Linking Concepts and Strategies for Online Success Wentworth Institute of Technology January 11 th, 2006 Janet Moore and Jacquie Moloney

linking concepts and strategies institutional vision emerging definitions of an evolving field understanding and applying research findings on learning effectiveness course design strategies strategies for transitioning to the online environment planning assessment resources and recognition

linking: vision and goals Greater access to a range of personalized and individualized learning, teaching, and resources Greater accommodation for learners and teachers of diverse ages, styles, and cultures, etc. who can connect from multiple settings such as homes, workplaces, libraries, etc. Greater flexibility and cost effectiveness for mission, scalability, time, infrastructure, etc. Greater student and faculty satisfaction.

Portion Delivered Online Type of courseTypical description 0%TraditionalCourse with no online technology used; content is delivered in writing or orally. 1 to 29% W eb Facilitated Course uses web-based technology to facilitate a face-to-face course, with a course management system (CMS) or web pages to post the syllabus and assignments. 30 to 79% B lended/hybrid Course blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, with some face-to- face meetings. 80+% O nline A course with most or all of the content delivered online, with no face-to-face meetings. W B 0 missing link: common definitions Source: Entering the Mainstream, Sloan-C, 2004

missing link: Carol Twigg (2000) – “the biggest obstacle to innovation in online learning is thinking things can and should be done in the old way”

7 principles of good practice 1. Good practice encourages contacts between students and faculty 2. Good practice develops reciprocity and cooperation among students 3. Good practice uses active learning techniques 4. Good practice gives prompt feedback 5. Good practice emphasizes time on task 6. Good practice communicates high expectations 7. Good practice respects diverse talents and ways of learning Chickering and Gamson, Implementing the seven principles: technology as lever

challenge-based learning Bransford, J., et. Al. How People Learn: Brain, Mind, Experience, and School. Image courtesy of Vanderbilt University. Knowledge-, learner-, assessment- centered

TEACHING PRESENCE PRESENCE SOCIALCOGNITIVE PRESENCE LEARNING interface interaction w/ interaction w/content interaction w/ peers interaction w/ instructors adapted from Hillman et al, 1004; Rourke, Anderson, Garrison & Archer, 2001; Moore, 1989

Online Learning Community Social Presence Teaching Presence (Assessment Centered) Setting Climate Supporting Discourse Prompt Feedback Contact Between Students and Faculty Reciprocity and Cooperation The 7 principles of good practice encourage: a conceptual framework for high quality, higher- education, online learning Chickering and Gamson, (1987) Critical Inquiry in a Text-Based Environment Garrison, Anderson, and Archer (2002) Selecting Content Cognitive Presence (Knowledge Centered) Time on Task Active Learning Techniques Communication of High Expectations Respect for Diverse Talents and Ways of Learning Bransford, et al (2002) “How People Learn” (Learner Centered)

interaction with content (Moore, 1989) interaction with instructors (Moore, 1989) interaction with classmates (Moore, 1989) interaction with the interface (Hillman, Willis & Gunawardena, 1994) Karen Swan of Kent State University, Sloan-C editor for learning effectiveness has synthesized research implications for practice. interaction

interaction with content design principles course design factors learning differing kinds of content

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Greater clarity and consistency in course design, organization, goals, and instructor expectations leads to increased learning Use peer review of courses to insure clarity & consistency Use quality control guidelines for clarity & consistency interaction w/ content

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Online discussion/learning may be more supportive of experimentation, divergent thinking, exploration of multiple perspectives, complex understanding & reflection than F2F discussion/learning Encourage these kinds of thinking in online discussion through modeling and open-ended questions Encourage diverse points of view Develop grading rubrics for discussion participation that reward desired cognitive behaviors Develop initial course activities to encourage the development of swift trust interaction w/ content

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Online discussion/learning may be less supportive of convergent thinking, instructor directed inquiry & scientific thinking than F2F discussion Use course activities such as written assignments, one-on-one tutorials, journaling, small group collaboration & self-testing Develop grading rubrics for discussion & assignments that reward desired cognitive behaviors interaction w/ content

interaction with instructors instructor roles and changing instructor roles teaching presence experimental studies

RESEARCH FINDING IMPLICATIONS FOR PRACTICE The quantity and quality of instructor interactions with students is linked to student learning Provide frequent opportunities for both public and private interactions with students Establish clear expectations for instructor- student interactions Provide timely & supportive feedback Include topic of instructor interaction in faculty development interaction with instructors

