connecting classroom & online experiences: building in accountability
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Connecting Classroom & Online Experiences: Building in Accountability. Tuesday, 9:00 – 10:30 AM Patricia McGee, PhD Veronica Diaz, PhD. This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. - PowerPoint PPT PresentationTRANSCRIPT
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Connecting Classroom & Online Experiences: Building in Accountability
Tuesday, 9:00 – 10:30 AMPatricia McGee, PhD Veronica Diaz, PhD
This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/
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agenda
• Back channel/ Wiki• The First Day• Making the Blend• Assignments• Interactivity• Accountability + Mapping, Part 2
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The First Day
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Course Priorities: What are yours?
• Earth Science• Review Syllabus
Templates in wiki• Using Course Priorities
Checklist, and templates, design your first day overview
Handout
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What goes Where
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Instructional framework
• Learner-centered
• Big Ideas• Process/Content driven• Pedagogical Navigation
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Chunking the schedule
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Example: The Class Schedule
• Three days prior to their next on-campus meeting, students are given a question or problem to discuss online.
• During the face-to-face class, the instructor projects the online discussion thread, then continues the discussion with a group of participants who are now better prepared and engaged.
• The instructor creates a private online discussion area (a “journal”) for each student in the course; students post questions and drafts of their work, and get feedback from their instructor.
• Students research and prepare aspects of team projects online, post them to the online discussions for debate and revision, then present them to the on-campus class for final discussion and assessment.
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Examples: The Class Schedule
• Distance Learning• Instructional Design/
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Pedagogical Navigation
http://www.youtube.com/user/CourseSites http://www.lamsinternational.com/
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Explore: What’s your approach?
• Go to wiki– http://tinyurl.com/blend-connect
• Consider your Mapping, Part 1• Explore framework tools• Select and discuss 1 approaches you might use• Modify or expand: What fits your course?
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MAKING THE BLEND
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Core Considerations
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Intervals?
1. Time needed to process new information2. Time needed to prepare processed
information3. Time needed to respond (synchronous
events)
Recommendation: Provide time estimates for assignments and asynchronous activities.
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Example Intervals
Principle
1. Time is needed to process new information
2. Time is needed to prepare processed information
3. Time is needed to respond (synchronous events)
Application
1. Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days)
2. Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 week)
3. In chat, count to 10 before responding
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Blended Variation
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Deciding What goes Where
• Give them something in each mode that they want, need and/or cannot get any other way
• Relate to their academic or personal interests: choices
• Provide privileges/acknowledgements for meeting or exceeding expectations
• Offer samples of work, peer reviews, benchmark assessments
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Activity
• Go to Blended Course Examples• What happens (or can) in the classroom?• What happens (or might) outside the
classroom?
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ASSIGNMENTS & INTERACTIVITY
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ASSIGNMENTS
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Assignments should …
• Serve a purpose • Require accountability• Offer options, when possible• Provide opportunity for practice• Be a bridge between locations• Be a part of something bigger –or- Be a
source of feedback (informal or formal)
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How do we delivery content online and prepare students for class?
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Example: Inside a Bb course
http://jolt.merlot.org/vol3no1/larson-daugherty.htm
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http://jolt.merlot.org/vol3no1/larson-daugherty.htm
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http://jolt.merlot.org/vol3no1/larson-daugherty.htm
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Activity: Introduce content online?
• By introducing online, students can enter discussions anticipating interaction through:– Answers to provided
questions– Hypotheses– Leading conversation– Other?
Select a repository and identify a resource that could be used to introduce content
• http://www.merlot.org• http://www.wisc-online.co
m/
• http://mcli.maricopa.edu/resources
• http://archive.nmc.org/projects/lo/repositories.shtml
• http://www.learning-objects.net/
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Thoughts on Grouping: Variations
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Activity: Making a blend
• From your module, select one or two objectives
• Determine– Where can assignment begin?– What will learners be given?– How will they know what to do?– What is their incentive?– What will they do where and when?
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INTERACTIVITY
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Interactivity
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Interactions Framework
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Example: Marist Interaction
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Interaction in the blended classClassroom Online -LMS Anywhere
Synchronous Discussion, Groups
Chats Text, Phone, Social Media
Asynchronous Discussions, Groups, Email
Text, Social Media
One-to-one Dyads Consultation Text, