+ strategies for using a cms and emerging technologies to enhance instruction dr. darcy hardy,...

+

Strategies for Using a CMS and Emerging Technologies to Enhance InstructionDr. Darcy Hardy, ModeratorDr. Betsy Lowry and David Barclay, Panelists

+Forum Wiki (slides and handouts)

http://2009getex.wikispaces.com

http://2009getex.wikispaces.com/

http://2009getex.wikispaces.com/

+Asking you…

What technologies are you currently using within the CMS?

What challenges do you face when trying to embed technologies in the CMS?

How do you decide which emerging technologies to try?

Where do you see the greatest need for faculty support and training when looking at emerging technologies?

Who on your campus makes strategic decisions related to the licensing of a CMS or emerging technologies? IT staff? Administrators? Faculty?

+Facebook, meet Blackboard

May 14, 2008, Inside Higher Ed, Andy Guess

Blackboard, the course management giant, is hoping that a Facebook application will help it reach students even when they're trying to avoid studying.

Deploying a central fact of students' work life into Facebook could be tricky business, but the social networking behemoth did start out as a college-oriented site complete with a popular course-schedule display, after all. The application, called Blackboard Sync, certainly raises questions about what a course-enabled Facebook would do: Send constant News Feed updates that "Adam received a B+ in Introduction to Statistics" or "Robyn dropped out of Intermediate Microeconomics"? Add the ability to "poke" one's professor? Remind students not to forget their homework?

+Portals and Effective CMS Usage

http://uttc.blackboard.com/



+Third Party Content

Monterey Institute for Technology and Education Hewlett Foundation organization Mission

The mission of the Monterey Institute for Technology and Education is to help meet society’s need for access to effective, high-quality educational opportunities in an era of rapid economic, social, and personal change.

National Repository for Online Courses growing library of high-quality online course content for

students and faculty in higher education, high school and Advanced Placement

http://www.montereyinstitute.org/nroc/




+Continuum of Online Professional Development

Resources

Annotated Resources

Learning Units or

Activities

Non Linear Tutorials

Linear Tutorials

Self-Paced Courses

Facilitated Courses (online or

hybrid)

Reside in CMSLed by an instructor

Possible course credit

Online learning communities

Johns Hopkins University Center for Technology in Education

+Strategies for Using a CMS and Emerging Technologies to Enhance Instruction

Community Building and Teaming Strategies for Online Teaming Crucial Characteristics of Engaging Assessment and

Assignments Vary Types of Activities – Whole Group, Team, and

Individual Vary Communication Strategies Tips for Facilitating Good Discussions Vary Content Presentation Higher Order Thinking


+

Crucial Characteristics of Engaging Assessment and Assignments

+Crucial Characteristics of Engaging Assessment and Assignments

(1) They are authentic.

(2) They meet individual participants' diverse needs.

(3) They are open-ended.

(4) They bridge experience and new learning.

(5) They promote higher-order thinking.


+Crucial Characteristics of Engaging Assessment and Assignments

(6) They build upon previous activities.

(7) They allow participants to meet the course outcomes.

(8) They promote interaction.

(9) They vary from week to week.

(10) They promote community-building and teambuilding.


+

Individual, Team and Whole Group Activities

+ Design individual activities that:

Encourage initiative Are based on resources that are accessible – research

articles, websites, content presentations, chat or discussion logs

May proceed or follow team or group work Include tools to scaffold the new learning to the

participants pervious experience or learning Include additional content –research articles, weblinks,

etc. --for interested participants to pursue Provide options to customize the work Provide opportunities to demonstrate or practice a

specific skill or particular understanding Include self assessment in addition to peer or instructor

assessment


+ Use the following components to organize teamwork:

Templates

Scoring tools

Suggested work sequence

Strategies to use team roles

Team assessment and individual contribution assessment

Tips


+ Design whole group activities that:

Have a clear purpose that enhances learning

Generally be a 2nd or 3rd phase of an activity

Achieve full participation by having teams provide input

Be facilitated by the course instructor; successive events may be lead by participants

Source: A Kaiser Family Foundation Study. March 2005Johns Hopkins University Center for Technology in Education

+

Vary Communication Strategies

+ Individual Communication

Individual Reflection: Participants reflect on their mastery or comfort level of important course concepts in an individual forum that is private (available only to the student and the instructor).

