C-S-I- :Triangulating Interactivity to Create an Integrated Online Learning Environment

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C-S-I-: Triangulating Interactivityto Create an Integrated Online Learning Environment

Rebekah K. Nix, Ph.D.The University of Texas at DallasSenior Lecturer | Teacher Development CenterCurtin University of TechnologyAdjunct Research Fellow |Science and Mathematics Education Centre

May 27, 2011

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Innovations in Online Learning 2011r n i x 2

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Content

InstructorStudent

High-quality learning experience

• “interactivity and individualization…”

• “… whether the experience is face-to-face or online”

Crow

(201

0)

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The essential element

American Heritage

How do you define

interaction?

•Reciprocal events that require at least 2 objects and 2 actions•Occur when these objects and events mutually influence one another

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Instructional interaction

An instructional interaction is an event that takes place between

1. a learner and 2. the learner's environment

Two purposes: 3. to change learners and 4. to move them toward achieving their goals

Wag

ner (

1994

)

Interface

Content

InstructorLearner

1

32

4Learner

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Importance of online interaction

Professionally developing staff to use information and communication technologies is viewed from the standpoint of diffusion of innovation, moving from early adopters to mainstream majority, and targeting staff development at this latter group. Approaches to staff development using information and communication technologies are described, and recommendations for staff development for online teaching are made.

Wils

on &

Sta

cey

(200

4)

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Principles of Good PracticeW

CET

(199

5)item #3 of 7 in the first section about Curriculum and Instruction

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The evolving context

• Content is EVER-CHANGING– Microsoft suite– Web 2.0– Clouds…

• Students are TRANSITIONING– Digital natives– Online learners– Competitive workers

• Instructors are MANAGING– Platform adaptations– Conceptual approach– Program requirement

Fish

er (2

011)

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The ubiquitous challenge

• Content needs to be DELIVERED– Better– Faster– Cheaper

• Students need to LEARN– Better– Faster– Cheaper

• Instructors must TEACH– Better– Faster– Cheaper

Lighter! Faster! Thinner!

And we all want to be…

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The online advantage

• Content is AVAILABLE– Learning objects– Personal ICT devices– Wireless networks

• Students are EAGER– Entitled– Immediate– Constant

• Instructors are SNEAKY– Experienced

(understanding)– Crafty (knowledge)– Still in control (wisdom)

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Online vs. face-to-face

There are two big changes in the last four years that are really dramatically opening up new possibilities. They’re not small changes. One is the Web 2.0 tools, because the models that we looked at in that book were really prior to the explosion of Web 2.0. And the other is immersive interfaces, because the ability to meet inside of a shared virtual world can also be very powerful for learning.

Crow

(201

0)

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Designing for distance learning

• Research is not conclusive with regard to the amount or kind of instructional interventions.

• Although there is significant research on distance education, there is less research that deals with course design.

• Faculty professional development often deals with the “how to” and not the “why” in online professional development.

Ehrli

ch (2

002)

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My guiding framework

Integrated, asynchronous 100% online teaching and

learning

Constructivist Learning

Environment Survey

Affordances of

Information Communication Technologies

National Board for Professional

Teaching Standards

Nix

(201

1)

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Constructivist Learning Environment Survey

Scale Name Scale Description Sample Item

Personal Relevance

Relevance of learning to students’ lives

I learn about the world outside of school.

Uncertainty of Science

Provisional status of scientific knowledge

I learn that science has changed over time.

Critical Voice Legitimacy of expressing a critical opinion

It’s OK for me to ask the teacher ‘why do I have to learn this?’

Shared Control Participation in planning, conducting and assessing of learning

I help the teacher to plan what I’m going to learn.

Student Negotiation

Involvement with other students in assessing viability of new ideas

I ask other students to explain their thoughts.

Tayl

or, F

rase

r & F

ishe

r (19

97)

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CLES

ICTStds

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Professional Teaching StandardsCLES Scale Science Learning Environment Standard Statement

Personal Relevance

“Teachers help students learn about and internalize the values inherent in the practice of science by relying on those values to shape the ethos of the learning community.”


“…they (the teachers) work diligently to establish a congenial and supportive learning environment where students feel safe to risk full participation, where unconventional theories are welcomed, and where students know that their conjectures and half-formed ideas will not be subject to ridicule.”

Critical Voice “…teachers recognize that the emotional response of some students to a lively, argumentative, inquiry-based classroom might never to venture an opinion or idea, thereby avoiding the risk of public failure.”

Shared Control “Accomplished science teachers deliberately foster settings in which students play active roles as science investigators in a mutually supportive learning community.”

Student Negotiation

“They (the teachers) foster a sense of community by encouraging student interactions that show concern for others, by dealing constructively with socially inappropriate behavior, and by appreciating and using humor.”

