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Enhancing Student Engagement via Online LearningSTUTTERING FOUNDATION WORKSHOP

NAOMI HERTSBERG, M.A., CCC-SLPMAY 27, 2016

Guiding Questions

u How are the concepts of “learning” and “education” changing with the times?

u How do different classroom formats compare?

u How can you structure an online class?

u What are some technological tools you can use to engage students in online learning?

“College is a place where a professor’s

lecture notes go straight to the students’ lecture notes, without passing through the brains of

either.”

TEDtalk: Dr. Anant AgarwalMIT ProfessorElectrical Engineering and Computer Science (15:15)

Basic Types of Classrooms

VirtualClassroom

Traditional F2F

Classroom

Flippedor Hybrid

ClassroomSynchronous

learning

Synchronous and/or

asynchronous learning

Synchronous and

asynchronous learning

What’s Common Across Learning Environments?

u Activation of prior experienceu Demonstration of skillsu Application of skillsu Integration of these skills into real-world activities

THINK ”LEARNING,” NOT “TEACHING”

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What’s Different About Online Classrooms?

u Altered learning environment u Learner-centered environment u Student’s roleu Faculty member’s role u Course development and designu Course facilitation and teaching u Advanced planning

Primary Characteristics of the Online Classroom

Chunk-ability – short, directed learning segments

Repeat-ability – ability to repeat and review content

Pause-ability – ability to stop and resume without having to start all over

Understand-ability – clear, direct instructions

Learning Guide

Succinct checklist that contains everything students need to do

for one module

1. Module and Course Identification2. Learning Outcomes3. Learning Resources4. Discussion Questions

Succinct planning and course development guide for the educator planning the course

5. Learning Activities6. Self-Assessment7. Lesson Evaluation

Chunks and Bridges

u Chunking: In order to accommodate memory processing, it’s best to present 5-9 minutes of passive learning, followed by an opportunity to reinforce that concept with a participatory learning activity

u Bridges: Assist in transitioning from one chunk of content to the next1. Summary statement of the current chunk2. Transition statement connecting one chunk to the next3. An introductory statement for the next chunk

u What if you knew your students would be tested six months following the completion of your course, and you would be held legally liable for any portion of the course the students did not remember? How would you teach differently?

Eric Mazur, Harvard Professor of Physics (9:32)

“Assessment: The Silent Killer of Learning”

Technological Tools

Content Delivery (synch/asynch)uZoomuAdobe ConnectuBlackboard CollaborateuMoodleuGoToMeetinguVoice Thread uPowerPoint with audio recorduPrezi

Exam Proctoring uProctor U

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Things to Consideru Synchronous vs. asynchronous learning?u Does everyone work through course material at the same time

or can students work ahead? (Module 1, 2, 3 vs. Week 1, 2, 3)u Does learning in your course need to happen linearly, or could

students branch out?u How can you encourage student collaboration?u How can you maintain the “humanness” of learning in a virtual

classroom?u How can you promote student motivation/responsibility?u Are there certain types of assessments, assignments, or courses

are more conducive to an online format?

Resources

u Smith, R. M. (2008). Conquering the content: A step-by-step guide to online course design. San Francisco: Jossey-Bass.

u Conrad, R., & Donaldson, J. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco: Jossey-Bass.

u Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.