LMS Best Practices for Enhancing Active & Interactive Learning Kathy Fernandes & Laura Sederberg November 7, 2008

CSU Institute for Teaching and Learning Session Objectives Upon completion you will become familiar with: Knowing who today’s students really are and what they expect from their learning New ways to use the online environment (LMS) to manage a face-to-face class The Rubric for Online Instruction and how to evaluate an online course for quality The Event-Oriented Design model which systematically helps you re-design your course November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Today’s Students A Vision of Students Today http://www.youtube.com/watch?v=dGCJ46vyR9o Kansas State University - Michael Wesch http://www.youtube.com/watch?v=_A-ZVCjfWf8&NR=1 Do we listen to what they have to say about how they learn? Can we teach differently than the way we learned? November 7, 2008 CSU Institute for Teaching and Learning

Digital Natives, not Immigrants “Today’s students are no longer the people our educational system was designed to teach.” – Marc Prensky, author of Digital Natives, Digital Immigrants We must engage them Ask Collaborate Generate/Create November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning The Gap We weren’t taught the way today’s students want to learn. We didn’t have an LMS or the web when we were getting our degrees. We have our own experience & thought about good teaching. We may not have developed, yet, our own experience or thought about good ONLINE teaching and learning. What are good online practices or LMS Best Practices? November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Bloom’s Taxonomy Complexity Difficulty November 7, 2008 CSU Institute for Teaching and Learning

Seven Principles of Good Practice in Undergraduate Education Good practice encourages contact between students and faculty Good practice encourages cooperation among students Good practice encourages active learning Good practice gives prompt feedback Good practice emphasizes time on task Good practice communicates high expectations Good practice respects diverse talents and ways of learning - Chickering & Gamson 1987 November 7, 2008 CSU Institute for Teaching and Learning

Engagement & Interactivity How do you do engage and interact in a traditional class? How would/could you do that online? How do you use your LMS in your courses? Admin? Activities? Feedback? November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Group Activity #1 How do you use “in-class” time? Percentage of time in class management? Activities? Lectures? Assessments? Other? How do you use the “online” environment? November 7, 2008 CSU Institute for Teaching and Learning

Good Teaching Practices Online Take your good teaching practices (from face-to-face class) and put them online. LMS Manage your course – setting expectations, aligning objectives, establishing timelines Set up activities – individual or group Deliver content Create communication opportunities (content, instructor, students) Provide online resources Evaluate student performance November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Example Students say the number one benefit of an LMS is seeing grades quickly. November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Example Students are in control of their pace of learning with video- lectures November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Example Peer evaluation of student work using rubrics in LMS November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Example Student journal activity is individual, reflective, between student and instructor November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Example LMS assignment with audio directions, activity steps 1-4, and an example to demonstrate expectations. November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Example Learning objectives align to LMS activities and assess-ments November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Example Web Links correspond to chapter organization of LMS. November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Example Wimba Voice Presenter describes Website inside LMS. November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Example November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning November 7, 2008 CSU Institute for Teaching and Learning

Event Oriented Design Model Thomas Welsh (1998) Conduct learner analysis. Identify your participants for web-savviness. Specify instructional goal and performance objectives of the course. Conduct technology assessment. Identify technologies available to all students who may take the distributed course. November 7, 2008 CSU Institute for Teaching and Learning

Event Oriented Design Model Thomas Welsh (1998) Sequence and chunk performance objectives into a series of instructional modules. Divide modules into a series of instructional events. Specify event type; synchronous, limited synchronous, or asynchronous. Specify appropriate technology(ies). Develop content for each event. Engage in formative evaluation and pilot testing. November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Student Feedback? Are you asking your students about how you’re using the LMS? About how effective it is for them? November 7, 2008 CSU Institute for Teaching and Learning

Instructional Events: 3 types Events are individual interactions that occur during the course, such as lectures, discussions, assignments, etc. Synchronous - involves all students and the instructor in real time. Limited Synchronous - involves two or more members of the class in real time. Asynchronous - involves one individual at a given point in time. November 7, 2008 CSU Institute for Teaching and Learning

Framework for conceptualizing distributed courses Pacing Self Group Interaction Interaction Synchronous Limited Synchronous Asynchronous Synchronous Limited Synchronous Asynchronous Mediation Human Technology November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Individual Activity #2 Take a few typical course activities Apply it to this model How many boxes are used in how you teach? November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Group Activity #3 How do YOU evaluate online instruction? What is important to measure? November 7, 2008 CSU Institute for Teaching and Learning

