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Best Practices for Online Pedagogy:Best Practices for Online Pedagogy:Preparing WISE Scholars WorkshopPreparing WISE Scholars Workshop
Designing Effective Assignments and Designing Effective Assignments and Facilitating Online DiscussionsFacilitating Online Discussions
Trudi Bellardo HahnTrudi Bellardo HahnUniversity of Maryland, College of Information University of Maryland, College of Information
StudiesStudies
January 8, 2008January 8, 2008
Full Disclosure Full Disclosure
The teaching experiences and The teaching experiences and suggestions in this presentation were suggestions in this presentation were contributed bycontributed by Bruce Dearstyne, Bruce Dearstyne, Ann Prentice, and yours truly. Ann Prentice, and yours truly. A A team effort!team effort!Our motto: Our motto:
Technology does not substitute for good Technology does not substitute for good teaching.teaching.
Some Qualities of Effective Some Qualities of Effective Online AssignmentsOnline Assignments
1.1. AuthenticAuthentic: : materials and activities materials and activities are framed around "real life" are framed around "real life" contexts in which they would be contexts in which they would be usedused
2.2. Real world connectionReal world connection: : Get Get students out of virtual worldstudents out of virtual world
3.3. Student-to-student interactionStudent-to-student interaction
AuthenticAuthentic
Assignments that hone skills graduates Assignments that hone skills graduates will use in the workplace, e.g.,will use in the workplace, e.g.,– Working in teams in a virtual Working in teams in a virtual
environmentenvironment– Analyzing case studies: Introduces Analyzing case studies: Introduces
students to process of working in a students to process of working in a virtual environment to deal with issues virtual environment to deal with issues and provide a product in a stated and provide a product in a stated amount of time. amount of time.
Connected with “real world”Connected with “real world”
Get students out of the virtual world Get students out of the virtual world and into the real world – e.g., and into the real world – e.g., – conducting interviewsconducting interviews– visiting a library, archive, school media visiting a library, archive, school media
center, or other type of information center, or other type of information centercenter
Interview scenarioInterview scenarioPrentice [leadership]:Prentice [leadership]: As a class we develop a questionnaire that each As a class we develop a questionnaire that each
student will use to interview someone they see as a student will use to interview someone they see as a leaderleader
Questions arise from the various discussion topics, Questions arise from the various discussion topics, e.g. integrity, communication, what a leader does e.g. integrity, communication, what a leader does
I turn their questions into an interview schedule that I turn their questions into an interview schedule that includes questions each student will ask. Students includes questions each student will ask. Students can ask additional questions during interview. can ask additional questions during interview.
The range of individuals interviewed and range of The range of individuals interviewed and range of responses provides a useful summary of the course responses provides a useful summary of the course
Students have said that this assignment has been a Students have said that this assignment has been a high point in their MLS study as they get to interview high point in their MLS study as they get to interview someone for whom they have respect and now have someone for whom they have respect and now have a reason to ask them about their leadership values a reason to ask them about their leadership values and leadership style.and leadership style.
Sharing interviews onlineSharing interviews online
Hahn [information use]:Hahn [information use]:So that everyone will benefit from your So that everyone will benefit from your
findings and your experience interviewing findings and your experience interviewing a librarian and a user, respond to these a librarian and a user, respond to these questions:questions:– What was the most challenging aspect of the What was the most challenging aspect of the
interview process?interview process?– What was the most surprising or interesting What was the most surprising or interesting
thing you learned from the librarian or user?thing you learned from the librarian or user?– How were the views and opinions of the How were the views and opinions of the
librarian different from that of the user?librarian different from that of the user?– 20-20 hindsight: What would you do differently 20-20 hindsight: What would you do differently
if you had to do the interviews over again?if you had to do the interviews over again?
““Real-world” also means Real-world” also means teamsteams
Another aspect of “real world is Another aspect of “real world is teamsteams: :
Having WISE students in each team Having WISE students in each team gives it even more reality as students gives it even more reality as students are truly geographically diverse. are truly geographically diverse. Having completed the assignments, Having completed the assignments, they are competent to work in a they are competent to work in a virtual environment as part of a virtual environment as part of a distributed professional team. distributed professional team.
Student to Student Interaction Student to Student Interaction (team and group projects)(team and group projects)
Most online learners are taking Web-based Most online learners are taking Web-based classes to accommodate busy, unpredictable classes to accommodate busy, unpredictable work schedules. Interaction involving work schedules. Interaction involving collaboration with other students is difficult.collaboration with other students is difficult.
Practice makes perfect: Students initially Practice makes perfect: Students initially worry about dealing with the technology and worry about dealing with the technology and team project. First case may be awkward. team project. First case may be awkward. By the third, they are working efficiently as By the third, they are working efficiently as an online team. an online team.
Student responses show that initial Student responses show that initial hesitance is replaced by feelings of hesitance is replaced by feelings of competence to work in groups in a virtual competence to work in groups in a virtual environment.environment.
