1. EMBEDDING INTERACTION IN THE ONLINE CLASSROOM Dr. Dana K. Whippo National Economics Teaching Association November 2015

2. Objectives Identify the interactivity and engagement challenges that characterize online classes Introduce 3 strategies designed to address these challenges Analyze strategies for successful implementation Personalize these strategies with respect to individual classes and teaching styles

3. Outline Discussion: Our experiences with the online classroom Identify the challenges we face Strategies: Conferencing Team projects Wikis Implementation: Questions? Successful implementation in the classroom Impact Personalization: How can you use these to strengthen your classroom?

4. DISCUSSION Our experiences with online teaching The challenges of the online classroom

5. Some challenges of the online class Asking questions is of ever-greater importance Connecting students with resources Personalizing the class / making it relevant Generating and maintaining student engagement

6. STRATEGIES Conferences Team projects Class-sourced wikis

7. Conferences (guidelines / question list) Syllabus: Individual conferences with Dr. Whippo 3 times during the semester, during weeks 3, 8, and 14, students will have either an in-person or a phone meeting with Dr. Whippo to discuss their progress in the class and any questions they have. The conference during Week 14 will also review a rough draft of your final essay. You are expected to have a working draft at this point, and to send it to Dr. Whippo prior to your conference so that we can engage in a constructive conversation about the essay. Questions: What questions does the student have that they would like to discuss? Does the student have questions regarding syllabus / topic / books / Moodle / assignments / schedule / resources? Performance to date Is there anything that the student would find helpful that is not currently happening?

8. Team Projects (guidelines) Elasticity Photo Scavenger Hunt: Several factors affect elasticity. Your team objective is to find and photograph examples of factors that affect price elasticity of demand, cross-price elasticity of demand, and income elasticity of demand. Then, you will connect each example to the relevant type of demand elasticity. Cross Price Elasticity of Demand Find examples of goods that are substitutes and goods that are complements. Take a photograph of the item(s). Embed the photographs into this document. Describe how each photo illustrates the concept as it relates to cross price elasticity of demand.

9. Cross Price Elasticity of Demand In example (b) the goods would be compliments because frosting and cakes go with one another. In the case of the cake and frosting, if the price of cake shoots way up, the demand for the frosting will decrease.

10. Wikis (guidelines) Moodle Wiki For each chapter, we will collectively develop a class Wiki – a class-sourced question and answer discussion board. Students will submit at least one question per week to one of the available Wikis; each week there will be at least one discussion available. The question must be content-based (rather than administrative, such as checking due dates). Submit at least one question you have from ch. 13 here. If you can answer a colleague's question, please do so. Dr. Whippo will also be answering questions on the wiki. Wiki comments close on Saturday, April 25 at 10:00 pm MT.

11. Wikis (example from Moodle) N, thanks for your post. It made sense and I didn't even get to ask the question yet, so I appreciate you answering someone else's question as it did make sense when you explained it like that. Thank you! (W) What are some of the things that would cause frictional unemployment? (M) M - My understanding is frictional unemployment occurs anytime a job seeker is in between jobs. For example, if a job seeker is fired, laid off, or quit a job without having another job lined up immediately, they would be in the frictional unemployment category. The reason for this is that it takes time to find a new job position. they would have to search for jobs, they would have to apply for jobs, they would have to go through the interview process, they would receive a job offer, they would accept the position, there would be down time between accepting the position and actually starting to this. All of these factors would be included in the frictional unemployment. (R)

12. IMPLEMENTATION Questions? Successful implementation Impact

13. Strategies for Successful Implementation Conferences Clearly specify dates & times Availability & closing date Have a list of potential questions Team Projects Match schedules & communication preferences Smaller teams will ease logistics Break projects into distinct & separable pieces to ease division of labor Wikis Clear instructions with video example if possible Clear guidelines Faculty responsiveness Maintain feasibility for you

14. Impact QuestionsResourcesAdaptingEngagement Conferences Private place to ask their questions Questions tend to develop naturally through conversation, even when students say they don’t have any Confirm that students know of available resources & how to utilize Explain their purpose & how they fit together Learn about students: interests & experiences Connect the class to those interests & experiences Generates connection with faculty (really want to talk with me comment) Someone real is on the other end of the connection Foundation for future interactions Team projects Connects students to others in the class Learning from others Collective knowledge Share individual experiences Raises awareness of diversity Drives paired / team discussion Collaborative problem- solving Deeper content discussion Wikis Creates 24-hour space to ask questions Encourages students to help each other Identifies common questions or misperceptions Challenges students to answer as well as ask Builds connection between students Reduces isolation

15. PERSONALIZATION How can you use these ideas to strengthen your online classroom?

16. In your classes? Conferencing Timing – at what point in the semester? Topic – what do you want to discuss? Scope – stand-alone assignment or as part of another? Team projects Audience – professor or partner (other student(s))? Class-sourced wikis Topic – reading, homework assignment, group project, or class discussion Student response – ask questions, answer them, list key points, brainstorm questions for a student-developed exam study guide…