Presentation on theme: "1 Preparing and Guiding Learners Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative, EDUCAUSE Wiki Site."— Presentation transcript:
1 Preparing and Guiding Learners Veronica Diaz, PhD Associate Director EDUCAUSE Learning Initiative, EDUCAUSE Wiki Site
2 Preparing and Guiding Learners Your Redesign Toolbox Resources – Student Readiness Tools and Resources (wiki page) Handouts – Planning Guide for Assessing and Addressing Student Readiness – Planning Template and Guide to Prepare for, Identify, and Preempt Student Crisis Points
3 Preparing and Guiding Learners STUDENT READINESS
4 Preparing and Guiding Learners Student Readiness Supporting the learner – Before the course – During the course Supporting the faculty member (to be prepared and to support the learner)
5 Preparing and Guiding Learners Support in the blended course? Identify the top 2 areas that students would need help in a blended course ---- http://backnoise.com/?blended
6 Preparing and Guiding Learners Step 1: Clear Communication http://weblearning.psu.edu/blend ed-learning- initiative/what_is_blended_learni ng http://weblearning.psu.edu/blend ed-learning- initiative/what_is_blended_learni ng http://online.ucf.edu/modalities.p hp http://online.ucf.edu/modalities.p hp http://cms.bsu.edu/Academics/C ollegesandDepartments/Distance/ Academics/Admissions/Military/D elivery.aspx http://cms.bsu.edu/Academics/C ollegesandDepartments/Distance/ Academics/Admissions/Military/D elivery.aspx http://sirls.arizona.edu/node/867 3-4 options Use common terminology If blended definitions vary from course-to-course, let students know Provide examples to students Learner readiness assessment strategies
7 Preparing and Guiding Learners Assess… Skills (reading) Learning styles or preferences Work and study habits Technical requirements (hardware, software, connectivity) Need and immediacy for course Feedback preferences Ability to self-help (when things are difficult) Attitude toward the nature of learning in a blended environment 7
8 Preparing and Guiding Learners Readiness Assessment Strategies (see wiki resources) Formal eLearning website Screening surveys Pre and post enrollment with feedback Debunking incorrect impressions Advisor meeting Informal Website Welcome materials FAQs Examples of blended courses (syllabi and sites) Pros/Cons of taking a blended course Student testimonials
Blended Learning FAQs: http://www.berkeleyc ollege.edu/academic s/blended_courses.ht m
10 Preparing and Guiding Learners Students are most successful when they have the following characteristics: Informed self selection Responsibility for their own learning An access plan for taking the course Know how they learn (metacognition) Have necessary technical skills Know how to build a support system Respond favorably to technological uncertainties
11 Preparing and Guiding Learners What happens when students aren’t ready? ---- http://backnoise.com/?blended
12 Preparing and Guiding Learners Student Readiness Activity DO: 15 MINUTES Look over the mapping handout Review the Planning Guide for Assessing and Addressing Student Readiness ID a few readiness areas and strategies to address them
13 Preparing and Guiding Learners STUDENT CRISIS POINTS
14 Preparing and Guiding Learners What are they? Moments during your course when students are most likely to need support and assistance – Example: The first time a student logs in to your course web site and cannot locate the URL or remember the username and password? Identify crisis points in advance, so you can make sure that you have a plan in place to mitigate student problems and avoid frustration
15 Preparing and Guiding Learners How do you identify them? Review the sequence of learning activities and course modules you have planned What student skills will be required to be successful – Technological skills Using course management system (tests, finding materials, email, groups, web 2.0 tools, etc.) – Independent learning skills Time management Ability to retain and use course content
16 Preparing and Guiding Learners What are some likely causes of student crisis points? ---- http://backnoise.com/?blended
17 Preparing and Guiding Learners Supporting the Faculty Member (and the student) Reviewing the phases and potential student crisis points in a course Technological crisis points Curriculum-related crisis points
18 Preparing and Guiding Learners Crisis Points: Student/Faculty Support Pre-semester Learners may have never accessed any course management systems and may not be aware of the helpdesk or other resources. Instructors may be eager, nervous, or anxious. They prepare for the course by reviewing materials and the system. Instructors may be teaching in the blended delivery mode for the first time and be planning some spontaneous course design or revision in lieu of advance planning. First Day Technology (in and/or out of class) may or may not work as intended. Instructors may spend significantly more time overcoming technological housekeeping and start-up work than anticipated. Learners may feel overwhelmed or confused by the technology requirements or expectations of the course, of which they were unaware at the time they enrolled. Learners may be unaware of the time demands of a blended course, especially if they are teaching the course for the first time. Handout
19 Preparing and Guiding Learners Crisis Points: Student/Faculty Support Pre-semester Learners may have never accessed any course management systems and may not be aware of the helpdesk or other resources. Instructors may be eager, nervous, or anxious. They prepare for the course by reviewing materials and the system. Instructors may be teaching in the blended delivery mode for the first time and be planning some spontaneous course design or revision in lieu of advance planning. First Day Technology (in and/or out of class) may or may not work as intended. Instructors may spend significantly more time overcoming technological housekeeping and start-up work than anticipated. Learners may feel overwhelmed or confused by the technology requirements or expectations of the course, of which they were unaware at the time they enrolled. Learners may be unaware of the time demands of a blended course, especially if they are teaching the course for the first time.
