edgehill.ac.uk/ls David Callaghan July 2014 “A tidal wave of discussion” How active discussion produced outstanding results

edgehill.ac.uk/ls May 2013 UG Dissertation cohort – 47* submissions 57% of students obtained a First Discussion boards –2,573 posts –over half the cohort posting Web conferencing –To the ‘converted’ – sustain the community Tracking –Mass s in early days of course. Rhetoric vs reality vs faith? Feeding forward? Headlines / context

edgehill.ac.uk/ls Present some techniques used with a successful online cohort; Present the tutors experience (mine); Discuss these techniques; Get you to try them in some of your courses; Discuss how you might get support / help with using these techniques. Aims of this session

edgehill.ac.uk/ls My drivers: To give a good student experience To experience using these technologies myself Why did I take the cohort?

edgehill.ac.uk/ls I got results … … outstanding results: (but it was a strong cohort) Why listen to me?

edgehill.ac.uk/ls Student engagement… … generating a ‘community’: Three main tools: Video - incl. conferencing Tracking Discussion Welcome video: So, how did I do this?

edgehill.ac.uk/ls Uses: Introduction Content Feedback Embedded Video

edgehill.ac.uk/ls and recording Video – web conferencing

edgehill.ac.uk/ls ‘New’ in SP12 –(was the Early Warning System) Help identify students ‘at risk’ –Missed deadlines –Grades –Activity –Access Tutors create ‘rules’ System can en-mass Use to send ‘well done’ and ‘what next’ messages Tracking: Retention Centre

edgehill.ac.uk/ls I found their personal address and ed them … If they still didn’t engage:

edgehill.ac.uk/ls I found their home phone numbers and called them … I found their mobile numbers and then … I kept calling until I got to talk to them … There was no escape! (I’m not aware of any complaints) (… and I went to their graduation …) If they STILL didn’t engage!?

edgehill.ac.uk/ls ‘ … quaking in my boots …’ One story …

edgehill.ac.uk/ls Notify by when others post Increases engagement Speeds up discussion Reduces frustration Forward student to personal Discussion subscription

edgehill.ac.uk/ls Ask a question Share ideas Post thoughts about what they were working on Post draughts of chapters Look at peers work Get feedback from the tutor (me) on their work Look at other peers feedback from me Discussion to:

edgehill.ac.uk/ls Salmon – 5 stage model (2004); “Others’ have developed this with the analogy of a ‘ghost in the wings’ (Mazzolini and Maddison, 2007) …” “ … need to have a presence (Garrison, et al., 2000) – checking the forums frequently and replying promptly to posts (Hodges & Cowan, 2012)” “ … Pelz’s notion that ‘… online students bond earlier and ‘better’ than students sitting in the same classroom’ (2004:41). … the pressure to produce polished responses that were instantly displayed to the whole cohort (Bair & Bair, 2011).” Links with the literature …

edgehill.ac.uk/ls … peer feedback … That moved from simple mechanical comments –Well done!? –Spelling –Referencing To insightful critical comments –… that significantly improved others work –… that significantly improved MANY others work! Discussion led to …

edgehill.ac.uk/ls Intercalating students … Subsequently …

edgehill.ac.uk/ls Video Tracking Discussion Summarising the major tools:

edgehill.ac.uk/ls Announcements and Timed announcementsAnnouncementsTimed announcements Performance Dashboard –drilling down to see student performance Originality check –Turnitin Test student account –what the student ‘sees’ Formatting items Mobile Grade centre Other tools:

edgehill.ac.uk/ls Announcements – incl links to resources: This example shows: YouTube for verbal feedback Notes from a tutorial Announcements

edgehill.ac.uk/ls Tidy up your act Set a date restriction Automatically remove out-of-date announcements Stops students re-reading old messages Timed announcements

edgehill.ac.uk/ls Track student progress Pick out students that: –Haven’t logged on Drill down … –Discussion contributions Performance Dashboard

edgehill.ac.uk/ls Use for formative assessment Originality report Turnitin

edgehill.ac.uk/ls To get a ‘students eye’ view Test student activity –Submissions –Assignments / Tests –Availability (content, results) –Retention rules Test Student

edgehill.ac.uk/ls Formative: Tracking progressions Summative: Results and feedback Grade Centre

edgehill.ac.uk/ls Enhanced student engagement Full guide for staff: Mobile

edgehill.ac.uk/ls What will you be using with your students this / next year? Take away messages

edgehill.ac.uk/ls “ … explore their posts … our journey … … how I may have … … facilitated my social presence in online forums (Savvidou, 2013) … … Sociability (Smith & Sivo, 2013) … … and the learners ‘Sense of Presence’ (Sung & Mayer, 2013).” My next steps?

edgehill.ac.uk/ls Later today please take a couple of minutes to reflect on: What you liked about this session What you think could have been done to improve it... and me your thoughts: Many thanks, David Evaluation

edgehill.ac.uk/ls Bair, D. E., and Bair, M. A. (2011). Paradoxes of online teaching. International Journal for the Scholarship of Teaching and Learning, 5(2), 1–15Bair, D. E., and Bair, M. A. (2011). Paradoxes of online teaching. International Journal for the Scholarship of Teaching and Learning, 5(2), 1–15 Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, pp87–105.Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, pp87–105. Hodges, C. B. and Cowan, S. F. Preservice Teachers’ Views of Instructor Presence in Online Courses. (2012) Journal of Digital Learning in Teacher Education 28(4) pp Hodges, C. B. and Cowan, S. F. Preservice Teachers’ Views of Instructor Presence in Online Courses. (2012) Journal of Digital Learning in Teacher Education 28(4) pp Mazzolini, M. and Maddison, S. (2007) When to jump in: The role of the instructor in online discussion forums. Computers & Education, 49 (2) Mazzolini, M. and Maddison, S. (2007) When to jump in: The role of the instructor in online discussion forums. Computers & Education, 49 (2) Pelz, B. (2004) Three principles of effective online pedagogy. Journal of the Asynchronous Learning Network, 8(3), pp33–46.Pelz, B. (2004) Three principles of effective online pedagogy. Journal of the Asynchronous Learning Network, 8(3), pp33–46. Salmon, G. (2004) E-moderating: The key to teaching and learning online. London: Routledge. Savvidou, C. “‘Thanks for sharing your story’: the role of the teacher in facilitating social presence in online discussion.” Technology, Pedagogy and Education ahead-of-print (2013): 1-19.Savvidou, C. “‘Thanks for sharing your story’: the role of the teacher in facilitating social presence in online discussion.” Technology, Pedagogy and Education ahead-of-print (2013): Smith, J.A. and Sivo, S.A. (2012) “Predicting continued use of online teacher professional development and the influence of social presence and sociability.” British Journal of Educational Technology 43(6) pp Smith, J.A. and Sivo, S.A. (2012) “Predicting continued use of online teacher professional development and the influence of social presence and sociability.” British Journal of Educational Technology 43(6) pp Wakefield, J. (2012) Granny army helps India’s school children via the cloud. [accessed 11/04/2013].Wakefield, J. (2012) Granny army helps India’s school children via the cloud. [accessed 11/04/2013]. And: Blog post - A Tidal Wave of Discussion: – References