humanizing your online course
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Humanizing Your Online Course
Slides are available at facdev.niu.edu/fsi2017humanizing
Presenter
Assistant Director
Faculty Development &
Instructional Design Center
srichter@niu.edu
@slrichter
Stephanie Richter
Agenda
• What is Presence?
• Why is it important?
• How to build instructor, social, and cognitive presence
Handouts are available at facdev.niu.edu/humanizehandouts
What is presence? Why is it important?
Presence is…
• Sharing perspectives
• Constructing meaning through communication
• Establishing learners and instructor as individuals
• Establishing trust and relationships
Community of Inquiry
Social Presence
Cognitive Presence
Instructor Presence
Educational Experience
Garrison, Anderson, and Archer (2000)
Community of Inquiry
Social Presence
Cognitive Presence
Instructor Presence
Supporting Discourse
Setting Climate
Selecting Content
Educational Experience
Garrison, Anderson, and Archer (2000)
Instructor Presence – Setting Climate
You create the climate and culture of your course
Methods for establishing instructor presence
• Introduce yourself with a few personal details
• Record video announcements/introductions each week
• Provide meaningful, supportive feedback on assessments
• Engage with students on the discussion board
Introduce yourself with a few personal details
Record video announcements/introductions each week
Provide meaningful, supportive feedback on assessments
Engage with students on the discussion board
Instructor roles on the discussion board
Prompts provides clarification or directions to encourage students to begin a discussion
Elaboration encourages learners to think more deeply and extend critical thinking skills
Clarification helps learners to restate their ideas more clearly and think more deeply
Weavingpoints out important contributions from a number of learners and shows connections between perspectives
Perspectives encourages learners to take multiple perspectives
Inferences and Assumptions
asks learners to identify their own beliefs and assumptions as well as those of the experts in the field, to build stronger arguments based on verifiable evidence
Implications helps learners see the impact of their line of reasoning beyond immediate implications
Summaries synthesizes the discussion to help learners understand important ideas
Stavredes (2011)facdev.niu.edu/humanizehandouts
Activity - Instructor Presence
Social Presence – Building Culture
Social Presence
• Establishes learners as individuals
• Builds relationships among learners
• Builds trust among learners
• Creates a sense of community where learners construct knowledge and understanding
Strategies for creating social presence
• Have students introduce themselves
• Design thought-provoking, potentially controversial discussions
• Incorporate collaborative learning
Have students introduce themselves
Design thought-provoking discussions
Level of Knowledge Discussion Question Stems
Application Plan, Design, Solve, Utilize, Implement, Apply
AnalysisCompare, Contrast, Differentiate, Outline,
Distinguish, Discover, Classify
Synthesis Dispute, Justify, Support, Verify, Integrate
Evaluative Solve, Predict, Improve, Judge
Stavredes (2011)facdev.niu.edu/humanizehandouts
Paul-Elder Model of Critical Thinking
Clarity
Could you elaborate further?
Could you illustrate what you mean?
Could you give me an example?
Accuracy
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Precision
Could you be more specific?
Could you give me more details?
Could you be more exact?
Relevance
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
Depth
What factors make this a difficult problem?
What are some of the complexities?
What are some of the difficulties?
Breadth
Do we need to use another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
Logic
Does all of this make sense together?
Does your first paragraph fit in with your last?
Does what you say follow from the evidence?
Significance
Is this the most important thing to consider?
Is this the central idea to focus on?
Which of these factors are most important?
Fairness
Do I have any stake in this issue?
Am I sympathetically representing the
viewpoint of others?
Elder & Paul (2010)facdev.niu.edu/humanizehandouts
Incorporate collaborative learning
• Four premises of collaborative learning:
– Respect for students and belief in their potential for success
– Learning is inherently social
– Learning is an active, constructive process
– Faculty facilitate learning instead of delivering information
Millis (2002)
Incorporate collaborative learning
Collaborative learning combines two key goals: learning to work and solve problems in the company of others, and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences.
“
”
Kuh (2008)
Incorporate collaborative learning
Tips for successful teams:
– Call them teams, not groups
– Start with a team contract to establish goals, roles, contact information, meeting times/places, expectations
– Focus on process not product
– Check in frequently on team progress
Activity – Social Presence
Cognitive Presence – Encouraging Deep Learning
Cognitive Presence
• Learners share multiple perspectives to construct knowledge
• Requires sustained communication
• Encourages critical thinking and collaborative reflection
Strategies for developing cognitive presence
• Incorporate critical thinking pedagogy/strategies
– Paul-Elder Model of Critical Thinking
– Problem-Based Learning
– Metacognitive/Reflective Thinking
Problem-based learning
Told what we need to know
Memorize itProblem assigned to illustrate how
to use it
Problem assigned
Identify what we need to
know
Learn and apply it to solve the
problem
Traditional Learning
Problem-Based Learning
Metacognitive/reflective thinking
Reflection Questions
• At the Beginning of the Course– Why did I take this course?– What do I hope to gain from taking this course?– How will this course help me in the real world?– On a scale of 1-10, what is my current knowledge and skills in relationship
to each of the objectives of the course?– What objectives will I need to focus more attention and effort ton?– What are my academic strengths?– What are my academic weaknesses?– What type of support will I need from the instructor to help gain additional
academic skills?
facdev.niu.edu/humanizehandouts Stavredes (2011)
Reflection Questions
• As Learners Complete Major Activities and Assignments in the Course– What did I learn from this activity?– What confuses me?– Where do I need to spend more time on concepts?– What knowledge and skills did I use to complete the activities?– What knowledge and skills do I need to work on?– What strategy did I use to make sure that I understood the requirements
of the activity?– What strategy did I use to break down the components associated with the
activity?– What strategy did I use to ensure I remained on task?
facdev.niu.edu/humanizehandouts Stavredes (2011)
Reflection Questions
• At the End of the Course– Rate your level of knowledge and skills for each objective for the course.– What objectives were you most successful at achieving?– What objectives do you need to continue to develop?– What objectives did you improve on the most?– What strategy did you use throughout the course to ensure you
understood the course content and associated activities?– What strategy did you use to ensure you met the criteria of the
assignments?– What academic skills did you use to successfully complete the course?– What academic skills do you need to work on to improve your learning?
facdev.niu.edu/humanizehandouts Stavredes (2011)
Activity – Cognitive Presence
Community of Inquiry
Social Presence
Cognitive Presence
Instructor Presence
Supporting Discourse
Setting Climate
Selecting Content
Educational Experience
Garrison, Anderson, and Archer (2000)
References
• Elder, L., & Paul, R. (2010). The thinker’s guide to analytic thinking. Dillon Beach, CA: Foundation for Critical Thinking Press.
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2, 87-105.
• Kuh, G. D. (2008). Excerpt from high-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
• Millis, B. J. (2002). Enhancing Learning--and More!--Through Cooperative Learning. IDEA Paper.
• Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.
Presenter
Assistant Director
Faculty Development &
Instructional Design Center
srichter@niu.edu
@slrichter
Stephanie Richter
Slides are available at facdev.niu.edu/fsi2017humanizing
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