1. LMS Best Practices for Enhancing Active & Interactive Learning
Kathy Fernandes & Laura Sederberg
November 7, 2008

2. CSU Institute for Teaching and Learning
Session Objectives
Upon completion you will become familiar with:
Knowing who today’s students really are and what they expect from their learning
New ways to use the online environment (LMS) to manage a face-to-face class
The Rubric for Online Instruction and how to evaluate an online course for quality
The Event-Oriented Design model which systematically helps you re-design your course
November 7, 2008
CSU Institute for Teaching and Learning

3. CSU Institute for Teaching and Learning
Today’s Students
A Vision of Students Today
Kansas State University - Michael Wesch
Do we listen to what they have to say about how they learn?
Can we teach differently than the way we learned?
November 7, 2008
CSU Institute for Teaching and Learning

4. Digital Natives, not Immigrants
“Today’s students are no longer the people our educational system was designed to teach.” – Marc Prensky, author of Digital Natives, Digital Immigrants
We must engage them
Ask
Collaborate
Generate/Create
November 7, 2008
CSU Institute for Teaching and Learning

5. CSU Institute for Teaching and Learning
The Gap
We weren’t taught the way today’s students want to learn. We didn’t have an LMS or the web when we were getting our degrees.
We have our own experience & thought about good teaching.
We may not have developed, yet, our own experience or thought about good ONLINE teaching and learning.
What are good online practices or LMS Best Practices?
November 7, 2008
CSU Institute for Teaching and Learning

6. CSU Institute for Teaching and Learning
Bloom’s Taxonomy
Complexity
Difficulty
November 7, 2008
CSU Institute for Teaching and Learning

7. Seven Principles of Good Practice in Undergraduate Education
Good practice encourages contact between students and faculty
Good practice encourages cooperation among students
Good practice encourages active learning
Good practice gives prompt feedback
Good practice emphasizes time on task
Good practice communicates high expectations
Good practice respects diverse talents and ways of learning Chickering & Gamson 1987
November 7, 2008
CSU Institute for Teaching and Learning

8. Engagement & Interactivity
How do you do engage and interact in a traditional class?
How would/could you do that online?
How do you use your LMS in your courses? Admin? Activities? Feedback?
November 7, 2008
CSU Institute for Teaching and Learning

9. CSU Institute for Teaching and Learning
Group Activity #1
How do you use “in-class” time?
Percentage of time in class management? Activities? Lectures? Assessments? Other?
How do you use the “online” environment?
November 7, 2008
CSU Institute for Teaching and Learning

10. Good Teaching Practices Online
Take your good teaching practices (from face-to-face class) and put them online.
LMS
Manage your course – setting expectations, aligning objectives, establishing timelines
Set up activities – individual or group
Deliver content
Create communication opportunities (content, instructor, students)
Provide online resources
Evaluate student performance
November 7, 2008
CSU Institute for Teaching and Learning

11. CSU Institute for Teaching and Learning
LMS Example
Students say the number one benefit of an LMS is seeing grades quickly.
November 7, 2008
CSU Institute for Teaching and Learning

12. CSU Institute for Teaching and Learning
LMS Example
Students are in control of their pace of learning with video- lectures
November 7, 2008
CSU Institute for Teaching and Learning

13. CSU Institute for Teaching and Learning
LMS Example
Peer evaluation of student work using rubrics in LMS
November 7, 2008
CSU Institute for Teaching and Learning

14. CSU Institute for Teaching and Learning
LMS Example
Student journal activity is individual, reflective, between student and instructor
November 7, 2008
CSU Institute for Teaching and Learning

15. CSU Institute for Teaching and Learning
LMS Example
LMS assignment with audio directions, activity steps 1-4, and an example to demonstrate expectations.
November 7, 2008
CSU Institute for Teaching and Learning

16. CSU Institute for Teaching and Learning
LMS Example
Learning objectives align to LMS activities and assess-ments
November 7, 2008
CSU Institute for Teaching and Learning

17. CSU Institute for Teaching and Learning
LMS Example
Web Links correspond to chapter organization of LMS.
November 7, 2008
CSU Institute for Teaching and Learning

