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Science Lab Class- Taking It On-line

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1 Science Lab Class- Taking It On-line
Sandra Yarema, M.S.Ed. MSTA Director-at-Large, Lawrence Technological University, Wayne State University MSTA Conference March

2 So, You’re Teaching a Science Lab Course
And you think it could be taught on-line… Or You’ve been assigned to teach a distance learning course…. Options: Hybrid / Reverse Instruction (Flipped Classroom) Completely On-line

3 Considerations for Course Design
Adapting the best Practices of Face-to-Face experience to Distance Learning Personal knowledge and familiarity with tools for effective instruction Course objectives Learner Grade/age level

4 Typical Traits of Face-to-Face
Direct personal contact Immediate feedback Schedule and Pacing dependent on time in class Materials easily accessible Facilitating Active Learning Cooperative group management Visual cues available

5 Typical On-Line Experiences
Benefits Include: Challenges include: Convenience Setting limits to 24/7 Availability Time Place Facilitating Active Learning Group Work Individualized Pacing Lab Activities Time for reflection and response Delayed feedback 24/7 Access Materials Accessibility

6 Course Design Determine Learning Objectives for Course
Plan strategies to meet objectives Situation Based Learning Cognitive Engagement Access to materials: Kits/text available: Direct ship procedures in place Engaging Web-links and tools Communicate Expectations Syllabus, schedule, lesson planning

7 Course Management Choose tools to implement course design
Student interaction, discussion, reflection Assignment submission, grading Synchronous/Asynchronous format of presentations, assignments and activities Teaching style: web cam, Virtual-Classroom, assessing engagement Communicating with students Utilize and provide technology support Experience an On-line Course before Instructing One

8 Student Engagement Be There: Provide Consistent “Presence”
Avoid “Death by PowerPoint” Embed Technology Using Instructional Technology tools i.e. SafeAssign, Respondus Lock-Down browser, Blackboard Test/Survey/Polls, Video-clip Recordings of Procedures, audio “podcasts”

9 Essential Elements for Teaching Online
Concord Consortium E-Learning Model: Asynchronous Collaboration : Reflective, threaded discussion and collaborative problem solving as core learning strategy Explicit Schedules: Schedule lessons within a specific time frame Expert Facilitation: Leading on-line discussions to deepen dialog & learning, Students should have the primary voice. Inquiry Pedagogy: Graphics, simulations, role- plays effectively used. Explicit objectives matched to measures for qualitative assessment, Clear guidelines posted. High-Quality Materials: Take advantage of a variety of learning strategies Community Building: Learning through Collaboration Limited Enrollment : Research reports ideal class size of 12 students Purposeful Virtual Spaces: Create a space for informal social questions, questions about assignments, and for technical questions Ongoing Assessment: Daily contribution to participation Elbaum, B. McIntyre, C. Smith, A. (2002). Essential Elements: Prepare, Design, and Teach Your On-line Course. Madison, WI: Atwood Publishing

10 Designing for Learning
J.V. Boettcher, Ph.D. (2011) Ten Best Practices for Teaching On-line: Quick Guide for New Online faculty

11 Ten Best Practices for Teaching Online
Be Present Create a supportive community of learners Set clear expectations for students and for yourself: how you will communicate how much time should be spent working on the course each week Use a variety of large group, small group, and individual work experiences Use Both Synchronous and Asynchronous Activities

12 Ten Best Practices for Teaching Online
Establish two-way communication for reflective feedback and meaningful evaluation of your teaching Prepare Discussion Posts that Invite Questions, Discussions, Reflections and Responses Focus on content resources and applications and links to current events and examples that are easily accessed from learner's computers

13 Ten Best Practices for Teaching Online
Identify core concepts for the course - the performance goals – and scaffold learners to apply these concepts through an increasingly complex spiral of selected activities. Utilize a learning cycle framework that provides exploration/explanation of theory and concepts, practice of skills and demonstration of knowledge application of concepts and evaluation of outcomes Structure Activities and Responses that make students’ thinking visible Structure Closing and Wrap-up for the Course Provide Frequent Guidelines/ “To-Do List” Schedules; Update Often Evaluate and Assess Individual learner growth How the Learner Contributed to the overall growth of the group

14 More Help Educational Technology Organization of Michigan Michigan's Distance Learning Resource The Educational Technology Organization of Michigan is a non-profit organization dedicated to the use of instructional telecommunications in higher education with an emphasis on distance learning. Established in December of 1980, ETOM has, and continues to be, a valuable resource for Michigan colleges and universities, related businesses, other educational organizations, and other interested individuals. Certification for Instructing On-line courses and designing on-line curriculum is available. Michigan Virtual University, Michigan LearnPort Serving k-12 students & educators with innovative on-line learning opportunities.

15 Example Activity Tracks
Objectives: Define Observation, Inference; Utilize Supporting Evidence to Argue for Claims; Practice Science Process Skills; Illustrate Nature of Science

16 Tracks Create a table which includes 3 columns:
Observations ,Inferences and Supporting Evidence In the Table: List all observations you can make based on the image List all the inferences that would be a plausible explanation for each observation made List any assumptions made that support particular inferences Describe the evidence that supports each explanation Post the table in the Discussion Board Choose Posts from at least 2 classmates. Reply to their post with a comment that compares and contrasts one of your inferences with one of theirs.

17 Tracks

18 References Boettcher, J.V. (2011). Ten best practices for teaching on-line: Quick guide for new on-line faculty. Elbaum, B. McIntyre, C. Smith, A. (2002). Essential elements: Prepare, design, and teach your on-line course. Madison, WI: Atwood Publishing Educational Technology Organization of Michigan (ETOM) Michigan Virtual University- Michigan LearnPort

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