Converting Face-to-Face TBL to Online TBL Annetta Dolowitz, MSW, MPH Chris Eidson, MS, OTR/L​ Ken Gunnells, Ph.D. Sheila Harry, MS-MIS

Team Formation If you were in the prior TBL session, please sit with your team If you were not in the prior session, please come to the front

Objectives Give you a quick introduction to the issues related to translating a F2F TBL course module to an online format. Give you answers to common problems encountered in the translation of a F2F TBL course to an online format. Give you resources and contacts with experienced educators who have converted their TBL courses from F2F to online format.

Four Elements of Face-to-Face Team-Based Learning Strategically Formed Teams Diversity Spread assets Large (enough) teams Together long term Cohesive Membership Readiness Assurance Process Prior Preparation Individual test Team Test Appeals process Clarify misunderstandings Applying Course Concepts (4S Framework) Significant Problem Same Problem Specific Choice Simultaneous Report Immediate Feedback Holding Students Accountable iRAT & tRAT process design Design of Application exercises Peer Evaluation

Forming Online Teams (5 minutes) What issues should you consider? What size teams will you form, and why? When assigning members to online teams, what issues would you consider? Would you let teams self-select membership? Will assignments require synchronous communication, or can it be asynchronous? What communication tools do you think online teams will need? Strategically Formed Teams Diversity Spread assets Large (enough) teams Together long term Cohesive Membership

Forming Online Teams Recommendations Smaller teams (~4-5) Identify assets to be spread Work experience, Skill sets, Major, Etc. Identify meeting time availability Random assignment otherwise Teams need tools to synchronously and asynchronously communicate Texting: WhatsApp, SMS, or Apple Messages. For voice and video meeting: Skype, Apple FaceTime, Google Hangouts, Conference tool in LMS, Freeconferencecall.com, GroupMe, GoToMeeting. Strategically Formed Teams Diversity Spread assets Large (enough) teams Together long term Cohesive Membership

Sample RAP: typically 5–20 questions @ TOC, not Index level Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium? Nemo enim ipsam voluptatem Quia voluptas sit aspernatur aut odit aut fugit Sed quia consequuntur magni dolores eos Qui ratione voluptatem sequi nesciunt Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora? Quis autem vel eum iure Reprehenderit qui in ea voluptate velit esse Quam nihil molestiae consequatur, vel illum Qui dolorem eum fugiat quo voluptas nulla pariatur

Readiness Assurance Process What iRAT issues should you consider? iRATs How would you get students to prepare? How would you administer/deliver the quiz to students? How would you limit cheating, referencing source materials? How would you incentivize doing well on the iRAT versus relying on tRAT grade? Readiness Assurance Process Prior Preparation Individual test Team Test Appeals process Clarifying misunderstandings

Readiness Assurance Process Recommendations iRAT Deliver iRAT through LMS Randomize question and answer stem order iRAT deadline before tRAT opens Set a time limit to reduce opportunity to access resources (e.g. 50 sec/question) If student’s iRAT <60%, iRAT grade may be used in place of tRAT grade Readiness Assurance Process Prior Preparation Individual test Team Test Appeals process Clarifying misunderstandings

Readiness Assurance Process What tRAT issues should you consider? tRATs How would you administer/deliver the quiz to the team? What online tools do teams need to collaborate? Which team member takes it for the team? How would you ensure that all team members contribute equitably? Do you limit or restrict access to resource materials? If so, them how? Is the quiz timed? Readiness Assurance Process Prior Preparation Individual test Team Test Appeals process Clarifying misunderstandings

Readiness Assurance Process Recommendations tRAT Deliver tRAT through LMS One team member takes quiz in consultation with team No practical way to set a time limit to reduce opportunity to access resources Teams may self-report who contributed Readiness Assurance Process Prior Preparation Individual test Team Test Appeals process Clarifying misunderstandings

Readiness Assurance Process Do you clarifying misunderstandings? If so, is it individual or team misunderstandings? How would you determine what misunderstandings a team has? How would you deliver clarifications? Possibly Not… Due to assumed referencing of resources, team miss few tRAT questions Difficult or maybe unnecessary to clarify misunderstandings Readiness Assurance Process Prior Preparation Individual test Team Test Appeals process Clarifying misunderstandings

Example Application Exercise Question Imagine you are an English teacher and you are working with students to develop their understanding of active and passive voice. You are trying to develop their next assignment. Which of the following assignments would best promote higher level thinking and a rich reporting discussion? List the mistakes writers frequently make that detract from their efforts to write in active voice. Read the following passage and identify a sentence that is a clear example of a) active voice and b) passive voice. Read the follow passage and identify the sentence in which the passive voice is used most appropriately

Application Activities What issues should you consider? How would you deliver the application exercise to students? How would you help ensure that individual students were prepared to work with their team? (outside reading, prior thought about the application questions) How would you collect team response(s) to application questions? How would you help ensure that all team members contribute equitably? (Continued) Applying Course Concepts (4S Framework) Significant Problem Same Problem Specific Choice Simultaneous Report Immediate Feedback

Application Activities What issues should you consider? How would you give feedback (to improve understanding) to initial team responses? How would you give teams opportunity to show refinement of their thinking? How would you expose team members to ideas from outside their team (in other teams)? Applying Course Concepts (4S Framework) Significant Problem Same Problem Specific Choice Simultaneous Report Immediate Feedback

Application Activities Recommendations Use threaded discussion board to deliver application exercise and collect answers Individual team members answer questions first Team then crafts initial answers to questions Instructor gives team feedback Team refines answers Team self-reports contributors Team answers submitted to cohort for gallery walk competition Require student’s answers and support to be in a structured format Applying Course Concepts (4S Framework) Significant Problem Same Problem Specific Choice Simultaneous Report Immediate Feedback

How to Create Accountability to One’s Team Grade weights, with greater weight on team assignments Individual performance Team performance Measure of contribution to the team Design of individual and team activities to: Discourage “divide and conquer” teamwork Discourage freeloading Discourage students from poorly preparing and thus relying too much on their team to carry them Have teams self-report team members who properly contribute to team activities Formal Peer Evaluation, typically at mid-term and end of term

Debrief Strategically Formed Teams Readiness Assurance Process Applying Course Concepts Accountability

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