LMS Best Practices for Enhancing Active & Interactive Learning

LMS Best Practices for Enhancing Active & Interactive Learning

Kathy Fernandes & Laura SederbergNovember 7, 2008

November 7, 2008 CSU Institute for Teaching and Learning 2

Session ObjectivesSession 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

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Today’s StudentsToday’s Students

A Vision of Students Todayhttp://www.youtube.com/watch?v=dGCJ46vyR9o

Kansas State University - Michael Weschhttp://www.youtube.com/watch?v=_A-ZVCjfWf8&NR=1

Do we listen to what they have to say about how they learn?

Can we teach differently than the way we learned?

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Digital Natives, not

ImmigrantsDigital 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

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The GapThe 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?

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Bloom’s TaxonomyBloom’s TaxonomyC

om

ple

xi

ty Diffi

cu

lty

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Seven Principles of Good

Practice in Undergraduate Education

Seven Principles of Good Practice in Undergraduate

Education1. Good practice encourages contact between

students and faculty2. Good practice encourages cooperation among

students3. Good practice encourages active learning4. Good practice gives prompt feedback5. Good practice emphasizes time on task6. Good practice communicates high

expectations7. Good practice respects diverse talents and

ways of learning - Chickering & Gamson 1987

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Engagement & Interactivity

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?

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Group Activity #1Group 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?

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Good Teaching Practices Online

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

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LMS ExampleLMS Example

Students say the number one benefit of an LMS is seeing grades quickly.

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LMS ExampleLMS Example

Students are in control of their pace of learning with video- lectures

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LMS ExampleLMS Example

Peer evaluation of student work using rubrics in LMS

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LMS ExampleLMS Example

Student journal activity is individual, reflective, between student and instructor

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LMS ExampleLMS Example

LMS assignment with audio directions, activity steps 1-4, and an example to demonstrate expectations.

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LMS ExampleLMS Example

Learning objectives align to LMS activities and assess-ments

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LMS ExampleLMS Example

Web Links correspond to chapter organization of LMS.

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LMS ExampleLMS Example

Wimba Voice Presenter describes Website inside LMS.

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LMS ExampleLMS Example

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1. Conduct learner analysis. Identify your participants for web-savviness.

2. Specify instructional goal and performance objectives of the course.

3. Conduct technology assessment. Identify technologies available to all students who may take the distributed course.

Event Oriented Design Model

Thomas Welsh (1998)

Event Oriented Design Model

Thomas Welsh (1998)

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Event Oriented Design

Model Thomas Welsh (1998)

Event Oriented Design Model

Thomas Welsh (1998)

4. Sequence and chunk performance objectives into a series of instructional modules.

5. Divide modules into a series of instructional events. Specify event type; synchronous, limited synchronous, or asynchronous.Specify appropriate technology(ies).

6. Develop content for each event.

7. Engage in formative evaluation and pilot testing.

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Student Feedback?Student Feedback?

Are you asking your students about how you’re using the LMS?

About how effective it is for them?

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Instructional Events: 3

typesInstructional Events: 3

typesEvents are individual interactions that occur during thecourse, such as lectures, discussions, assignments, etc.

1. Synchronous - involves all students and the instructor in real time.

2. Limited Synchronous - involves two or more members of the class in real time.

3. Asynchronous - involves one individual at a given point in time.

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Framework for

conceptualizing distributed courses

Framework for conceptualizing distributed

coursesPacingSelf Group

Interaction Interaction

Synchronous

Limited Synchronou

sAsynchronous Synchronou

s

Limited Synchronou

sAsynchronous

Med

iati

on

Hum

an T

ech

nolo

gy

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Individual Activity

#2Individual Activity

#2 Take a few typical course activities

Apply it to this model

How many boxes are used in how you teach?

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Group Activity #3Group Activity #3

How do YOU evaluate online instruction?

What is important to measure?

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How do we recognize GOOD QUALITY Online Instruction?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

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Rubric for Online

InstructionRubric for Online

Instruction1. Learner Support and Resources

2. Online Organization and Design

3. Instructional Design and Delivery

4. Assessment and Evaluation of Student Learning

5. Innovative Teaching with Technology

6. Faculty Use of Student Feedback

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November 7, 2008 CSU Institute for Teaching and Learning 31

Exemplary Online

InstructionExemplary Online

Instruction EOI program brings faculty

recognition, establishes good models, creates mentors, gives playful posters.

See Center for Excellence in Learning and Teaching (CELT) websitehttp://www.csuchico.edu/celt/roi/.

Course home page before ROI

Course home page before ROI

Course home pageafter ROI

Course home pageafter ROI

Before the ROI, LMS allows many tools to be added to course.

See how many are (H) hidden (not in use).

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.

After the ROI, LMS allows instructors to use only those tools needed in the course.

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EOI ExamplesEOI Examples

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HomePage

is organize

d in a simple

clear format

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EOI ExamplesEOI Examples

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DiscussionsCreate

community for students in a safe online environment for anytime, anywhere participation

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EOI ExamplesEOI Examples

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Rich

media

engages

students into

content and

allows repeate

d viewing

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EOI ExamplesEOI Examples

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Active Learning

Scavenger Hunt assignment engages students in critical thinking and gives students choices

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EOI ExamplesEOI Examples

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Online Quizzes

Give multiple

assessments for low

stakes and repeated practices tests and

surveys to assess

student satisfaction

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EOI ExamplesEOI Examples

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Set Clear ExpectationsModule 1 introduces students to course

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EOI ExamplesEOI Examples

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Align Goals

and objectives to student activities and assignments

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LMS BenefitsLMS 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

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Group Activity #4Group Activity #4

Now, how will you use your LMS?

What new practices might you try to increase student engagement?

Will you survey student satisfaction?

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Student’s devicesStudent’s devices

Personal devices can be used as “student response systems.”

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Web 2.0 ExampleWeb 2.0 Example

New student response systems areWeb-based

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Web 2.0 TechnologiesWeb 2.0 Technologies

LMS can link to Web 2.0 Pageflakes

Wikis

Blogs Twitter

Flickr

TeacherTube and YouTube

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Web 2.0 ExampleWeb 2.0 ExampleRezEd and Second Life virtual realities engage students with content and the world.

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Read About What’s NewRead About What’s New

Horizon Report 2008

List resources from our Websitehttp://www.csuchico.edu/~lsederberg/itl/

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ResourcesResources

www.csuchico.edu/tlp/

www.csuchico.edu/tlp/vista

www.csuchico.edu/tlp/LMS2

www.csuchico.edu/celt/roi

www.csuchico.edu/tlp/accessibility

www.csuchico.edu/~lsederberg/itl/

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Contact InfoContact Info

Kathy FernandesDirector of Academic Technologies, CSU ChicoDirector of CSU LMS Initiativeskfernandes@csuchico.edu

Laura SederbergManager of the Technology and Learning Program, CSU Chicolsederberg@csuchico.edu