1. The International Conference on E-Learning in the Workplace June 10 th – 12 th 2009 Pam Lowry, Ph.D. lowry@ltu.edu Online Instructional Design Approaches Utilizing a Tablet PC

2. Agenda Instructional Design Learning styles Technologies Tablet PC Strategies Assignments Conclusion References

3. Instructional Design Instructional Design hinges on linking learning objectives to specific learning activities and measureable outcomes (Oblinger & Hawkins, 2006) Interactivity and group work can be a very effective approach when designing instruction

4. Instructional Design Designing instruction using technologies such as Tablet PC can change the way –students and faculty members interact –Can add value in different learning modalities –Can support active learning Students gain more knowledge, retain more information, and perform better when teaching styles match learning styles (Lage, Platt & Treglia, 2000)

5. Learning Styles Majority of learners appear to be visual learners followed by auditory learners, then tactile/kinesthetic learners (Waterhouse, 2005) Variety of styles of activity and interaction can cater to different learning styles especially in an online course (Butler, 2003)

6. Learning Styles Auditory learner Independent learner Teaching strategies for auditory learner –Lecturing –Discussion –Verbal questioning –Verbal sharing

7. Learning Styles Visual learner Dependent learner that are generally group oriented Teaching strategies for visual learner –Group learning –Demonstrations –Activities that emphasize creativity –Visual aids such as images, diagrams, drawings, charts, and pictures help them form a visual image

8. Learning Styles Tactile/kinesthetic learner Learn by doing (actively engaged like open-ended questions) Tendency to be very creative Teaching strategies for tactile learner –Experiential learning activities –simulations

9. Technologies Some faculty members found that technology helped them better connect with their students (Carlson, 2004) Concern is how does a faculty member ensure quality and achieve learning goals when teaching via a different medium (Hutchins, 2003)

10. Technologies Learning process can be enhanced when –Incorporating new technologies –Recognizing differences in learners –Making revisions to curriculum to include technologies Tablet PC could make significant changes in a faculty member-student relationships in asynchronous and synchronous environments

11. Technologies Asynchronous delivery Students and faculty members engage in “anytime-anyplace” learning Students and instructors do not have to be engaged in a learning activity at the same time (Waterhouse, 2005) Accomplished through course management system (Blackboard, Moodle, Sakai, etc.)

12. Technologies Synchronous Delivery Students and faculty members engage each other at the same time but do not necessarily need to be at the same location Traditional classroom-based learning is common form of synchronous learning (Waterhouse, 2005) Can be accomplished through software such as Wimba, Skype, etc.

13. Tablet PC Can change the way students and faculty members interact Can support active learning Can add value to interaction in different learning modalities –Digital inking –Drawing tools –Sketching –Real-time collaboration

14. Tablet PC Lawrence Technological University Fall 2007 - implemented for freshman and faculty members teaching freshman (pilot program) Fall 2008 – implemented for undergraduate students and faculty members except College of Architecture (graphic card demands)

15. Tablet PC Lawrence Technological University Tablet PC committee organized which included a faculty member from each department across campus Fall 2007 – Summer 2008 –Numerous workshops offered –Instructional materials developed –May 2008 Faculty Symposium –Blackboard organization created

16. Tablet PC Grants Lawrence Technological University Encourage faculty members to enhance teaching methodology in classroom and student learning Incentive for faculty members to adapt current courses or create new courses to enhance learning environment using the Tablet PC

17. Tablet PC Grants Lawrence Technological University Could involve interactive teaching and learning uses with face-to-face, hybrid, or online courses Samples included ability to write, sketch, draw, annotate with stylus, and collaborate in real time

18. Tablet PC Survey Lawrence Technological University Deployed beginning of 2008 34 responded to survey (majority were students) Benefits –Collaboration and classroom integration opportunities –Eliminating paper waste –Use for engineering diagrams

19. Tablet PC Survey Lawrence Technological University Concerns –small screen size –Needs better graphic card –No build-in CD/DVD Approximately 50% felt Tablet PC might aid –In writing or sketching equations –Employing interactivity –Sharing note electronically –Taking advantage of Tablet PC applications

20. Tablet PC Applications Windows Journal –Created by Microsoft –Allows user to create and organize handwritten notes and drawings WriteOn –Grant from Microsoft Research –Developed to allow user to effectively draw on top of any application shown on Table PC screen –Acts like virtual transparency –Improves interactivity utilizing such software as Maple, MathCAD, etc.