20 Preparing and Guiding Learners Crisis Points: Student/Faculty Support First Week Learners may still be adding and dropping courses and may not have fully committed to the courses. Instructors get to know the learners and respond to first activities/assignments. Instructors become aware of who is not accessing course materials, but may be unable to reach those learners. First Five Weeks Learners may be confused, feel isolated, or start procrastinating. Learners may require and ask for extra support as they become used to online and face-to-face assignments, feedback, and communication. Instructors may be overwhelmed with student communication, are gradually adjusting to flow of their blended course(s), and beginning to anticipate what will work and what needs work in course design. They may implement course revisions mid- stream.
21 Preparing and Guiding Learners Crisis Points: Student/Faculty Support Second Five Weeks Learners may have anxiety about grades, or overwhelmed by expectations in their courses, which may all be in different delivery formats (online, face-to-face, and blended). Instructors make sure learners have enough information about progress, analyze course pace and learner progress, and make adjustments as needed. Instructors may have added or compressed coursework to compensate for unanticipated delays in delivering curriculum earlier in the course. End of Semester Learners may be overwhelmed, withdrawn from course activities, missing assignments. Learners may begin to prepare or anticipate their first final exam, which may be delivered online—possibly a new format for them. Instructors may begin to fatigue of dual (online and face-to-face ‘presence’).
22 Preparing and Guiding Learners Student Crisis Points Activity DO: 15 MINUTES Look over the mapping handout Take a moment to review Planning Template and Guide to Prepare for, Identify, and Preempt Student Crisis Points Identify 2 areas where your students might be underprepared and what you might do to support them during those parts of the course
23 Preparing and Guiding Learners Supporting Student Success with Course Design Rubrics Wiki Site
24 Preparing and Guiding Learners Thoughts on the Use of Course Design Rubrics? ---- http://backnoise.com/?blended
25 Preparing and Guiding Learners Why a Use a Course Rubric? Organizational tool Checklist Focus on critical course components Alignment of components
26 Preparing and Guiding Learners Other Considerations Coherence of the course as a whole: student perspective Continuous improvement through peer review and professional development for reviewers
27 Preparing and Guiding Learners Quality Assurance & Alignment 8 general: – Course Overview and Introduction – Learning Objectives – Assessment and Measurement – Resources and Materials – Learner Interaction – Course Technology – Learner Support – ADA Compliance – http://www.qualitymatters.org http://www.qualitymatters.org
28 Preparing and Guiding Learners Course Peer Review Process
29 Preparing and Guiding Learners Course Design Standards A statement introduces the student to the course and the structure of the student learning Navigational instructions make the organization of the course easy to understand. Learning activities foster interaction: – instructor-student – content-student – student-student (if appropriate) Clear standards are set for instructor response and availability
30 Preparing and Guiding Learners Course Design Standards Assessment strategies should provide feedback to the student Grading policy should be transparent and easy for the student to understand Implemented tools & media should support learning objectives and integrate with texts and lesson assignments The course acknowledges the importance of ADA compliance
31 Preparing and Guiding Learners Quality Assurance: Other Uses Internal review processes Guidelines for blended course development Checklist for improvement of existing blended courses Faculty development/training programs Institutional distance learning policies An element in professional and other accreditation processes
32 Preparing and Guiding Learners Quality Assurance Resources Note: May need to cut and paste some links into browser. CSU Chico, Rubric for Online Instruction: http://www.csuchico.edu/celt/roi/index.shtml http://www.csuchico.edu/celt/roi/index.shtml Illinois Online Network http://www.ion.uillinois.edu/initiatives/qoci/rubric.asp http://www.ion.uillinois.edu/initiatives/qoci/rubric.asp University of Southern Mississippi Learning Enhancement Center http://www.usm.edu/lec/docs/LEC_Online_course_rev 2.pdf http://www.usm.edu/lec/docs/LEC_Online_course_rev 2.pdf Houston Community College http://online-course- design.pbworks.com/f/Online_Course_Rubric08.pdfhttp://online-course- design.pbworks.com/f/Online_Course_Rubric08.pdf Craven Community College www.cravencc.edu/faculty/cccderubricsp2009.doc www.cravencc.edu/faculty/cccderubricsp2009.doc
34 Preparing and Guiding Learners Promoting Successful Blended Teaching: Competencies and Skills Source: Lawrence C. Ragan, Paula Bigatel, Janet May, Shannon Kennan, Brian Redmond Penn State University
35 Preparing and Guiding Learners New Skills and Course Design Facilitating online discussions and small group activities Developing new forms of student assessment Scheduling and communication challenges as courses meet online and face-to-face Learning new technologies Supporting students to understand their active role in the learning environment
36 Preparing and Guiding Learners Goal: Support the Development of Blended Instructors What are the skills and competencies necessary for blended teaching success? At what point in the instructor's career should these competencies be developed?