18. CSU Institute for Teaching and Learning
LMS Example
Wimba Voice Presenter describes Website inside LMS.
November 7, 2008
CSU Institute for Teaching and Learning

19. CSU Institute for Teaching and Learning
LMS Example
November 7, 2008
CSU Institute for Teaching and Learning

20. CSU Institute for Teaching and Learning
November 7, 2008
CSU Institute for Teaching and Learning

21. Event Oriented Design Model Thomas Welsh (1998)
Conduct learner analysis. Identify your participants for web-savviness.
Specify instructional goal and performance objectives of the course.
Conduct technology assessment. Identify technologies available to all students who may take the distributed course.
November 7, 2008
CSU Institute for Teaching and Learning

22. Event Oriented Design Model Thomas Welsh (1998)
Sequence and chunk performance objectives into a series of instructional modules.
Divide modules into a series of instructional events. Specify event type; synchronous, limited synchronous, or asynchronous. Specify appropriate technology(ies).
Develop content for each event.
Engage in formative evaluation and pilot testing.
November 7, 2008
CSU Institute for Teaching and Learning

23. CSU Institute for Teaching and Learning
Student Feedback?
Are you asking your students about how you’re using the LMS?
About how effective it is for them?
November 7, 2008
CSU Institute for Teaching and Learning

24. Instructional Events: 3 types
Events are individual interactions that occur during the
course, such as lectures, discussions, assignments, etc.
Synchronous - involves all students and the instructor in real time.
Limited Synchronous - involves two or more members of the class in real time.
Asynchronous - involves one individual at a given point in time.
November 7, 2008
CSU Institute for Teaching and Learning

25. Framework for conceptualizing distributed courses
Pacing
Self
Group
Interaction
Interaction
Synchronous
Limited Synchronous
Asynchronous
Synchronous
Limited Synchronous
Asynchronous
Mediation Human Technology
November 7, 2008
CSU Institute for Teaching and Learning

26. CSU Institute for Teaching and Learning
Individual Activity #2
Take a few typical course activities
Apply it to this model
How many boxes are used in how you teach?
November 7, 2008
CSU Institute for Teaching and Learning

27. CSU Institute for Teaching and Learning
Group Activity #3
How do YOU evaluate online instruction?
What is important to measure?
November 7, 2008
CSU Institute for Teaching and Learning

28. How do we recognize GOOD QUALITY Online Instruction?
Chico State faculty asked this question
Resulting in a committee discussion and a new path
Exemplary Online Instruction (EOI) is the program used at CSU Chico to recognize faculty for applying the Rubric for Online Instruction to their courses
November 7, 2008
CSU Institute for Teaching and Learning

29. Rubric for Online Instruction
Learner Support and Resources
Online Organization and Design
Instructional Design and Delivery
Assessment and Evaluation of Student Learning
Innovative Teaching with Technology
Faculty Use of Student Feedback
November 7, 2008
CSU Institute for Teaching and Learning

30. CSU Institute for Teaching and Learning
November 7, 2008
CSU Institute for Teaching and Learning

31. Exemplary Online Instruction
EOI program brings faculty recognition, establishes good models, creates mentors, gives playful posters.
See Center for Excellence in Learning and Teaching (CELT) website
November 7, 2008
CSU Institute for Teaching and Learning

32. Course home page before ROI

33. Course home page
after ROI

34. Before the ROI, LMS allows many tools to be added to course.
See how many are (H) hidden (not in use).
After the ROI, LMS allows instructors to use only those tools needed in the course.