21. Tablet PC Applications Classroom Presenter –Interactive system that supports sharing of digital inking on slides between faculty members and students –Faculty members can gather students’ annotations or sketches and choose to display them to class –Allows collaboration and active learning in classroom

22. Tablet PC Applications OneNote –Electronic version of a three-ring binder –Students can take notes –Record a lecture –Synchronize their written annotations with recording –Search their handwritten notes and replay portions of lecture

23. Strategies When creating interactive assignments/activities it is good idea involve mixture of individual and group assignments/activities Interactivity increases students’ interest, improves cognitive processes, and develops group learning skills (Morgan & Kinross, 2002)

24. Strategies Students who work in collaborative groups appear more satisfied with their classes (Davis, 1993) Faculty members can transform teaching styles through features of Tablet PC –Inking to create and markup diagrams, graphs, sketches, math equations –Work out problems on the fly –Markup and annotate websites –Provide written feedback to students via inking

25. Assignments When designing assignments it is important to: –make content appropriate –Give students’ ownership –Make it interactive –Enhance students’ self confidence by providing positive feedback –Make it fun

26. Assignments Online course in our Master of Educational Technology program Utilized asynchronous tool (Blackboard) and synchronous tool (Wimba) Utilizes independent and collaborative strategies Graduate students were not issued Tablet PCs

27. Evaluating e-Learning Products Select e-learning product such as podcasting, YouTube, streaming video, Web 2.0, etc. Describe and evaluate product such as instructional design, interactivity, and navigation Identify strengths and weaknesses of product Tablet PC utilized for written feedback to students with digital inking in Word

28. Design and Develop an Online Class Unit Students create course unit in Blackboard Faculty member utilized Tablet PC –Discuss course unit with students virtually using Wimba’s white board to draw concepts/diagrams utilizing inking –Windows Journal utilized to take notes concerning assignment –Once student designed and developed course unit, faculty member provided feedback on Word and Powerpoint files by inking

29. Evaluating Online Courses Explore courses such as MIT, Itune University, etc. Evaluate contact between students and faculty members Communicated high expectations for students Faculty member utilized Tablet PC by providing feedback on Powerpoint presentation and utilized WriteOn to annotate websites

30. Synchronous Group Instructional Research Students’ role changed to faculty member presenting Powerpoint to class Emphasized student-to-student interaction through group tasks and cooperative activities which increased as they moved from teaching to a learning paradigm (Bower, 2001) Faculty member provide constructive feedback by inking on students’ Powerpoint presentation

31. Discussion Boards Lack of face-to-face interaction can be substituted by online discussion (Yang & Cornelious, 2005) Students expected to participate minimum of two days/week based on rubric Forums based on numerous research articles Faculty member utilized WriteOn to add inking responses

32. Conclusion Tablet PC can change the way students and faculty members interact Tablet PC can support active learning Tablet PC can add value to interaction in different learning modalities Tablet PC’s ability to write directly on screen opens up many new possibilities to the pedagogy of teaching

33. Thank you! Questions?

34. References B. L. Bower, B. L. (2001). “Distance Education: Facing the Faculty Challenge”. Online Journal of Distance Learning Administration, Vol. 4, No. 5. http://www.westga.edu/~distance/ojdla/summer42/bow er42.html http://www.westga.edu/~distance/ojdla/summer42/bow er42.html Butler, K. (2003). How to Keep Online Students Motivated. Australian Flexible Learning Community. Retrieved from http://community.flexiblelearning.net.au/TeachingTrain ingLearners/content/article_3340.htm http://community.flexiblelearning.net.au/TeachingTrain ingLearners/content/article_3340.htm Carlson, S. (2004). The Next-Generation Classroom. The Chronicle of Higher Education. 50(25), A26.

35. References Davis, B.G. (1993). Tools for Teaching. Jossey-Bass Publishers, San Francisco. Hutchins, H. (2003). Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Courses. Online Journal of Distance Learning Administration, 6(3). Lage, M. J., Platt, G. J., and Treglia, M. “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment”, Journal of Economic Education, Vol. 31, No. 1, 2000, pp. 30-43.

36. References Morgan, C. K., and Kinross, C. (2002). “Facilitating Online Interactivity Among Remotely Located Land Management Students”. Electronic Journal of Instructional Science and Technology. http://www.usq.edu.au/electpub/ejist/docs/Vol5_No2/m organrevised.html http://www.usq.edu.au/electpub/ejist/docs/Vol5_No2/m organrevised.html Oblinger, D. G. and Hawkins, B. L. (2006). “The Myth about Online Course Development” Educause Review, Vol. 41, No. 1, pp. 14-15.

37. References Waterhouse, S. (2005). The Power of eLearning. Pearson Education, Inc. Yang, Y., and Cornelious, L. F. (2005). “Preparing Instructors for Quality Online Instruction. Online”, Journal of Distance Learning Administration, Vol. VIII, No. I.