1. MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN: SESSION 3 Patricia McGee, PhD and Veronica Diaz, PhD

2. Themes from Workshop 2 Developing Effective Online Content Identifying Appropriate Technology Developing Interactive Learning Activities & Mapping Outcomes Provide examples of activities for four types of interactivity: student-instructor, student- student, student-resource, and student- content.

3. Introduction 1.Identifying benefits and limitations of interaction 2.Selecting type of interactivity 2a. Instructor to student interaction 2b. Student to student interaction 2c. Student to content interaction 2d. Student to resources interaction 3.Facilitating interaction

4. 1. IDENTIFYING BENEFITS AND LIMITATIONS OF INTERACTION

5. POLL What is the value of interactivity? (select all that apply) 1.Engages learner 2.Creates community 3.Promotes active learning 4.Requires participation

6. Research shows that students learn best through DOING. Interactivity decreases students' sense of isolation while participating in a course at a distance. Why is Interactivity Important?

10. Poll 1.Interaction to enhance elaboration and retention. 2.Interaction to support learner control/self regulation. 3.Interaction to increase motivation. 4.Interaction for negotiation of understanding. 5.Interaction for team building. 6.Interaction for discovery. 7.Interaction for exploration. 8.Interaction for clarification of understanding. 9.Interaction for closure. 10.Interaction to increase participation. 11. Interaction to develop communication. 12.Interaction to receive feedback. Wagner, E. D. (1997). Interactivity: From agents to outcomes. New Directions for Teaching and Learning, 91, 19-26. Which have you used? (check all that apply)

11. 2. SELECTING TYPE OF INTERACTIVITY

12. Which tools? Asynchronous Synchronous

13. Student-Student Student- Content Instructor-student Student- Resource Frameworks forInteraction

14. 2A. INSTRUCTOR TO STUDENT INTERACTION

15. Learner-Instructor Interaction Learner-instructor involves feedback and guidance to the learner from the instructor. (Moore, 1993)

16. Types General Communication Instructional Directions and Guidance Performance Feedback Facilitation Standard Types of Instructor Interaction

17. Examples Strategy Modeling or scaffolding behavior Debrief after event: what worked and what didn’t Summative assessment Summative course evaluation Possible Application Discussions, chats, presentations, etc. Simple survey, poll, anonymous discussion IM, email, chat, VOIP, etc. Survey

18. Individual LearningGroup Learning Guide Instruction Evidence of Understanding Interaction that supports Purposeful instructor interaction

19. Where and how… From http://www.thethinkingstick.com/?p=604 From http://www.french-in- aude.com/pages/skype.htm

20. 2B. STUDENT TO STUDENT INTERACTION

21. Learner-learner interaction involves processes that result in clarifications and knowledge construction. (Moore, 1993)

22. Collaboration vs. Cooperation Learners work independently to produce one piece of a product. Learners work together to produce one product.

23. Synchronous ChatsVideocastsSocial cafesIM/SMS –data exchange Asynchronous Collaborative writing (wikis) Blogs – reflect/reportDiscussionsPeer ReviewProjectsHelp/support forums Examples

25. Breakout Activity! Each breakout team will receive a challenge regarding interaction. Brainstorm for possible solutions. Write solutions. Be prepared to share in one minute or less. Interaction Challenges

26. 2C. STUDENT TO CONTENT INTERACTION

27. Student to content interaction… Supports divergent thinking, experimentation, consideration of different perspectives, complex ideas, and reflection. (Parker & Gemino, 2001; Picciano, 2002)

28. Note taking (sharing)Reading summariesSimulationsDrill & practicePractice assessmentsPrint-video-audioOther ideas? Post in chat! Examples

29. 2D. STUDENT TO RESOURCES INTERACTION

30. Student to resource interaction… Provides the opportunity for students to become skilled in interface navigation, evaluation of resources, and ownership of learning.

31. FAQs Guest speakers Cognitive Support Publisher resources Subject Matter Experts Tutorials Self-reference Virtual field trips Guest speakers WebQuests Exploration URL exchange/collection Glossary Community

32. CHAT What other types of interactions have you found to be valuable to students and instructors?

33. 3. FACILITATING INTERACTION

34. Interaction Framework One to many Many to many One to one (Harasim, 1989) Patricia

35. Keeping Interaction Going: The Learners’ Perspective Challenge Tools difficult to use and/or internet issues New to online communication Don’t feel welcome Time constraints Pace of conversation Information overload Jennifer Freeman, UTTC (2008)

36. Keeping Interaction Going: The Learners’ Perspective Challenge Tools difficult to use and/or internet issues New to online communication Don’t feel welcome Time constraints Pace of conversation Information overload Response Provide detailed instructions; provide technical support Provide social areas; encourage the newly de-lurked; provide “greeters”, mentoring and prompt feedback At least one easy, non-threatening topic to get started; provide surveys or rating activities; periodically create low-stress opportunities for posting Management of threads; disable all but the current topic of conversation Be sure that everyone adheres to basic netiquette; quickly censure aggressive or inappropriate posts Jennifer Freeman, UTTC (2008)

37. Discussion 1.Consider classroom interactions and how online interactions differ. 2.Think about individually or as a team about the most challenging aspects of online interaction. 3.What strategies can support the challenges? 4.Be prepared to share. How do we keep it going?

