrook.edu 18 May 2006, CBbC Applying Classroom Techniques Online Aimée deChambeau