Some Qualities of EffectiveSome Qualities of EffectiveOnline DiscussionOnline Discussion
Students value the experienceStudents value the experience Everybody contributesEverybody contributes Postings are well writtenPostings are well written Variety of formatsVariety of formats Reflect what is happening now in Reflect what is happening now in
real world.real world.
Communicating Value of Communicating Value of DiscussionsDiscussions
Message to students:Message to students: Discussions deepen understandingDiscussions deepen understanding Give you an opportunity to express your views, Give you an opportunity to express your views,
learn from otherslearn from others Online discussion serves same purposes that in-Online discussion serves same purposes that in-
classroom discussion serves: sharing opinions; classroom discussion serves: sharing opinions; summarizing; commenting on, analyzing, and summarizing; commenting on, analyzing, and sometimes criticizing readings or lecture contentsometimes criticizing readings or lecture content
May relate readings and lectures to your own May relate readings and lectures to your own experiences, or discuss applications to professional experiences, or discuss applications to professional workwork
For all these reasons, discussions are important For all these reasons, discussions are important part of learning experience. part of learning experience.
Everybody ContributesEverybody Contributes
Participation at full level required, not Participation at full level required, not optionaloptional
Realize that some students (esp. Realize that some students (esp. international) will start out hesitant if they international) will start out hesitant if they have never had an online course before. have never had an online course before. Encourage, guide, and reward Encourage, guide, and reward improvement as semester progresses improvement as semester progresses
Prompt and encourage by e-mail when a Prompt and encourage by e-mail when a student is not participating enoughstudent is not participating enough
Do not to criticize anyone by name.Do not to criticize anyone by name.
Encouraging Online Encouraging Online Discussions Discussions
Be part of discussions yourself—bring Be part of discussions yourself—bring in new ideas, summarize posts.in new ideas, summarize posts.
Pose questions to help keep Pose questions to help keep discussion goingdiscussion going
Both students and faculty should Both students and faculty should share own opinions and perspectives; share own opinions and perspectives; faculty should model desired faculty should model desired behaviorbehavior
Spark Feeling of ConnectionSpark Feeling of Connection
If they contribute reading reflections or If they contribute reading reflections or reflective journals, make comments and reflective journals, make comments and raise questions individually to get them to raise questions individually to get them to push their analysis and thinking furtherpush their analysis and thinking further
Send e-mail individually with suggestions Send e-mail individually with suggestions and, occasionally, with books or other and, occasionally, with books or other sources that they will find interesting sources that they will find interesting
Make the course feel personal to them; Make the course feel personal to them; they want to know that what they write is they want to know that what they write is noticed.noticed.
Offer "Suggestions for Online Offer "Suggestions for Online Discussions" at beginning of Discussions" at beginning of
coursecourse Use text messaging abbreviations Use text messaging abbreviations
sparingly!sparingly! Use clear, straightforward English: Use clear, straightforward English:
good grammar, spelling, and good grammar, spelling, and structure. Informal style is fine, but structure. Informal style is fine, but sloppy is not. sloppy is not.
In composing postings, draft, read, In composing postings, draft, read, edit, and edit, and then then post. That enables you post. That enables you to be concise, catch errors, and make to be concise, catch errors, and make sure your point is clear.sure your point is clear.
Keep postings Keep postings briefbrief
Harder to do than long-winded ones (this is “real Harder to do than long-winded ones (this is “real world”!)world”!)Also, attempt to avoid, when at all possible, the Also, attempt to avoid, when at all possible, the tendency, when writing in detail, and when of course tendency, when writing in detail, and when of course one discovers a new topic of distraction, and wants one discovers a new topic of distraction, and wants to follow that thread instead, as many are wont to do to follow that thread instead, as many are wont to do when the statement is of vital import to the topic at when the statement is of vital import to the topic at hand, such as when an important point needs to be hand, such as when an important point needs to be made that supports the main point, and when made that supports the main point, and when considering this one loses the direction of the considering this one loses the direction of the beginning of the sentence, and ultimately winds up beginning of the sentence, and ultimately winds up building a ladder out of prepositions out of which to building a ladder out of prepositions out of which to dig one’s self the hole which one has fallen into.dig one’s self the hole which one has fallen into. [Grazie to Paul Lagasse, CLIS, ’95][Grazie to Paul Lagasse, CLIS, ’95]
More Guidance about More Guidance about DiscussionDiscussion
For long posts, consider using bullets For long posts, consider using bullets and breaking into paragraphs (think e-and breaking into paragraphs (think e-mail).mail).
When reacting to or challenging When reacting to or challenging someone else, be positive and someone else, be positive and respectfulrespectful
Stay focused on the topic at hand. Save Stay focused on the topic at hand. Save your observations about other subjects your observations about other subjects or topics for when they are relevant to or topics for when they are relevant to the immediate discussion or post them the immediate discussion or post them on the on the Raise Your HandRaise Your Hand forum. forum.