Individual Assignments: Participants use their private individual discussion forum to post assignments such as charts, templates, lesson plans or projects, that they develop as part of their course work for evaluation.


+ Team Communication Collaborative Team Assignments: Teams use

forums to collaboratively work on team assignments, brainstorm ideas, or come to consensus on a course topic.

Teambuilding: At the beginning of each course, teams use their forum to get to know one another, define team roles, come up with a team name, and develop team operating standards.

Peer Review: Team members can share works in progress or draft assignments to get feedback from one another before formally submitting the assignment for grading.


+ Whole Group Communication

Community-Building: At the beginning of each course, a casual, whole group discussion about personal and professional interests allows classmates to get to know one another.

Reading Assignment / Course Topics Discussions: Questions are posted about assigned readings, and individuals respond to each of the questions; the facilitator participates by synthesizing statements and bringing the discussion to new levels by posing new questions to encourage higher order thinking.

+ Whole Group Communication Frequently Asked Questions (FAQs): The

forum can be developed for participants to go to when needing help with coursework or directions. Participants ask each other for help, contributing to a sense of interdependence and support, and participants can view answers to questions similar to their own.

Water Cooler / General Course Discussion: This forum can be created as a place for anyone to contribute ideas, share resources or ask general questions about course topics.

Annotated References: Participants and/or the facilitator can use a forum to list references to additional useful

+

Tips for Facilitating Online Discussions

+ Tips for Facilitating Online Discussions

Keep a "suitcase" of responses from your own previous instructional experiences in an MSWord document.

If the course has been taught before, read the previous course discussions and summaries draft your response to a discussion question before posting it online If a student in the class has expertise on a subject being discussed in the course, invite

him/her to lead the discussion Keep all public discussion positive – if you must address a negative topic do so privately The discussion must be kept moving and in line with the objectives of the course and

current topic being discussed Monitor the quality of students’ discussion postings and address any issues early privately

with students Keep discussion questions open-ended -almost vague to elicit the learner’s true reflection Invite inquiry Refrain from being judgmental Validate multiple perspectives Use student’s names when responding to a student’s posting Keep notes on the interests and expertise of each learner as this will help you in shaping

meaningful responses for individual students Invite students to write discussion questions based on the results of an online chat


+

Vary Content Presentation Formats

+Content Presentation Formats

PowerPoint PresentationInstructor Created Web PageArticlesVideo and Audio ClipsText Documents Written by the Online

InstructorBooksWeb Links


+

Higher Order Thinking

+ Higher Order Thinking and Content Presentations

Scaffolding new information, theories or practices to existing experiences by use of analogies, scenarios, models and examples

Including rhetorical questions to provoke hypothesizing, imagining, and thinking

Providing access to background information (e.g., history)

Providing access to more in-depth information (e.g., research and application in the field)


+Higher Order Thinking and Chat and Discussion

Asking initial questions that establish base line knowledge.

Posing challenge questions that require participant to analyze, synthesize, evaluate, express an opinion and substantiate it.

Composing Synthesis Statements, or summaries of a discussion that took place, that model synthesis, evaluation, and other higher order thinking skills.

Having participants generate questions and write synthesis statements.


+

Van Eck (2007)

Higher Order Thinking in Assignments, Activities and Final Projects Allowing course participants to choose among acceptable

product formats to best meet their needs to apply the topic to their professional setting.

Varying the forms and formats to stimulate engagement and interaction.

Connecting later assignments to previous activities by using the product as a starting point or requiring an opposite position on the same issue, etc.

Requiring participants to manipulate and reformulate information from content presentation into new products, such as: write an annotation, create a model, evaluate effectiveness, hypothesize best and worst case scenarios, anticipate the impact of applying the information in various settings, challenge assumptions or practices, etc.


+ Higher Order Thinking and Teamwork

Rotating roles and responsibilities over the duration of the course.

Allowing reflection on team processes to impact future work.

Establishing conditions supportive of teamwork.

Combining individual efforts into a cohesive team product.


+ Higher Order Thinking and Assessment

“Counting” individual effort toward team products.

Scoring at least one team assignment in a course.

Requiring various forms of self reflection – learning log, self-assessment, etc.

Building opportunities for regular, detailed feedback from the instructor to encourage deeper learning.

Giving fair weight to assignments throughout the course.

Providing detailed scoring tools so that participants can achieve the targeted goals.


+

Questions and Conversation