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In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Citation preview
Flipping Not Flopping: Infusing Active Learning in Online
and Blended Courses
St. Mary’s University of MinnesotaSeptember 19, 2014
Jason Rhode, Ph.D.
DirectorFaculty Development and Instructional Design CenterNorthern Illinois University
[email protected] @jrhode
Our Roadmap…
Photo credit: CC BY flickr.com/photos/jfxie/6448173183
Tenets of Flipping
Traditional Education
Transfer
In class the easy part
Outside class the hard part
Assimilation
Flipped Education
Transfer
Outside class the easy part
In class the hard part
Assimilation
Using technology in a new way to maximize deep learning
Interaction = key to deep learning experiences
Interaction Components
Interaction Matrix
Meaningful & Memorable
Learning
Formal InteractionIn
form
al In
tera
ction
CC BY Jason Rhode
Students Value Interaction
Phot
o cr
edit:
NIU
Imag
e Li
brar
y, M
edia
Ser
vice
s
Collaborative Learning
Informal Learning
Teaching Naked (Bowen, 2012)
Harnessing technology outside the classroom so more meaningful interactions can take place inside the classroom
Phot
o cr
edit:
NIU
Imag
e Li
brar
y, M
edia
Ser
vice
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Technology in Teaching
“Technology is a technique, not a strategy” - Bowen
Technology as a Tool
If the only tool you have is a hammer, you tend to see every problem as a nail. – Abraham Maslow
Photo credit: CC BY flickr.com/photos/jrhode/4632887921
Trends in Technology & Pedagogy
http://www.nmc.org/publications/2014-horizon-report-higher-ed
19
Warburton’s 3D Matrix
http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html
20
Warburton’s 3D Matrix
http://warburton.typepad.com/liquidlearning/2007/11/what-is-the-bes.html
Formal
InformalIsolated Social
Passive
Active
Shift Toward Online LearningFa
ce-2
-Fac
e
Onl
ine
Diagram adapted from Rodney Murray’s, http://youtu.be/_yn7tIE5S_c
Classroom Supported
Online Learning
Hybridor
Blended Learning
Fully Online
Learning
Technology Enhanced Learning
Classroom Learning
30% online
80% online
Flipping…
What it means to “flip” online?
Synchronous vs Asynchronous Learning
Connected Learning
Increasing Pedagogical Richness
http://www2.warwick.ac.uk/services/ldc/resource/eguides/pedagogies
What makes a quality online learning experience?
..begins with course design
What constitutes quality online?
Baseline Standards a Must
Variety of Quality Definitions
HLC Expects Quality
Blackboard Catalyst Program
The Blackboard Catalyst Award Program honors those who push the boundaries of their educational programs and technology in order to delivery innovative and effective learning experiences.
Catalyst Award Categories
Exemplary Course Award
Staff Developmen
t Award
Student Impact Award
Innovation Award
exciting and innovative
courses that represent the
very best in technology and
learning
individuals and/or
institutions that successfully
increased levels of student
engagement or retention
those who support and enhance faculty and professional development skills
those that think outside the box in such areas related to teaching and learning practices, online program management, etc.
Exemplary Course Program
Blackboard.com/ecp
Exemplary Course Program Rubric
Developed based on research and best practices, used for evaluating in four areas:Course Design, Interaction & Collaboration, Assessment, and Learner Support
Exemplary Course Program Rubric
j.mp/bbecprubric14
Major Areas & Sub-Categories
Course Design
Interaction & Collaboration Assessment Learner
Support
• Goals & Objectives
• Content Presentation
• Learner Engagement
• Technology Use
• Communication Strategies
• Development of Learning Community
• Interaction Logistics
• Expectations• Assessment
Design• Self-assessment
• Orientation to Course and LMS
• Supportive Software Plug-ins
• Instructor Role and Information
• Policies & Support• Accessibility• Accommodations • Feedback
Sample Online Course
Exemplary Course Award
Instructional Media and Technology – more info at jasonrhode.com/ett510exemplarycourse
Example Attributes to be Shared
Course Design
Interaction & Collaboration Assessment Learner
Support
• Goals & Objectives
• Content Presentation
• Learner Engagement
• Technology Use
• Communication Strategies
• Development of Learning Community
• Interaction Logistics
• Expectations• Assessment
Design• Self-assessment
• Orientation to Course and LMS
• Supportive Software Plug-ins
• Instructor Role and Information
