Online / Hybrid Workshop: Course Design, Development, and Delivery Session 3: Building and Delivering your Course

Identify content-appropriate online delivery formats Edit the online course template Convert an in-class lecture to an online format Create an online activity Apply best practices in online course design and development Workshop Outcomes √ √ √

Your LEARNING ACTIVITY goals REMEMBER… Your LEARNING ACTIVITY goals Elicit performance through practice Provide feedback for learning and retention Assess performance Enhance retention

1. Eliciting performance through practice Your strategy: Students engage the material Repetition (small, frequent exercises) Graded / ungraded Set expectations (learning objectives) Your activity: Quizzes (embedded or stand-alone) Workbook / worksheet (short answer, draw, list, describe) Games (matching, hidden messages) Cases (individual, pair, or team) 1. Eliciting performance through practice

2. Providing feedback Your strategy: Meaningful & individualized Constructive but critical Give opportunity to improve Encourage critical thinking / clinical reasoning Peer evaluation opportunity Your activity: Chat or discussion Case study / analysis Project / presentation / portfolio Research paper 2. Providing feedback

3. Assessing performance Your strategy: Give students an opportunity to “show what they know” Use & post rubrics Firm but fair Evaluate learning objectives (practiced content) Peer evaluation opportunity Your activity (subjective or objective): Quizzes / exams Workbook / worksheet (short answer, draw, list, describe) Unfolding cases Chat or discussion Project / presentation / portfolio Research paper 3. Assessing performance

4. Enhancing retention Your strategy: Students engage the material Students engage with one another “Synthesis” – demonstrate understanding Focus on practiced information Your activity: Mind-map / Concept map Unfolding cases Group discussion (accountability) Project / presentation / portfolio Research paper 4. Enhancing retention

Online Assignments Assignment Upload Discussion Quizzes / Exams Workbook / worksheet Games (matching, hidden messages) https://www.mindomo.com/mindmap/812927caf98947e88838b31ba44a1e39 Case study / analysis Unfolding cases http://www.ion.uillinois.edu/resources/otai/CaseStudies.asp Mind-map / Concept map http://www.ion.uillinois.edu/resources/otai/ConceptMapping.asp Project / presentation / portfolio http://www.ion.uillinois.edu/resources/otai/Presentations.asp Discussion Chat Group discussion http://www.ion.uillinois.edu/resources/otai/DiscussionQuestion.asp Quizzes / Exams http://www.ion.uillinois.edu/resources/otai/Quiz.asp http://www.ion.uillinois.edu/resources/otai/ScavengerHunt.asp http://theelearningcoach.com/elearning_design/multiple-choice-questions/ http://digitalcommons.hsc.unt.edu/cgi/viewcontent.cgi?article=1009&context=test_items http://sphweb.bumc.bu.edu/otlt/teachingLibrary/Assessment/WritingMultiple.pdf Online Assignments

Discussion Boards & Chat Most common means of peer-to-peer and faculty interaction in online learning Encourage collaboration that is well articulated since time is not an issue Uses Project collaboration Pre-discussion of course topic Weekly discussion questions Unique posts / responses to others’ posts Faculty usually specify minimum number of responses / posts Faculty generally respond to select posts throughout the week to guide Discussion Boards & Chat

Best Practices Checklists

Discussion Boards & Chat Best Practices: Questions should have more than one right answer and relate to the weekly content Questions should be open-ended, require critical thinking, be backed by fact and/or citation An example of an online discussion question assignment is available at: http://www.ion.uillinois.edu/resources/otai/DiscussionQues tion.asp Provide clear instructions on the minimum number of postings required per student For example, 1 primary and 2 secondary postings Discussion Boards & Chat

Discussion Boards & Chat Best Practices: Provide clear instructions on what is required to earn full credit For example, post must be a minimum of four sentences, relevant to the topic, respectful, and grammatically correct or students must respond to all comments, questions regarding their original post post should involve responding in the following ways: Share an insight or information about your own experience that validates a colleague's idea Expand or build on your colleague's posting Share new thoughts/insights/ideas for colleagues to consider Explain why and how you see things differently Ask a probing or clarifying question Offer and support an opinion Discussion Boards & Chat

