CIRTL Network Meeting January 16, :00-12:30 ET/ 10:00-11:30 CT/ 9:00-10:30 MT / 8:00-9:30 PT This meeting will be recorded Begin by running the Audio Setup Wizard Select : Tools>Audio> Audio Setup Wizard or select the audio wizard icon Backup Call-in: Call-in Number: 1 (571) Passcode: #

Agenda Announcements Sharing local evaluations (sign-up) March In-Person Meeting Sloan Update AGEP Update IUSE Update MOOC Update Spring Cross-Network Events Summer Course submissions due: February 10, 2014 Topic 1: Local Program Evaluations Delta Program in Research, Teaching and Learning Basics of Online Learning and Teaching course (UW-Don Gillian-Daniel) Topic 2: CIRTL IT Operations (ISU)

March Meeting – Not Registered Howard University Johns Hopkins University Texas A&M University of Texas at Arlington University of Houston University of Missouri-Columbia University of Pittsburgh University of Wisconsin-Madison Vanderbilt University

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Preliminary evaluation results: Basics of Online Learning & Teaching course CIRTL Network meeting Thursday, January 16, 2014 Don Gillian-Daniel Delta Program in Research, Teaching & Learning University of Wisconsin-Madison

Structure & Content: CIRTL Basics of Online Learning & Teaching course Structure 5 weeks asynchronous content 3 weeks independent project work ~3 weeks synchronous content Follow-up practice session Content Course models & principles; role of learner; role of instructor; creating a learning activity; course design support With… Individual content- embedded activities Community activities Project design activities

Evaluation strategy: CIRTL Basics of Online Learning & Teaching course Asynchronous content (5 weeks) Independent development (3 wks) Synchronous content (~3 wks) BOLT participant- taught CIRTL course (in a subsequent semester) – Prior experience (online polling) 2 – Mid-course survey (formative) 3 – Synchronous process check 4 – End-of-course survey (summative) 5 – Student end-of-course survey (longitudinal) 6 – Instructor end-of-course survey (longitudinal)

Teaching-As-Research questions: How well did the course design and execution promote the development of a learning community? Could course participants apply what they learned to promote the development of a learning community in their online course?

Data: CIRTL Basics of Online Learning & Teaching course participants Average level of agreement (n=6) (1=Strongly Disagree; 2=Disagree; 3=Not Sure; 4=Agree; 5=Strongly Agree) Representative comment: “I think the "learning community" really formed during the synchronous sessions in the course.” (n=4/6)

Data: BOLT participant-taught CIRTL course students (in a subsequent semester) Average level of agreement (n=5) (1=Strongly Disagree; 2=Disagree; 3=Not Sure; 4=Agree; 5=Strongly Agree) Example comments: “The respect the students have for each other.” (n=1/5) “The group discussion.” (n=1/5)

Qualitative data: CIRTL Basics of Online Learning & Teaching course participant after teaching their CIRTL course (n=1) What did you do in your course to help your students feel part of a learning community? Put them in small groups, held open discussions, had them reflect and share their thoughts. Several wanted to continue the conversation after the course was over. As a result of taking the summer Basics of Online Learning & Teaching course, did your thinking about creating community in an online environment change? If so, how? Yes, I thought more about the synchronous versus asynchronous element/challenge of creating community. I thought about how I could continue the conversation beyond the synchronous sessions.

Questions/Comments ? Acknowledgements: Erin McCloskey, Assistant Professor, Professional Development & Applied Studies, UW-Madison

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Questions / Comments / Ideas

CIRTL Information Technology Update