1. Converting Face-to-Face TBL to Online TBL
Annetta Dolowitz, MSW, MPH
Chris Eidson, MS, OTR/L​
Ken Gunnells, Ph.D.
Sheila Harry, MS-MIS

2. Team Formation
If you were in the prior TBL session, please sit with your team
If you were not in the prior session, please come to the front

3. Objectives
Give you a quick introduction to the issues related to translating a F2F TBL course module to an online format.
Give you answers to common problems encountered in the translation of a F2F TBL course to an online format.
Give you resources and contacts with experienced educators who have converted their TBL courses from F2F to online format.

4. Four Elements of Face-to-Face Team-Based Learning
Strategically Formed Teams
Diversity
Spread assets
Large (enough) teams
Together long term
Cohesive Membership
Readiness Assurance Process
Prior Preparation
Individual test
Team Test
Appeals process
Clarify misunderstandings
Applying Course Concepts
(4S Framework)
Significant Problem
Same Problem
Specific Choice
Simultaneous Report
Immediate Feedback
Holding Students Accountable
iRAT & tRAT process design
Design of Application exercises
Peer Evaluation

5. Forming Online Teams (5 minutes) What issues should you consider?
What size teams will you form, and why?
When assigning members to online teams, what issues would you consider?
Would you let teams self-select membership?
Will assignments require synchronous communication, or can it be asynchronous?
What communication tools do you think online teams will need?
Strategically Formed Teams
Diversity
Spread assets
Large (enough) teams
Together long term
Cohesive Membership

6. Forming Online Teams Recommendations
Smaller teams (~4-5)
Identify assets to be spread
Work experience, Skill sets, Major, Etc.
Identify meeting time availability
Random assignment otherwise
Teams need tools to synchronously and asynchronously communicate
Texting: WhatsApp, SMS, or Apple Messages. For voice and video meeting: Skype, Apple FaceTime, Google Hangouts, Conference tool in LMS, Freeconferencecall.com, GroupMe, GoToMeeting.
Strategically Formed Teams
Diversity
Spread assets
Large (enough) teams
Together long term
Cohesive Membership

7. Sample RAP: typically 5–20 questions @ TOC, not Index level
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Qui ratione voluptatem sequi nesciunt
Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora?
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Reprehenderit qui in ea voluptate velit esse
Quam nihil molestiae consequatur, vel illum
Qui dolorem eum fugiat quo voluptas nulla pariatur

8. Readiness Assurance Process What iRAT issues should you consider?
iRATs
How would you get students to prepare?
How would you administer/deliver the quiz to students?
How would you limit cheating, referencing source materials?
How would you incentivize doing well on the iRAT versus relying on tRAT grade?
Readiness Assurance Process
Prior Preparation
Individual test
Team Test
Appeals process
Clarifying misunderstandings

9. Readiness Assurance Process Recommendations
iRAT
Deliver iRAT through LMS
Randomize question and answer stem order
iRAT deadline before tRAT opens
Set a time limit to reduce opportunity to access resources (e.g. 50 sec/question)
If student’s iRAT <60%, iRAT grade may be used in place of tRAT grade
Readiness Assurance Process
Prior Preparation
Individual test
Team Test
Appeals process
Clarifying misunderstandings

10. Readiness Assurance Process What tRAT issues should you consider?
tRATs
How would you administer/deliver the quiz to the team?
What online tools do teams need to collaborate?
Which team member takes it for the team?
How would you ensure that all team members contribute equitably?
Do you limit or restrict access to resource materials?
If so, them how?
Is the quiz timed?
Readiness Assurance Process
Prior Preparation
Individual test
Team Test
Appeals process
Clarifying misunderstandings

11. Readiness Assurance Process Recommendations
tRAT
Deliver tRAT through LMS
One team member takes quiz in consultation with team
No practical way to set a time limit to reduce opportunity to access resources
Teams may self-report who contributed
Readiness Assurance Process
Prior Preparation
Individual test
Team Test
Appeals process
Clarifying misunderstandings

12. Readiness Assurance Process
Do you clarifying misunderstandings?
If so, is it individual or team misunderstandings?
How would you determine what misunderstandings a team has?
How would you deliver clarifications?
Possibly Not…
Due to assumed referencing of resources, team miss few tRAT questions
Difficult or maybe unnecessary to clarify misunderstandings
Readiness Assurance Process
Prior Preparation
Individual test
Team Test
Appeals process
Clarifying misunderstandings

13. Example Application Exercise Question
Imagine you are an English teacher and you are working with students to develop their understanding of active and passive voice. You are trying to develop their next assignment. Which of the following assignments would best promote higher level thinking and a rich reporting discussion?
List the mistakes writers frequently make that detract from their efforts to write in active voice.
Read the following passage and identify a sentence that is a clear example of a) active voice and b) passive voice.
Read the follow passage and identify the sentence in which the passive voice is used most appropriately

14. Application Activities What issues should you consider?
How would you deliver the application exercise to students?
How would you help ensure that individual students were prepared to work with their team? (outside reading, prior thought about the application questions)
How would you collect team response(s) to application questions?
How would you help ensure that all team members contribute equitably?
(Continued)
Applying Course Concepts
(4S Framework)
Significant Problem
Same Problem
Specific Choice
Simultaneous Report
Immediate Feedback

15. Application Activities What issues should you consider?
How would you give feedback (to improve understanding) to initial team responses?
How would you give teams opportunity to show refinement of their thinking?
How would you expose team members to ideas from outside their team (in other teams)?
Applying Course Concepts
(4S Framework)
Significant Problem
Same Problem
Specific Choice
Simultaneous Report
Immediate Feedback

16. Application Activities Recommendations
Use threaded discussion board to deliver application exercise and collect answers
Individual team members answer questions first
Team then crafts initial answers to questions
Instructor gives team feedback
Team refines answers
Team self-reports contributors
Team answers submitted to cohort for gallery walk competition
Require student’s answers and support to be in a structured format
Applying Course Concepts
(4S Framework)
Significant Problem
Same Problem
Specific Choice
Simultaneous Report
Immediate Feedback

17. How to Create Accountability to One’s Team
Grade weights, with greater weight on team assignments
Individual performance
Team performance
Measure of contribution to the team
Design of individual and team activities to:
Discourage “divide and conquer” teamwork
Discourage freeloading
Discourage students from poorly preparing and thus relying too much on their team to carry them
Have teams self-report team members who properly contribute to team activities
Formal Peer Evaluation, typically at mid-term and end of term

18. Debrief Strategically Formed Teams Readiness Assurance Process
Applying Course Concepts
Accountability

19. Questions