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S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
Instructional DesignWhat Works?
Alejandra M. Pickett
Associate Director
SUNY Learning Network
Faculty Development & Instructional Design
2009 recipient of the NUTN Award for Innovation in Distance Learning
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
Introduction Introduction State University of New York State University of New York The single largest public university in the nation
440,000 students
32,000 + faculty
64 Campuses 13 University Centers and Doctoral Degree Granting Inst. 13 University Colleges 8 Colleges of Technology 30 Community Colleges
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
SUNY Learning NetworkSUNY Learning Network
30 of the 64 campus participate in SLN.
3,000 online faculty.
107 online degrees offered.
100,000+ online student enrollments.
4,000 + fully online courses.
high levels of student & faculty satisfaction.
CC account for 67% of student enrollments.
!!SLN was referenced in testimony to the Kerrey Commissionin Congress as the 2nd largest ALN in the country.
SLN was referenced in testimony to the Kerrey Commissionin Congress as the 2nd largest ALN in the country.
2008-2009 academic year. . . 2008-2009 academic year. . .
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
SUNY Learning NetworkSUNY Learning Network
30 of the 64 campus participate in SLN.
3,000 online faculty.
107 online degrees offered.
100,000+ online student enrollments.
4,000 + fully online courses.
high levels of student & faculty satisfaction.
CC account for 67% of student enrollments.
!!SLN was referenced in testimony to the Kerrey Commissionin Congress as the 2nd largest ALN in the country.
SLN was referenced in testimony to the Kerrey Commissionin Congress as the 2nd largest ALN in the country.
2008-2009 academic year. . . 2008-2009 academic year. . .
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
SLN AwardsSLN Awards2000 EDUCAUSE Award for Systemic Progress in Teaching and Learning
2001 Sloan-C award for Excellence in ALN Faculty Development
2002 Sloan-C award for Excellence in Institution-Wide ALN Programming
2003 Sloan-C Award for Excellence in Online Teaching
2006 USDLA 21st Century Best Practice Award - Online Technology - Higher Education
2009 NUTN Distance Education Innovation Award
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
! Learn from faculty -what they find works . . .
Share stuff I know works . . .
“how can faculty create technically and instructionally robust & engaging effective learning environments in which to teach and learn?”
Instructional design is about creating rich robust teaching and learning environments with opportunities for interaction with course content, between students, and with the instructor.
What works?
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
What works?What I have
learned from
working with
over 3000 SUNY
faculty, from 40+
SUNY
institutions, and
thousands of
students since
1994.
Successful online courses have effective designs and effective instructors. This requires support.
Faculty need to understand the nature of the online environment.
Faculty need to be able to concentrate on teaching, students need to be able to focus on learning -- technology must be as transparent as possible.
Faculty must reconceptualize instruction, rather than try to duplicate the classroom online. Conversion requires “rethinking” how to achieve learning objectives & how to assess learning within the options and limitations of the new learning environment.
In general on faculty development. . . In general on faculty development. . .
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
. . . Faculty Dev.
Reflection
Ownership
Empowerment
Evolution
Faculty need time to reflect. To address the legitimate
issues and concerns faculty may have.
To allow faculty time for reconceptualization.
What we’ve learned and what we know. . .What we’ve learned and what we know. . .
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
. . . Faculty Dev.
Faculty must “own” their course. Students must “own” their learning. Campuses must have ownership of
faculty and programmatic issues. Creating autonomous faculty
and learners.
Reflection
Ownership
Empowerment
Evolution
What we’ve learned and what we know. . .What we’ve learned and what we know. . .
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
. . . Faculty Dev.
Faculty and students are adults and require empowerment.
andragogy to inform and support choices.
Reflection
Ownership
Empowerment
Evolution
What we’ve learned and what we know. . .What we’ve learned and what we know. . .
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
. . . Faculty Dev.
Develop, test, pilot, evaluate & revise. Commit to iterate. Ability to adapt and deal with
change. Commitment to quality.
Course reviews!
What we’ve learned and what we know. . .What we’ve learned and what we know. . .
Reflection
Ownership
Empowerment
Evolution
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
What works?You are NOT
recreating your
classroom online.