35. CSU Institute for Teaching and Learning
EOI Examples
November 7, 2008
CSU Institute for Teaching and Learning

36. Home Page is organized in a simple clear format
November 7, 2008
CSU Institute for Teaching and Learning

37. CSU Institute for Teaching and Learning
EOI Examples
November 7, 2008
CSU Institute for Teaching and Learning

38. CSU Institute for Teaching and Learning
DiscussionsCreate community for students in a safe online environment for anytime, anywhere participation
November 7, 2008
CSU Institute for Teaching and Learning

39. CSU Institute for Teaching and Learning
EOI Examples
November 7, 2008
CSU Institute for Teaching and Learning

40. Rich media engages students into content and allows repeated viewing
November 7, 2008
CSU Institute for Teaching and Learning

41. CSU Institute for Teaching and Learning
EOI Examples
November 7, 2008
CSU Institute for Teaching and Learning

42. CSU Institute for Teaching and Learning
Active Learning Scavenger Hunt assignment engages students in critical thinking and gives students choices
November 7, 2008
CSU Institute for Teaching and Learning

43. CSU Institute for Teaching and Learning
EOI Examples
November 7, 2008
CSU Institute for Teaching and Learning

44. CSU Institute for Teaching and Learning
Online Quizzes Give multiple assessments for low stakes and repeated practices tests and surveys to assess student satisfaction
November 7, 2008
CSU Institute for Teaching and Learning

45. CSU Institute for Teaching and Learning
EOI Examples
November 7, 2008
CSU Institute for Teaching and Learning

46. Set Clear Expectations Module 1 introduces students to course
November 7, 2008
CSU Institute for Teaching and Learning

47. CSU Institute for Teaching and Learning
EOI Examples
November 7, 2008
CSU Institute for Teaching and Learning

48. Align Goals and objectives to student activities and assignments
November 7, 2008
CSU Institute for Teaching and Learning

49. CSU Institute for Teaching and Learning
LMS Benefits
Learning becomes student-centered
Curricula is reusable, replicable, and shareable
Reliable, verifiable assessments and assignments
Learning opportunities are redundant and deep
Flexible schedule and location for participants
Multiple ways to communicate
Opportunity for intimate learning with large sections
Building community virtually
November 7, 2008
CSU Institute for Teaching and Learning

50. CSU Institute for Teaching and Learning
Group Activity #4
Now, how will you use your LMS?
What new practices might you try to increase student engagement?
Will you survey student satisfaction?
November 7, 2008
CSU Institute for Teaching and Learning

51. CSU Institute for Teaching and Learning
Student’s devices
Personal devices can be used as “student response systems.”
November 7, 2008
CSU Institute for Teaching and Learning

52. CSU Institute for Teaching and Learning
Web 2.0 Example
New student response systems are Web-based
November 7, 2008
CSU Institute for Teaching and Learning

53. CSU Institute for Teaching and Learning
Web 2.0 Technologies
LMS can link to Web 2.0
Pageflakes
Wikis
Blogs
Twitter
Flickr
TeacherTube and YouTube
November 7, 2008
CSU Institute for Teaching and Learning

54. CSU Institute for Teaching and Learning
Web 2.0 Example
RezEd and Second Life virtual realities engage students with content and the world.
November 7, 2008
CSU Institute for Teaching and Learning

55. CSU Institute for Teaching and Learning
Read About What’s New
Horizon Report 2008
List resources from our Website
November 7, 2008
CSU Institute for Teaching and Learning

56. UDL Guidelines: Representation
Provide for different learning styles, visual/graphic, verbal/auditory
Provide multiple ways of identifying and explaining essential course concepts
Ensure accessibility for all course content and materials
Provide examples of all major assignments and activities
November 7, 2008
CSU Institute for Teaching and Learning

57. UDL Guidelines: Expression
Offer various ways to involve students in the learning process
Encourage natural support systems (study groups, partners)
Provide alternatives for students in all major assignments and activities
November 7, 2008
CSU Institute for Teaching and Learning

58. UDL Guidelines: Engagement
Offer clear and specific feedback on assignments
Allow students to demonstrate what they have learned in more than one way or through a variety of means
Encourage use of appropriate technologies
Provide clear guidelines or rubrics
November 7, 2008
CSU Institute for Teaching and Learning

59. CSU Institute for Teaching and Learning
Resources
November 7, 2008
CSU Institute for Teaching and Learning

60. CSU Institute for Teaching and Learning
Contact Info
Kathy Fernandes Director of Academic Technologies, CSU Chico Director of CSU LMS Initiatives
Laura Sederberg Manager of the Technology and Learning Program, CSU Chico
November 7, 2008
CSU Institute for Teaching and Learning