Nati

onal

Boa

rd fo

r Pro

fess

iona

l Tea

chin

g St

anda

rds

(200

1)

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ICTStds

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Affordances of ICTCLES Scale Implications of ICT Affordances for Teachers and Students in an

Integrated Pedagogy

Personal Relevance

“Teachers need to know about these affordances and… then need to use this knowledge of affordances together with a wide range of other types of knowledge… to plan activities that will lead to learning and will motivate their students.”


“Computer simulations, Internet-supported student research projects and computer-based modelling provide new affordances that enable students to gain a wider range of experience relating to science in the real world.”

Critical Voice “The affordances provided by ICT-rich environments to support students’ self-management free teachers to focus on questioning and negotiation of meaning.”

Shared Control “… the development of formative assessment pedagogy has enabled students themselves to identify their needs, and hence play a larger role in planning for their learning.”

Student Negotiation

“Increasing discussion between teachers and students about learning processes and opportunities for learning will enable students to negotiate the planning of their own learning.”

Web

b (2

005)

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ICTStds

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ED4372: Educational Technology

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Welcome

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The 21st century(?) toolbox

• Content-Student– Surveys– Lessons– Quizzes

• Student-Student– Discussions– “Assignments”– Projects

• Instructor-Student– Announcements– Gradebook– Email/Website

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Projects

Although student perceptions are important, the ultimate indicator of course effectiveness is the degree to which students reach the learning objectives.

John

son,

Ara

gon,

Sha

ik &

Pal

ma-

Riva

s (2

000)

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Project Example

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Project Results

1 2 3 X 1 2 3 X 1 2 3 X 1 2 3 X 1 2 3 XSp09 Fa09 Sp10 Fa10 Sp11

0

10

20

30

40

50

60

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80

90

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A B C F

The fact that we can save and re-work or correct our assignments and questions helps give time to think and re-think.

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Announcements

Further effort is needed to improve overall student/instructor communication, especially in the area of instructor feedback and student progress. This will require identifying and implementing new communication strategies to facilitate student/instructor communication at appropriate points in the course.

John

son,

Ara

gon,

Sha

ik &

Pal

ma-

Riva

s (2

000)

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Announcement Example

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Announcement Results

Fa08 Sp09 Fa09 Sp10 Fa10 Sp110

5

10

15

20

25

30

35

40

45

Total announcements posted by instructor

Weekly announcements (15 total) posted by instructor

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Surveys

Roughly 10 percent of students in 2003 took at least one online course. That fraction grew to 25 percent in 2008, was nearly 30 percent in the fall of 2009, and we project it will be 50 percent in 2014.

Chris

tens

en, H

orn,

Cal

dera

& S

oare

s (2

011)

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Survey Example

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Survey Results

Fa08 Sp09 Fa09 Sp10 Fa10 Sp110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

How many online courses have you completed already?

2 or more1I have taken a hybrid course.None, this is my first one.

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Lessons

Meaningful interaction: If we truly want learners to be able to use the content, we need to design instructional activities that involve learners in the types of activities that allow them to practice using the content as it is used in real-life situations, deal with increasingly complex uses of the content as a whole…, and get meaningful feedback and necessary support along the way.

Shan

k (2

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Lesson Example

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Lesson Results

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“Assignments”

Instructional design is not an exact science. Each finished course is the result of a series of decisions influenced by learning objectives, resources, and time. A decision that instructional designers make repeatedly is which interactive activities will help learners most efficiently and effectively achieve those learning objectives.

Nur

iddi

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“Assignment” Example

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“Assignment” Results

… First off, I think that if you'd spend a little more time within the lessons, you might see the value of some of the tasks that seem superfluous... My job is to help prepare you for being a great teacher. The 'little' activities that start the second part of the lessons are intended to help you 'see' other ways of looking at situations, of reading between the lines, of adapting to changing situations, and of dealing with so much that will be beyond your control. …

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Discussions

Wyatt said, the most important thing to take away from his research is the importance of effective tutoring. "Although tutoring has been proven time and time again," he said, "it's a really hard nut to crack, simply because students resist it almost like it's a sickness. They see it almost as a punishment."

Gra

sgre

en (2

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Group Discussion Example

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Class Discussion Example

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Discussion Results

Course Comments

Teacher's Lounge

Survey says…

Looking Good! (12-15)

Documenting your results (09)

Reality Check! (08)

Moving right along! (07)

Insights from your reviews! (04)

Backing up expectations (03)

Focus Questions (02)

Introductions (01)

0 50 100 150 200 250 300 350 400 450

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Number of messages per forum

N

82

54

78

77

78

67

M

21

9

29

19

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12

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Quizzes

At its core, distance education is a change process, not a delivery system, and higher education culture has historically proven resistant to change. Perhaps the greatest benefit of distance education is its potential role as a catalyst for modifying the way educational institutions do business.

