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This session will focus on instructor strategies that create extraordinary student learning experiences in the online class environment. Techniques that will be explored include best practices for creating dynamic group projects, service-learning projects connected to learning outcomes, and other project-based based assignments that help build the student learning community in the class and beyond. Implementation strategies and examples of effective assignments will be shared. Presenter(s): Karen Lynden (Rowan-Cabarrus CC)
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2013 NC3ADL Session Presented by Karen Lynden
Creating Engaging Student Communities
in the Online Classroom
In this hour we will…
Discuss how to create community and collaboration in the online classroom.
Techniques explored: Discussion assignments Dynamic group projects Service-learning projects
Share implementation strategies & assignment examples.
Welcome!
Join my linkedin network!
Introductions
Please share your… Name Institution Role / Title Interest in this session topic
What do you feel are dominant, ongoing criticism of online learning?
1. Lack of personal connection between student and teacher
2. Lack of personal connection - peer to peer3. Lack of real-world experience for the student4. Lack of personal expression / opportunity to
question and debate5. Lack of ability to verify test validity
Interaction & Collaboration
What is the level of engagement offered by the course and what student interaction & collaboration takes place?
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Course Interaction & Collaboration
Instructions:
Gather into groups
Select a scribe & spokesperson
Answer the following questions & prepare to share your group’s answers
Questions: What are the obstacles in creating “an engaging online student community in a course?”How do you know a “an engaging student community” was created?What elements of your course(s) have been most effective in supporting / creating “an engaging online student community in a course?”
Creating Engaging Student Communities
There are several ways we can address these issues in the
Online Classroom…
Interaction & Collaboration
What is the level of engagement offered by the course?First impressionsFoundation / planning
First Impressions
Opening announcement Faculty Information Can you connect to me?
See me Hear me Reach me
Faculty Interaction
Hello, I am a real person!
And so are you! Students get to know my voice from the beginning:
▪ Audio introduction▪ Jing presentations▪ Interviews for projects▪ Tone of written communication
I get to know you too:▪ Discussion boards▪ Reports and projects▪ Encouraging phone calls (or office meetings if that works for the student)
Interaction and CollaborationCommunication Strategies
Provide multiple opportunities for interaction▪ Asynchronous communication promotes critical reflection▪ Synchronous activities offer real-time interactions
Are you incorporating synchronous activities in your online classes?
Just phone calls upon request? Not frequently but have offered opportunities for real-time
interactions? If yes.. How?
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Are we providing the resources necessary for students to collaborate?
Tools Possible UseDiscussion BoardsChat / VC (text or video)
Group FeaturesEmail / MessagesBlogs/Wikis/Journals
Foundation
Is the course designed before students enter? If not, why?
Is the course design easy to navigate?
Design Foundation
Design Foundation
Not in the textbook What unique experiences are offered in the course? What authentic experiences are offered in the course?
Interaction & Collaboration
What student interaction & collaboration takes place? Examples Shared:
Discussion Boards Group Projects:
▪ E.U. Global Perspectives ▪ Big 5▪ Service Learning
Learning Continuum
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(1) Charles Merrill, 1960Educational Media
Interaction and Collaboration
Development of Learning Community Communication activities build a sense of
community▪ Student-student interaction ▪ Student-instructor interaction
Collaboration activities reinforce course content and learning outcomes
Interaction and Collaboration
Interaction Logistics Guidelines explaining
required participation Expectations regarding
quality of communication Rubric included to explain
evaluation Instructor actively
participates and provides feedback to students
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Best Practices
Clearly communicate expectations for participation in the groups and criteria for evaluation
Use discussion boards and other interactive activities to encourage critical thinking and inquiry
Establish rubrics for evaluation of discussion posts
Provide feedback to students via announcements and email as appropriate
Photo credit: http://www.moillusions.com
If you GRADE it, they will show up!
Weekly Discussions
Project 1:Global Connections
Project 2: Big 5
Project 3: Service Learning
Writing Good Discussion Questions
Use Bloom’s Taxonomy to vary question types Include the details about your expectations:
Due dates Interaction guidelines / requirements Format / formality Content requirements
Use a rubric to evaluate
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Rubric
Why did I earn that score?
What can I do in the future to earn all of the points?
Personalized Feedback provided
Discussions
Discussions
Discussions
Global Connections
Congratulations! You are a team leader at a company for a new project. You and your team will all be abroad in the country for 4 weeks. You are creating materials (a Country Guide) for your
work team to prepare to work with a client in a EU country of your choice.
Creating this guide is the first step in preparing your team on how to interact effectively and understand business etiquette during your travel. Assume the host business contacts speak very good English.
Global Connections
Global Connections
Big 5 Project
Big 5 Project
Team Formation
Coaching The Team
360 Evaluation: Self
360 Evaluation: Peer
Photo credit: http://www.flickr.com/photos/cdossett/7173791471/
Service Learning ProjectUpon successfully completion, you will have: • Actively participated in team setting and the
stages of team development. • Practiced management skills such as
professional conduct, positive negotiation, planning and communication skills.
In keeping course learning outcome objectives in mind, students will complete the report incorporating course vocabulary and
concepts (teamwork, leadership and management theories, coaching, managing conflict, stewardship, servant
leadership, organizational leadership topics, etc.).
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“Studies have demonstrated that people who feel a bond
with their fellow students have a higher likelihood of
experiencing success.”
-Susan Smith Nash, Ph.D.
Student Experience Highlights “The service learning project was one
of my favorite activities throughout this course. It was a great experience as well as a learning opportunity.”
“…the best was the group projects. This was a practical application of what we were studying.“
“It was great working with you in the group projects. I totally agree that being able to work as a group through distance is important.“
“To me the most valuable part of this course was the group projects. They allowed me to get to know my peers and work together. It allowed me to learn how to deal with people using new ideas and working with a team through distance.”
“It has been an absolutely wonderful semester working with all of you and reading your responses to our discussion boards every week. I really feel like I got to know a few of you by what everyone posted.”
Learner Support
Feedback: Learners have an
opportunity to give feedback both during course delivery and after course completion
How else are we getting feedback?
Hey Teacher! Do you have
your listening ears on?
Closing Comments
Next Steps
And why are we doing this??
Barriers: Lacking planning time Templates restrictive Grading time Drama!
Consider: Institutional planning Creating buy-in / balance Job enjoyment &
enrichment
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My PlanIdea! When? Notes
Many Influences