38. Interactional Needs of a Community Knowledge Exchange (Social) Conversation (Information) Instruction (Work) Ongoing (Transitory) Wenger, E. (2001, March 2001). Supporting communities of practice: A survey of community-oriented technologies.Supporting communities of practice: A survey of community-oriented technologies

39. Make it meaningful Limit scope and time Set expectations and provide examples Give responsibility to others Personalize Mix it up Key Points for Interaction

40. TIPS FOR IMPLEMENTATION AND EVALUATION Patricia McGee, PhD and Veronica Diaz, PhD

41. Introduction 1.Revisiting the module a)Overview of necessary components that should be present in an online course b)Course review rubrics and guides 2.Supporting the learner in the online course 3.Supporting the faculty member in the online course

42. Online Quality Assurance A quality assurance rubric option Step-by-step guide for development Checklist for developed courses Ensure alignment Student perspective

43. The Quality Matters Frame 1) Learning Objectives Course Module Clear, student’s perspective Measurable Instructions to students on how to meet them **Alignment to objectives 2) Learner Engagement Sufficient to support objectives Diverse 3 types of interaction Response time Requirements, rubrics, and samples **Alignment to objectives

44. The Quality Matters Frame 3) Resources/Materials Materials support objectives Relationship between materials and objectives is clear to students Breadth, depth, currency Diversity Citation and copyright **Alignment to objectives 4) Assessment/Measurement Measure progress toward objectives Grading policy Specific, descriptive criteria for evaluating students work and participation Tools appropriate for content Self-checks **Alignment to objectives

45. The Quality Matters Frame 5) Course Technology – Appropriate selection – Skills and access of the learner – Instructor expertise required – Both what faculty and learner will be expected to do with technology – Pedagogical objectives of the technology – Don’t OD on IT – Student engagement and active learning – Integration into the learning experience

46. Non-Aligning QM Parts Learner support – Student services – Library – Technology Accessibility – ADA standards – Alternatives Course overview/introduction – Getting started – Course purpose and components – Online format introduction – Etiquette – Introductions – Prerequisites – Technology skills

47. Chat Take a few minutes to review the Quality Matters handout from Day 1 (on course site) 1.What areas do you think you may still need to improve 2.What areas are most challenging to meet the rubric criteria

48. Applying the Rubric Activity Download the Online Course Review Rubric handout on the course wiki Identify 1 rubric area (i.e., technology, learning objectives, assessment) Go to http://online-course- design.pbworks.com/Online- Course-Exampleshttp://online-course- design.pbworks.com/Online- Course-Examples Review 1 course to identify a best practice or strategy Share

49. 2. SUPPORTING THE LEARNER IN THE ONLINE COURSE

50. Support in the online course? Identify the top 2 areas that students would need help in a online course http://answers.polldaddy.com/poll/293690/ 50

51. Students are most successful when they have the following characteristics: Informed self selection Responsible for their own learning An access plan for taking the course Know how they learn (metacognition) Have necessary technical skills Know how to build a support system Respond favorably to technological uncertainties

52. Readiness Assessment Strategies eLearning website Screening surveys Pre and post enrollment with feedback Debunking incorrect impressions Advisor meeting Website Welcome materials FAQs Examples Pros/Cons Testimonials 52

53. Assess… Skills (reading) Learning styles Work and study habits Technical requirements (hardware, software, connectivity) Need and immediacy for course Feedback preferences Ability to self-help (when things are difficult) Attitude toward the nature of learning online 53

54. Readiness Means… Determining who is ready Ready now = start course Not ready now = – Tutorials – Support – Advisor meeting UCF Learning Online 54

55. Are you ready for MY course? Chat Planning Template for Assessing and Addressing Student Readiness Download Template from Session 5 Presentation Materials Considering the earlier 2 areas that you identified, what strategy might you employ to support student success or prevent a poor experience in your course Report out in chat 55

56. 3. SUPPORTING THE FACULTY MEMBER IN THE ONLINE COURSE

57. Online Course Crisis Point Causes What is the most likely cause of a crisis point in your course? http://answers.polldaddy.com/poll/293696/ 57

58. What are they? Moments during your course when students or faculty are most likely to need support and assistance – Example: The first time a student goes to your course web site and cannot successfully login with their username and password? Identify crisis points in advance to mitigate student problems and avoid frustration for all

59. How do you identify them? Review the sequence of learning activities and course modules you have planned – Pre course – First day – Mid course – Last week(s) What student skills will be required to be successful 59

60. Preempting Crisis Points Breakout Activity Planning Template to Prepare for, Identify, and Preempt Crisis Points Download Template from Session 5 Presentation Materials Pick one time period in the template and describe how you will address, support, or prevent a potential crisis point during your course? Report out by breakout room 60

61. Where do we go from here? In Chat What areas still need more exploration? What is your next step? What is most critical to ensuring a successful design for you?

62. QUESTIONS, COMMENTS, CONCERNS

63. Contact Information Patricia McGee, PhD Patricia.McGee@utsa.edu Veronica M. Diaz, PhD drvdiaz@gmail.com http://www.mcli.dist.maricopa.edu/diaz/ Copyright Patricia McGee and Veronica Diaz, 2009. This work is the intellectual property of the author. Permission is granted for this material to be shared for non- commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.