You are
reconceptualizing
and converting
your materials,
content, and
learning
objectives to a
new learning
environment
Present engaging content - design engaging interaction - assess & provide engaging feedback
Create/use activities that build a sense of class community. Develop your online voice. Think “literal” and “talk” don’t “write.” First make it work, then make it pretty. 50 ways to leave your lecture. Align objectives, activities and assessments. Create rubrics! Ask for student feedback. Use it! If you make them do it, you must assess it. Design activities that allow students to make their thinking visible to you.
What I tell faculty . . . What I tell faculty . . .
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
What works? Good online instructional practices are independent of
software.
Just because you can, doesn’t mean you should.
A well-designed course creatively leverages the options AND recognizes the limitations of the online learning environment.
Just because a course or a part of a course is online doesn’t mean it ALL has to be online.
Online learning, or web-enhanced learning doesn't mean “self-paced,” “e-reading,” or “PowerPoint lecture notes online.”
In general on design. . . In general on design. . .
!
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
. . . DesignInteraction
Expectations
Collaboration
Simplicity
It is about creating teaching and learning opportunities and environments where students can interact with students AND where students can interact with faculty.
Create a virtual community. Shift to student-centered andragogy. Technology-enhanced teaching and learning.
The highest predictor of student satisfaction and reported learning is student/teacher interaction. Second is student to student interaction.
What we’ve learned and what we know. . .What we’ve learned and what we know. . .
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
It is important that faculty create and communicate to the student a reasonable set of expectations for the level and kinds of interactions in an online course.
explicitly set expectations for interactions and completion of all learning activities.
What’s due, when?
What we’ve learned and what we know. . .What we’ve learned and what we know. . .
Interaction
Expectations
Collaboration
Simplicity
. . . Design
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
. . . DesignWhat we’ve learned and what we know. . .What we’ve learned and what we know. . .
Interaction
Expectations
Collaboration
Simplicity
Since student to student interaction is such a significant factor in student satisfaction, any opportunities created in a course that involve collaboration to construct knowledge is an important component of an online learning environment.
Interaction (discussion). Small group activities/projects. Peer evaluation, reflection, feedback
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
Computer skill or sophistication should not be a barrier to technology-enhanced online teaching and learning.
Keep it simple. Vanilla! Provide templates and examples.
What we’ve learned and what we know. . .What we’ve learned and what we know. . .
Interaction
Expectations
Collaboration
Simplicity
. . . Design
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
321
What works?Course
design factors
that influence
learning
effectiveness
are. . .
Best Practices: an effective well-designed course has. . .
Comprehensive Orientation & Syllabus documents - explicit expectations, netiquette, etc.
Consistent and complete course “chunks”/ module structure and instructional cues.
Social presence and class community.
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
4
Best Practices: an effective well-designed course has. . .
Meaningful and consistent course section & document titles to organize and convey info. about the activities, content, and structure of course.
A detailed orientation to each course module.
Detailed instructions for each learning activity: expectation, timeframe, navigation, etc.6
5
What works?
!
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
Best Practices: an effective well-designed course has. . .
Course objectives align with activities, have value, and are assessed.
Opportunities for students to reflect, interact/collaborate, provide feedback. 8
7
What works?
!
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
Any questionsAny questions
???
S U N Y L e a r n i n g N e t w o r k What works? ID for Teaching and Learning Online
A l e j a n d r a M . P i c k e t t B e c e r r a • S a n t i a g o - C o n c e p c I ó n - V a l p a r a í s o , C h i l e , 2 0 0 9
Thank you!Thank you!Alexandra M. Pickett
[email protected] my network!
http://www.slideshare.net/alexandrapickett/slideshows http://www.twitter.com/alexpickett http://www.youtube.com/user/alexandrapickett http://slnsolsummit2009.edublogs.org/ http://etap687.edublogs.org http://twitter.com/slnsolsummit http://flickr.com/photos/alexandrapickett http://www.spock.com/Alexandra-M.-Pickett-TFZBh10F http://www.linkedin.com/in/alexandrapickett http://www.pandora.com/people/alexandra.pickett http://del.icio.us/alexandrapickett/ http://www.diigo.com/profile/alexandrapickett Alejandra Subagja in Second Life
http://slurl.com/secondlife/SUNY%20Learning%20Network/128/128/0