Will

is (2

000)

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Quiz Example

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Quiz Results

03 Quiz: Egbert 1, 2,

7

04 Quiz: Egbert 9

05 Quiz: Egbert 10

07 Quiz: Egbert 3

08 Quiz: Egbert 4

09 Quiz: Egbert 5

10 Quiz: Egbert 6

12 Quiz: Egbert 8

70

80

90

100


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Content Student Professor

“Learned most from” responses by type.

GradebookKe

llogg

& S

mith

(200

9)

Following the advice of the educational technologists, we incorporated various student-to-student interactions in our courses designed to enhance relational learning. Subsequently, many of our online students reported indifference to, or even vehement criticism of, learning activities designed to promote student-to-student interaction.

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Gradebook Example

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Gradebook Results

Fa09 Sp10 Fa10 Sp110%

50%

100%

WFDC-CC+B-BB+A-AA+

Passed 90% 93% 86% 93%

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Email/Website

• Once it’s sent it can’t be recalled.• Follow all school guidelines for responding to students.• Prrofread, PROOFFread, and PROOFREAD.• Reread each e-mail and other postings you write before

sending them.• Be timely in all responses.• Be sure you answer all points students raise in their

postings.• Be sure to end any response with an invitation to the

student or on a positive note.• Do not delete any student postings to you.

Sull

(200

9)

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Email Example

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Website Example

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CLES Results

PR US CV SC SN1.00

2.00

3.00

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5.00


Personal Relevance Uncertainty Critical

VoiceShared Control

Student Negotiation

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Evaluation of teacher interaction

It is notable that both observations and assignments assess the interactions between teachers and students, but in somewhat different ways. Both types of measures focus on how tasks are presented to students…, understood by students…, and the criteria that a teacher accepts for completed (acceptable)… Observations focus on students’ opportunity to participate in rich classroom discussions, however, while assignments focus on students’ opportunity to develop their written communication skills.

Mat

sum

ura,

Gar

nier

, Sla

ter &

Bos

ton

(200

8)

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Asynchronous interaction system

The database and the interaction system provide a good source of information that is important for the faculty member to analyze student progress and the effectiveness of the learning. However, it is also difficult and time consuming for the faculty member to monitor, collect, and analyze information from the system, which contains huge amounts of data from a great number of students and tutors.

Choy

& N

g (2

004)

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How do you really know?

Teachers whose students described them as skillful at maintaining classroom order, at focusing their instruction and at helping their charges learn from their mistakes are often the same teachers whose students learn the most in the course of a year, as measured by gains on standardized test scores, according to a progress report on the research.

Dill

on (2

010)

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EOC university evaluations1. The class as a whole was: 2. The class content was: 3. The instructor's contribution to the class was: 4. The instructor's effectiveness in teaching… 5. Online organization of the class was: 6. Instructor's use of examples: 7. Instructor's enhancement of student interest… 8. Student confidence in instructor's knowledge… 9. Instructor's engagement in the class was: 10. Timeliness of instructor's feedback was:

10. Quality and helpfulness of instructor's feedback … 11. Clarity of course objectives was: 12. Availability of extra help when needed was: 13. Instructor's interest in whether the students

learned was: 14. Amount you learned in the class was: 15. Relevance and usefulness of class materials was: 16. Evaluation and grading techniques were: 17. Reasonableness of assigned work was: 18. Clarity of student responsibilities and

requirements was:

q1. q2. q3. q4. q5. q6. q7. q8. q9. q10. q11. q12. q13. q14. q15. q16. q17. q18. q19.0.00

1.00

2.00

3.00

4.00

5.00

Student Evaluation of Course and Instructor10F 11S

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Relative to other classes10F 11S

q26. q27. q28. q29. q30.1.00

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Evaluation of class structure10F 11S

20. The intellectual challenge presented was: 21. The amount of effort you put into this class 22. The amount of effort required to succeed23. Your involvement in the class (online

discussions, working in groups, etc.) was:

26. The online class structure (navigation, layout, tools, etc.) in general was:

27. The classes communication tools (discussion board, web conferencing, chat rooms, course email system, etc.) were:

28. The online procedure for taking and grading quizzes/exams (if applicable) was:

29. The helpfulness of the eLearning Support Help Desk was:

30. The helpfulness of the UT Dallas Help Desk

EOC university evaluations (continued)

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The ultimate success

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Innovation overload

Agility, adaptability, resourcefulness… well-informed decision making → PLANYou want to be able to catch the curl and grab a great ride. You don’t want to be buried in the wave. You don’t want it to crash on top of you. So you’ve got to be careful to choose a great wave, and you need to develop some skills before you start putting yourself out there really far.

Gru

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C-S-I-: Triangulating Interactivityto Create an Integrated Online Learning Environment

[email protected] | www.utd.edu/~rnix

May 27, 2011

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C-S-I- :Triangulating Interactivity to Create an Integrated Online Learning Environment