Variety: Change the PaceVariety: Change the PaceUse wikis and blogs, as appropriate…Use wikis and blogs, as appropriate…
Discussion Board: Model MatrixDiscussion Board: Model Matrix Refer to your readings to fill in the cells of the matrix. The Refer to your readings to fill in the cells of the matrix. The row on Dervin's Sense-Making Theory is filled out as an row on Dervin's Sense-Making Theory is filled out as an example, using heading guidelines. The remaining cells are example, using heading guidelines. The remaining cells are grayed out and marked with labels. Start by choosing a grayed out and marked with labels. Start by choosing a gray cell to fill in. Create a new reply for each cell, editing gray cell to fill in. Create a new reply for each cell, editing the subject line to include the label for the cell you're the subject line to include the label for the cell you're referring to. Reply to specific threads to suggest changes referring to. Reply to specific threads to suggest changes or additions. Try to use the precise wording that you would or additions. Try to use the precise wording that you would like to see in the cell. The goal is to transform all the gray like to see in the cell. The goal is to transform all the gray areas to white! At the end of the week, the Discussion areas to white! At the end of the week, the Discussion Summary team will prepare a fully filled-out version of this Summary team will prepare a fully filled-out version of this matrix that will replace the empty matrix in the lecture.matrix that will replace the empty matrix in the lecture.
Variety: Create Alternative Variety: Create Alternative ForumsForums
Raise Your HandRaise Your Hand– Raise questions or explore any topic Raise questions or explore any topic
that falls outside the weekly discussion that falls outside the weekly discussion topicstopics
– Students may bring in humor—e.g., Students may bring in humor—e.g., library use study of peepslibrary use study of peeps
Course Requirements Q&ACourse Requirements Q&A– Ask questions about the syllabus, Ask questions about the syllabus,
assignments, schedule, or normsassignments, schedule, or norms
Variety: “In the News”Variety: “In the News”
Dearstyne [management of information programs]Dearstyne [management of information programs] ]:]:
Another alternative forum: A "XXXX in the Another alternative forum: A "XXXX in the News" forum focused on the topic of the News" forum focused on the topic of the coursecourse
Ask or require students to post at least once Ask or require students to post at least once on course-related topic that has come up in on course-related topic that has come up in the news, in a new article or book, etc.the news, in a new article or book, etc.
Post yourself in this forum, to demonstrate Post yourself in this forum, to demonstrate the relevance of the course to the work of the relevance of the course to the work of institutions.institutions.
Variety: Guest Speakers Variety: Guest Speakers
Guest presenter does not have to Guest presenter does not have to leave office to participate—more more leave office to participate—more more able to fit interacting with class in able to fit interacting with class in her/his schedule.her/his schedule.
Benefit for guest is feedback from Benefit for guest is feedback from students. Guest can ask students what students. Guest can ask students what they think of innovations, issues, etc. they think of innovations, issues, etc. in their area. Excellent colleague to in their area. Excellent colleague to soon-to-be colleague interaction.soon-to-be colleague interaction.
Guest Speaker ScenarioGuest Speaker Scenario
Prentice [managing academic information enterprise]:Prentice [managing academic information enterprise]: Presenter provides a position description and notes Presenter provides a position description and notes
current issues with which they are dealingcurrent issues with which they are dealing Students have information prior to discussion Students have information prior to discussion
session and can as a class discuss possible question session and can as a class discuss possible question areas prior to “visit”areas prior to “visit”
Students have 3 days to interact with guest rather Students have 3 days to interact with guest rather than guest coming in for one class and then than guest coming in for one class and then disappearing as is typical of a face-to-face class. disappearing as is typical of a face-to-face class. Questions are more substantial than in one-time Questions are more substantial than in one-time meetingmeeting
If unresolved questions after discussion session, If unresolved questions after discussion session, have opportunity to e-mail guest for clarification.have opportunity to e-mail guest for clarification.
ConclusionConclusion Technology does not substitute for good Technology does not substitute for good
teaching, but technology can expand teaching, but technology can expand opportunities for a whole new level of opportunities for a whole new level of interaction between students and facultyinteraction between students and faculty
WISE students add an exciting dimension WISE students add an exciting dimension of diversity to our coursesof diversity to our courses
Teaching and learning online deepen Teaching and learning online deepen intellectual engagementintellectual engagement
Overall, each one of us has found the Overall, each one of us has found the online environment stimulating and online online environment stimulating and online teaching rewarding.teaching rewarding.
Questions or comments?Questions or comments?
Contact us!Contact us!
Ann, Bruce, and I would be happy to Ann, Bruce, and I would be happy to discuss out methods and experiences discuss out methods and experiences via e-mail:via e-mail:
Ann: [email protected]: [email protected]
Bruce: [email protected]: [email protected]
Trudi: [email protected]: [email protected]