• Policies & Support• Accessibility• Accommodations • Feedback
Welcome – Start Here
Goals and Objectives Easily Located
Goals and Objectives Available in a Multiple Areas
Content Available or “Chunked” in Manageable Segments
Consistent Unit Structure
Navigation Intuitive
Info needed at beginning of the courseCourse news and updates
Social connections for building sense of community
Course content, activities, and assessments
Interaction
Reflection, feedback, & self-paced assistance
Collaboration in group
Content Flows in Logical Progression
Content Presented in Variety of Appropriate Mechanisms
Content Enhanced with Visual & Auditory Elements
Content Maxim
“Do what you do best and link to the rest.” – Jeff Jarvis
Guidance for Learners to Work with Content
Tools Available in LMS to Engage Students with Course Content
Wide Variety of Delivery Media Incorporated into the Course
Effort Made to Use Low-Cost or No-Cost Materials When Available
Plentiful Opportunities for Synchronous and/or Asynchronous Interaction
Asynchronous Communication Promotes Critical Reflection
Asynchronous Communication Promotes Critical Reflection
Synchronous Communication Activities, Real-Time Interactions
Communication Activities Designed to Help Build Sense of Community
Student-to-Student Interactions Required
Collaboration Activities Reinforce Learning Outcomes
Guidelines Explaining Required Levels of Participation
Rubric or Equivalent Grading Document is Included
Instructor Actively Participates, Including Providing Feedback
Instructor Uses Communication Tools to Provide Course Updates
Instructions Written Clearly and with Sufficient Detail
Assessment Activities Occur Frequently Throughout Course
Multiple Types of Assessments are Used
Opportunities for Self-assessment Provided
Contact Information for Instructor Easy to Find
Links to Institutional Policies
Course Materials are Accessible
Transcript provided for videos
YouTube videos captioned
Supportive Mechanisms for Learners with Disabilities
Learners Have Opportunity to Give Feedback on Course Design
View Exemplary Course Tours
j.mp/bbecptours13
ECP Winners Gallery
ecpgallery.coursesites.com
Volunteer to Review
• Explore in-depth a variety of different online courses and get ideas and inspiration for your own online courses
• Apply lessons learned from the Exemplary Course Rubric to your own courses or those you are helping to develop
• Share your knowledge and experience with others by providing feedback on their course designs
• Gain professional development experience and recognition for your accomplishments and participation in the program
Access Sample Shared Course
jrho.de/ett510ecp
Submitting Your Course
Blackboard.com/ecp
…realized through online teaching
Developing Online Learning Community
Tips from St. Mary’s Facultyfacultyfocus.com/articles/online-education/building-community-creating-relevance-online-classroom/
Tips from Bowen (2012)
1. Establish in the syllabus how you will communicate
2. Limit the forms of communication3. Create a schedule for yourself, follow through
for the entire semester, then re-evaluate4. It is ok to employ multiple methods of
communication, but be clear and consistent5. Consider how students will communicate
with each other outside of class
Photo Credit: CC BY flickr.com/photos/stephen_downes/252157734
Groups vs. Networks
Idea: News via Text Message
Remind.com
Idea: Twitter Chat
Idea: Instagram #ETRAeyespy
Credits• Active Learning icon by Duke Innovation Co-Lab, The Noun
Project• Flipped Classroom icon by Duke Innovation Co-Lab, The Noun
Project• Informal Learning icon by Duke Innovation Co-Lab, The Noun
Project• Education icon by Duke Innovation Co-Lab, The Noun Project• Synchronous Learning icon by Duke Innovation Co-Lab, The
Noun Project• Asynchronous Learning icon by Duke Innovation Co-Lab, The
Noun Project
Credits (cont.)
• Connected Learning icon by Duke Innovation Co-Lab, The Noun Project
• Collaborative Learning icon by Duke Innovation Co-Lab, The Noun Project
• Question icon by Henry Ryder, The Noun Project• User icon by Luis Prado, The Noun Project• School icon by Ricardo Augosto Cherem, The Noun
Project • Education icon by Claire Jones, The Noun Project• Thinking icon by Michael V. Suriano, The Noun Project
Credits (cont.)
• Meeting icon by Slava Strizh, The Noun Project• Meeting icon by Michael V. Suriano, The Noun
Project• Architect icon by Luis Prado, The Noun Project• Thumbs-Up icon by Yamini Chandra, The Noun
Project• User icon by Max Hancock, The Noun Project• Network icon by Matthew Hawdon, The Noun
Project