1. Fostering Student Engagement in an Online Unmediated Course Leslie Stebbins T-527 19 November 2009

2. Context – “Harvard Reading Course” Curriculum – TfU Analysis The Challenge: Adapting to Online Unmediated Course Focusing on one Target of Difficulty: Engagement Key ingredient of Engagement-- Self-Regulated Learning Skills (SRL) Scaffolding SRL Insights and Dilemmas Overview

3. Context Partner: Harvard Bureau of Study Counsel Face-to-Face (F2F) Course: Harvard Course on Reading & Study Strategies Longest continually running course at Harvard – revised by team of experts Challenge – Adapt course for online unmediated(!) environment

4. Generative Topics F2f – compelling “bottomless” topic + instructor passion e.g. – approaching text with authority and flexibility --connected to multiple ideas within and across subject matters; authentic, interesting, compelling for teacher, “bottomless,” approached through many entry points – TfU, Stone Wiske

5. Understanding Goals F2f –handed out goals in first class, referred to in every class, lesson level goals connected to throughlines --clearly defined, public, big ideas, multiple dimensions, connected – lesson level to throughlines – TfU, Stone Wiske

6. Performances of Understanding F2f –group work trying out new strategies; quizzes to evaluate comprehension using new strategies --demonstrate understanding of target goals, active learning, sequenced activities, variety of entry points– TfU, Stone Wiske Each session sequenced from messing about to guided to culminating, overall course arc – combining and proactively using new strategies to read with authority and flexibility

7. Ongoing Assessment F2f –tied to performance and goals e.g. self-scored comprehension quiz, strategy log – self-monitoring --demonstrate understanding of target goals, active learning, sequenced activities, variety of entry points– TfU, Stone Wiske Performance Try out new reading strategy Performance Try out new reading strategy Goal Learn new reading strategy Goal Learn new reading strategy Assess Quiz -success of use Self-monitor in log Assess Quiz -success of use Self-monitor in log

8. Reflective Collaborative Community F2f –class discussions, group work, instructor responded to written questions, office hours held with groups Support dialogue, reflection, diverse perspectives, collaborative learning –– TfU, Stone Wiske

9. Reflective Collaborative Community F2f –class discussions, group work, group office hours Online and Unmediated – yikes!

10. 3 Targets of Difficulty --target of difficulty –difficult to learn, centrally important, might be made easier to understand with new technologies 1. How to use technology to foster engagement in unmediated online course? 2. How to use technology to make course accessible for all types of learners? 3. How to use technology to help students focus on throughlines and deep learning rather than on fun eye movement speed reading films?

11. What is Engagement?

12. Engagement = “time on task” (Robinson and Hullinger, 2008) Engagement = students excited about new technology or learning activity!!! Learner engagement = a type of thinking that is connected with learning – Bloom’s taxonomy (1956) Engagement = essential component for the development of understanding (Wiggins and McTighe, 1998 Engagement = cognitive strategies in a hierarchy from lesser to more advanced skills that relate to processing information so that it can be used in new settings-- includes a continuum – remembering, understanding, applying, analyzing, evaluating and creating – as a way to measure the depth of learning (Anderson and Krathwohl et al, 2001) Engagement = A taxonomy of seven levels of student engagement specific to educational software… clarify the connection between deep learning, engagement, and the importance of intrinsic motivation and self-regulated learning (SRL). (Bangert-Drowns and Pyke, 2001) …all student activities involving active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation…students are intrinsically motivated to learn due to the meaningful nature of the learning environment ….” (Kearsley & Shneiderman,1999)

13. Key Ingredient of Engagement – Self-Regulated Learning (SRL) SRL = A learner’s intentional efforts to manage and direct complex learning activities including: cognitive strategy use Metacognitive processing Motivational beliefs (Kaufman, 2004) These three components strongly tied to academic success (Pintrich, 2002; Schunk & Zimmerman, 1994.

14. Self-Regulated Learning (SRL) Cognitive strategy use Activities that support students’ active manipulation of academic content Metacognitive processing (self-monitoring) Knowledge and ability students have to regulate cognitive activities Motivational beliefs (self-efficacy) Students judgments of their capabilities to organize and execute the course of action necessary to attain a specific educational outcome

15. SRL Supports in Reading Course Metacognitive processing (self-monitoring) Reading Strategy Log Metacognitive processing (self-monitoring) Reading Strategy Log Cognitive strategy use (support active manipulation of content) Teaching Blog – Revise Blog – Compare to Model Blogs Motivational beliefs (self-efficacy) Interactive Quizzes and Reading Strategy Log Motivational beliefs (self-efficacy) Interactive Quizzes and Reading Strategy Log

16. Padmaja Surendranath Sara Yamaka Sybill Hyppolite, Sean Tutwiler Stone Wiske Abigail Lipson and Staff – Harvard Bureau of Study Counsel T-527 Group Work in Class Thank you!

17. Insights – Using TfU as a tool for analysis and as a tool for implementing technology – keeps one grounded in what is important – prevents technology for the “wow” factor, targets of difficulty refine focus Significant advantages to an online unmediated environment – especially, if the design is well done, in terms of making learning accessible to different learners – whether it’s tools used, or that the pace can be adjusted, or modules can be repeated etc. SRL skills need to be more proactively fostered in schools – “learning to learn” Puzzles – how to encourage adult learners to take advantage of the SRL supports in the course – such as writing in the blog, using the reading strategy log? Have you taken an online unmediated course or something similar – how did you stay engaged?