37 Preparing and Guiding Learners Phase I Process and Results Used survey to rate skills as “Not Very Important” to “Very Important” 200+ individuals completed survey Half had “5+ years of online/blended teaching experience” – Interesting note: No significant difference between respondents according to years of teaching experience 2:1 Females: male Cross discipline domains represented
38 Preparing and Guiding Learners Multimedia Technology Administration/Leadershi p Active Learning Classroom Decorum Policy Enforcement Technological Competence Responsiveness Competency Categories
39 Preparing and Guiding Learners How would you rank these? 1.Multimedia Technology 2.Administration/Leadership 3.Active Learning 4.Classroom Decorum 5.Policy Enforcement 6.Technological Competence 7.Responsiveness
40 Preparing and Guiding Learners Competencies by Mean 1.Active Learning 2.Administration/Leadership 3.Responsiveness 4.Multimedia Technology 5.Classroom Decorum 6.Technological Competence 7.Policy Enforcement
41 Preparing and Guiding Learners Competency 1: Active Learning The instructor encourages students to interact with each other by assigning team tasks and projects, where appropriate. The instructor includes group/team assignments where appropriate. The instructor encourages students to share their knowledge and expertise with the learning community. The instructor encourages students to participate in discussion forums, where appropriate. The instructor provides opportunities for hands-on practice so that students can apply learned knowledge to the real-world. The instructor provides additional resources that encourage students to go deeper into the content of the course. The instructor encourages student-generated content as appropriate. The instructor facilitates learning activities that help students construct explanations/solutions. The instructor uses peer assessment in his/her assessment of student work, where appropriate. The instructor shows respect to students in his/her communications with them.
42 Preparing and Guiding Learners Competency 2: Administration/Leadership The instructor makes grading visible for student tracking purposes. The instructor clearly communicates expected student behaviors. The instructor is proficient in the chosen course management system (CMS). The instructor adheres to the university's policies regarding the Federal Educational Rights & Privacy Act (FERPA). The instructor integrates the use of technology that is meaningful and relevant to students.
43 Preparing and Guiding Learners Competency 3: Active Teaching The instructor provides prompt, helpful feedback on assignments and exams that enhances learning. The instructor provides clear, detailed feedback on assignments and exams that enhances the learning experience. The instructor shows caring and concern that students are learning the course content. The instructor helps keep the course participants on task. The instructor uses appropriate strategies to manage the workload.
44 Preparing and Guiding Learners Competency 4: Multimedia Technology The instructor uses a variety of multimedia technologies to achieve course objectives. The instructor uses multimedia technologies that are appropriate for the learning activities.
45 Preparing and Guiding Learners Competency 5: Classroom Decorum The instructor helps students resolve conflicts that arise in collaborative teamwork. The instructor resolves conflicts when they arise in teamwork/group assignments. The instructor can effectively manage the course communications by providing a good model of expected behavior for all course communication. The instructor identifies areas of potential conflict within the course.
46 Preparing and Guiding Learners Competency 6: Technological Competence The instructor is proficient with the technologies used in the blended classroom. The instructor is confident with the technology used in the course.
47 Preparing and Guiding Learners Competency 7: Policy Enforcement The instructor monitors students' adherence to policies on plagiarism. The instructor monitors students' adherence to Academic Integrity policies and procedures.
48 Preparing and Guiding Learners Task Importance Rankings: Top 10 1.The instructor shows respect to students in his/her communications with them. 2.The instructor provides students with clear grading criteria. 3.The instructor clearly communicates course goals. 4.The instructor clearly communicates course content. 5.The instructor shows enthusiasm when interacting with students. 6.The instructor provides clear, detailed feedback on assignments and exams that enhances the learning experience.
49 Preparing and Guiding Learners Task Importance Rankings: Top 10 7.The instructor communicates with students about course changes, reminders of due assignments, relevant additional resources through announcements/emails. 8.The instructor can effectively manage the course communications by providing a good model of expected behavior for all course communication. 9.The instructor provides prompt, helpful feedback on assignments and exams that enhances learning. 10.The instructor clearly communicates expected student behaviors.
50 Preparing and Guiding Learners Faculty Readiness Source: http://weblearning.psu.edu/resourceshttp://weblearning.psu.edu/resources
51 Preparing and Guiding Learners Faculty Readiness
52 Preparing and Guiding Learners Faculty Readiness
53 Preparing and Guiding Learners Faculty Readiness
54 Preparing and Guiding Learners Take-Aways Fit for the blended instructional mode Support for redesigning the course Learn by doing (blended learning experience) Technology support The “launch” environment (release time, support) Constant reflection about teaching in a blended environment Mentoring and ongoing support/evaluation
55 Preparing and Guiding Learners Discussion? ---- http://backnoise.com/?blended