How do we recognize GOOD QUALITY Online Instruction? Chico State faculty asked this question Resulting in a committee discussion and a new path Exemplary Online Instruction (EOI) is the program used at CSU Chico to recognize faculty for applying the Rubric for Online Instruction to their courses November 7, 2008 CSU Institute for Teaching and Learning

Rubric for Online Instruction Learner Support and Resources Online Organization and Design Instructional Design and Delivery Assessment and Evaluation of Student Learning Innovative Teaching with Technology Faculty Use of Student Feedback November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning November 7, 2008 CSU Institute for Teaching and Learning

Exemplary Online Instruction EOI program brings faculty recognition, establishes good models, creates mentors, gives playful posters. See Center for Excellence in Learning and Teaching (CELT) website http://www.csuchico.edu/celt/roi/. November 7, 2008 CSU Institute for Teaching and Learning

Course home page before ROI

Course home page after ROI

Before the ROI, LMS allows many tools to be added to course. See how many are (H) hidden (not in use). After the ROI, LMS allows instructors to use only those tools needed in the course.

CSU Institute for Teaching and Learning EOI Examples November 7, 2008 CSU Institute for Teaching and Learning

Home Page is organized in a simple clear format November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning EOI Examples November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning DiscussionsCreate community for students in a safe online environment for anytime, anywhere participation November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning EOI Examples November 7, 2008 CSU Institute for Teaching and Learning

Rich media engages students into content and allows repeated viewing November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning EOI Examples November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Active Learning Scavenger Hunt assignment engages students in critical thinking and gives students choices November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning EOI Examples November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Online Quizzes Give multiple assessments for low stakes and repeated practices tests and surveys to assess student satisfaction November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning EOI Examples November 7, 2008 CSU Institute for Teaching and Learning

Set Clear Expectations Module 1 introduces students to course November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning EOI Examples November 7, 2008 CSU Institute for Teaching and Learning

Align Goals and objectives to student activities and assignments November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning LMS Benefits Learning becomes student-centered Curricula is reusable, replicable, and shareable Reliable, verifiable assessments and assignments Learning opportunities are redundant and deep Flexible schedule and location for participants Multiple ways to communicate Opportunity for intimate learning with large sections Building community virtually November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Group Activity #4 Now, how will you use your LMS? What new practices might you try to increase student engagement? Will you survey student satisfaction? November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Student’s devices Personal devices can be used as “student response systems.” November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Web 2.0 Example New student response systems are Web-based November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Web 2.0 Technologies LMS can link to Web 2.0 Pageflakes Wikis Blogs Twitter Flickr TeacherTube and YouTube November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Web 2.0 Example RezEd and Second Life virtual realities engage students with content and the world. November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Read About What’s New Horizon Report 2008 List resources from our Website http://www.csuchico.edu/~lsederberg/itl/ November 7, 2008 CSU Institute for Teaching and Learning

UDL Guidelines: Representation Provide for different learning styles, visual/graphic, verbal/auditory Provide multiple ways of identifying and explaining essential course concepts Ensure accessibility for all course content and materials Provide examples of all major assignments and activities November 7, 2008 CSU Institute for Teaching and Learning

UDL Guidelines: Expression Offer various ways to involve students in the learning process Encourage natural support systems (study groups, partners) Provide alternatives for students in all major assignments and activities November 7, 2008 CSU Institute for Teaching and Learning

UDL Guidelines: Engagement Offer clear and specific feedback on assignments Allow students to demonstrate what they have learned in more than one way or through a variety of means Encourage use of appropriate technologies Provide clear guidelines or rubrics November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Resources www.csuchico.edu/tlp/ www.csuchico.edu/tlp/vista www.csuchico.edu/tlp/LMS2 www.csuchico.edu/celt/roi www.csuchico.edu/tlp/accessibility www.csuchico.edu/~lsederberg/itl/ November 7, 2008 CSU Institute for Teaching and Learning

CSU Institute for Teaching and Learning Contact Info Kathy Fernandes Director of Academic Technologies, CSU Chico Director of CSU LMS Initiatives kfernandes@csuchico.edu Laura Sederberg Manager of the Technology and Learning Program, CSU Chico lsederberg@csuchico.edu November 7, 2008 CSU Institute for Teaching and Learning