Discussion Boards & Chat Best Practices: Require regular discussions throughout the quarter. Make it a habit for students to participate in discussions on a weekly or bi-weekly basis Stagger due dates for primary and secondary postings to help foster deeper and more meaningful discussion For example, require primary responses by Wednesday and secondary responses by Saturday Make discussions a part of the grade if more meaningful contributions are desired, make them a significant portion of grade Use and share rubrics for grading discussions An example online discussion rubric is available at: http://www1.udel.edu/janet/MARC2006/rubric.html Discussion Boards & Chat

Discussion Boards & Chat Best Practices: Expect different levels of participation and quality Respond to posts in a timely manner to help encourage discussion and create a sense of importance When responding to postings include a portion of original post to be clear what you are responding too Be conscious of your comments to ensure you do not inhibit participation Show you are monitoring discussions by periodically responding to posts Acknowledge when students have posted exemplary work; are headed in the wrong direction; or are having an interesting discussion about course content Call out exceptional postings/responses from students Single out (in private) students who are not participating in discussions Discussion Boards & Chat

Discussion Board Activity

Create a discussion board assignment & Respond to others’ posts NOTES: You can set assignment to open and close on specific dates You can require an original post BEFORE being able to see others’ posts You can subscribe to discussion boards You can be notified when people post Create a discussion board assignment & Respond to others’ posts

Chat Room Activity

Start a chat session & Participate in others’ chat sessions NOTES: Chats are synchronous Anyone can initiate a chat session Start a chat session & Participate in others’ chat sessions

Online Quizzes Best Practices: Plan on the quiz being open notes Use question data banks so students get a randomized quiz and can't copy from one another Create questions in many formats so MCQ guessing is minimized Insert at least one higher level thinking question in short answer or essay form Embed quizzes within other exercises. A pop quiz during a (a)synchronous session can keep students on their toes

Online Quizzes Best Practices: Provide practice exams or a bank of questions before the actual quiz. They will then learn how to do every question, even if the actual quiz includes a subset of those questions Use time constraints for the quiz. This makes cheating more difficult Provide an honor code at the start of the course and make cheating policies clear in the syllabus Allow the students to write quiz questions that are then given to the class. This can create student ownership over the process and increase motivation to perform the work

Consider: Online Quizzes Open book for immediate feedback Small frequent assessments: small percentage of grade Writing for Critical Thinking Here are some resources for designing multiple choice questions for higher order thinking: http://theelearningcoach.com/elearning_design/multiple-choice- questions/ http://digitalcommons.hsc.unt.edu/cgi/viewcontent.cgi?article=1009 &context=test_items http://sphweb.bumc.bu.edu/otlt/teachingLibrary/Assessment/Writin gMultiple.pdf Online Quizzes

Online Quiz Activity

Online Quiz Activity

Create a 3 question quiz & Take someone’s quiz NOTES: You can set quizzes to open and close on specific dates You can specify time limits You can specify when students can view results You can specify whether/when correct answers will be displayed You can set sections to appear in random order for each student You can specify number of questions per page You can require a password Create a 3 question quiz & Take someone’s quiz

Delivering (facilitating) the Course Faculty Role as facilitator: Send or post a weekly summary message (use Announcements section). Remind students of deadlines and important dates often Remind students of faculty response times, including: e-mail turnaround time grade postings discussion responses, etc. Notify students of methods used to provide individualized feedback and how often they should expect to receive it Provide clear feedback to students periodically (email, comments, forums, etc.) Respond to students’ emails: 48 hours during weekdays, and 72 hours on holidays and weekends. (Faculty are not expected to respond immediately or 24/7) If students submit assignments via email, reply to each student to confirm receipt of the assignment and let them know when they will receive a grade Use the Gradebook to record student progress. Encourage students to refer to the Gradebook to track their own progress Return exams, papers, and assignments within one week of submission Consider offering online office hours using the Chat feature Delivering (facilitating) the Course

Netiquette Netiquette Social guidelines for conducting oneself online; involves being professional, respectful, and courteous to faculty and students Netiquette Tips: Online communications should be as respectful as face-to-face. Recognize that tone, emotion, and body language can be difficult to portray in writing For example, sarcasm generally does not transfer well in a written format. Although emoticons can help bridge this gap, these still leave a large margin for misunderstandings Avoid sarcasm Limit emoticons Think before you communicate; be diplomatic, polite, courteous, respectful, and professional Avoid inappropriate and offensive remarks about race, nationality, religion, sexual preference, physical condition, or communication skills Avoid argumentative words or confrontational tones Reflect on your writing before sending Netiquette

Role as Course Facilitator Your workload (hours) will be similar… but your time will be spent differently Role as Course Facilitator