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Instructor roles are changed in online environments Include the topic of changing roles in faculty development & provide examples of what other instructors have done Provide ongoing educational technology support for faculty Develop (online & F2F) forums for faculty discussion of changing roles interaction with instructors

interaction with peers student perceptions social and teaching presence of students virtual interaction virtual learning communities

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Verbal immediacy behaviors can lesson the psychological distance between communicators online; overall sense of social presence is linked to learning Develop initial course activities to encourage the development of swift trust Model & encourage the use of verbal immediacy behaviors in interactions with students Encourage students to share experiences & beliefs in online discussion interaction w/ peers

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Student learning is related to the quantity & quality of postings in online discussions & to the value instructors place on them Make participation in discussion a significant part of course grades Develop grading rubrics for discussion participation Require discussion participants to respond to their classmates postings &/or to respond to all responses to their own postings interaction w/ peers

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Discussion threads die when participants don’t respond to them immediately Make students responsible for sustaining discussion threads Make students summarize discussion threads Require students to incorporate materials from the discussions in their assignments interaction w/ peers

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Vicarious interaction in online course discussion may be an important source of learning from them Encourage & support vicarious interaction Require discussion summaries that identify steps in the knowledge creation process Use tracking mechanisms to reward reading as well as responding to messages interaction w/ peers

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Learning occurs socially within communities of practice; there is greater variability in sense of community ratings among online courses than in F2F courses Design community building activities Model the use of cohesive immediacy behaviors in all interactions with students Develop initial course activities to encourage the development of swift trust Address issues of community in faculty development interaction w/ peers

interaction with interface research on patterns in threaded discussion research on multimedia learning

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Interactions with interfaces are a real factor in learning; difficult or negative interactions with interfaces can depress learning. Work with major platforms to improve interfaces to support learning Develop consistent interfaces for all courses in a program Provide orientations to program interfaces that help students develop useful mental models of them Provide 24/7 support for students and faculty Make human tutors available interaction w/ interface

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Ongoing assessment of student performance linked to immediate feedback & individualized instruction supports learning Automate testing & feedback when possible Provide frequent opportunities for testing, self-assessment & feedback Develop general learning modules with opportunities for active learning, assessment & feedback that can be shared among courses &/or accessed by students for remediation or enrichment interaction w/ interface

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Better transfer of learning from narration and animation presented simultaneously, in conversational style, w/ irrelevant elements & on- screen text eliminated Present words in spoken form Use both words and pictures simultaneously Avoid extraneous video & audio Do not add redundant on-screen text interaction w/ interface

RESEARCH FINDING IMPLICATIONS FOR PRACTICE Better transfer of learning when components of concepts are addressed first, when organization is signaled, and when the pace of presentation is learner-controlled Begin presentations with descriptions of components & organization Allow learners to control the pace of presentations interaction w/ interface

Real time case study students from 4 universities participated in team taught course a real corporation was examined case studies students produced influence corporate direction effective practices course design University of Massachusetts

effective practices course design Babson College Model Driven Design

missing links: Carol Twigg (2000) – “the biggest obstacle to innovation in online learning is thinking things can and should be done in the old way”

missing link: strategy for migration phase 1 planning and training identify timeline for migration identify your support and design team engage in training and development Train online March 6-24 Sloan C Workshop Online Course Development for Beginners UML’s Online Teaching Institute

Electronic Syllabus Redesign Project Learning Centered Syllabus: Clear Expectations Student Performance Objectives Grading Matrix Course Graphic

phase II. course migration identify the course design, learning objectives, materials, pedagogy, assessment strategies Reach out to Course Developers, other Online Instructors, Mentors Cyber celebrities Prepare & test 6 weeks before class

phase III. teaching and course redesign start with vanilla, build in complexities use student feedback/assessment to improve the course design peer review and self assessment /demorubric.asp /demorubric.asp focus on continuous improvement

Model for assessment & continuous improvement Moloney and Tello, 2003 Assessment Principles: is planned and iterative engages multiple constituents leads to improved learning leads to institutional transformation

PROGRESSIVE STAGE

linking assessment findings to strategies

missing links: resources and recognition for innovation collaborate in course development learning objects partnering with institutions to share courses, materials, strategies Hewlett Foundation Pew Foundation Road Map to Redesign Scholarship and publication asp?key=38

Resources National Center for Public Policy and Higher Education UMassLowell Sloan Foundation The National Center for Academic Transformation Assessment Tools Copy of this presentation: Continuinged.uml.edu/jmoloney