1. Online engagement Techniques
Kent State university—Geauga campus
Faculty Convocation
August 24, 2016

2. Instructor Engagement--Create online Presence
Encourage Interaction
Communicate Expectations
Be Present
Create an Online Community
Ask for Feedback

3. Student Engagement—Overall strategy*
Create Learning Outcomes
What do you want students to understand, know or learn—Course Essentials.
What will students be able to do by the end of the course? What skills and abilities will they develop?
Can use mandated course objectives.
How will you know students understand and have learned?
Need measurable and specific outcomes. Sometimes mandated outcomes are not measurable.

4. Overall strategy, cont.*
Create Assignment Plan
List Learning Outcomes.
Use Action Verbs: .
Brainstorm and list activities students can check their understanding of Learning Outcomes.
For example, if you want students to identify something use quiz. If you want students to use higher level thinking skills such as analyze, then maybe use case studies, journals, projects.
What are some assessments (small and large) where students will be applying new knowledge?
Are some of these activities appropriate for group work and interaction?
Edit existing assignments or create different assignments.
Regular assignments
Discussions
*(Information for the last two slides comes from Kent State Online, Essential Design Step-One: Create your Learning Outcomes and Essential Design Step Two: Create your Assignment Plan. Accessed from:

5. Types of regular Assignments
My Typical Assignment
Read an article and answer questions. Graded by rubric.
Study Guide
Organize notes and text book material to increase comprehension of a large amount of information.
Podcast
Audio recording used by students to complete a variety of class assignments including reviews of course material, criticism, impact analysis, etc.
Blog
Online journal or communication tool that students can add and share new thoughts and opinions with others. Easy to set up in Blackboard.
Wiki
Shared online document especially useful for multiple contributors.

6. Types of Assignments, cont.
Concept/Mind Maps
Concept Map—Visual diagram that outlines relationship between ideas and concepts.
Mind Map—Nonlinear representations of how ideas and concepts are connected.
Reflective Journal
Personal space for instructor-student communication (private as opposed to a blog).
Used for self-reflection or to post opinions, ideas, and concerns.
Op-Ed
Opinion piece. Students write to sway public opinion or change minds using convincing arguments. Replaces an essay.
Memorandum
One or two page document that tries to convince reader to do something.
Can also be used to make short reports and directives.
Personal or Organizational Testimony
Presentation made at a public hearing to inform policymakers how a law or policy will impact their lives.

7. Types of Assignments, cont.
Case-Based Studies
Presents problem to be analyzed.
Can be based on real events or on a series of events that could reasonably take place.
Issues or conflicts need to be resolved and no clear solution.
Poster
Effective way to disperse information to particular groups.
Posters can inform and argue along with disseminate the results of professional research.
Fact Sheet
Document that provides clear and easy to read information on a topic.
Can be used to convince readers to do something.
Virtual Field Trip (VFT)
Simulated experience of an on-site visit.
Not all VFTs are the same. Could be highly interactive or as simple as scrolling through a series of web pages.
Web Site:

8. discussions Best Practices Develop clear guidelines Length of posts
Frequency and deadlines
Etiquette
Use rubrics
Interact frequently to facilitate and to respond to questions
Generate discussion by asking good questions
Open ended and focused on higher learning
Probing
Suggesting
(Taken from Best Practices for Asynchronous Discussions, Kent State Online, Office of Continuing & Distance Education.)

9. Types of discussions Traditional Type Peer Review
Usually focused on one or two topics from the course
Uses question prompts to guide the discussion
Student typically just answers the questions and does not interact
Peer Review
Example: Read the posts of your classmates and comment on at least two.
Small Group Activities
Break class up into small groups and let each group solve a problem. Each member of the group must read and respond to at least two other group members
Each group will report out to the rest of the class
Role Playing
Encourages student to look at an issue from the viewpoint of another
Student responds to questions in the role of their character

10. Types of discussions, cont.
Debate
Select debate issue and then assign students, either individually or in groups, to one side of the issue or the other
Students, or groups, are to develop an argument that supports their side of the issue using relevant data and literature
Students, or groups, need to make a response to a peer whose has the contrary position

11. Faculty resources Online Classroom Examples and Ideas—On Blackboard.
From Kent State, Online Teaching Web Page:
This page provides links to Kent State Online Framework, support, training, including faculty workshops and other resources on various topics such as a video on “Creating Presence and Community”, various templates and how to create documents and self-produced videos.
Kent Online Showcase—on Blackboard. To get access
TeacherStream LLC. (2010). “Mastering Online Discussion Board Facilitation—Resource Guide”, Accessed at edutopia: .
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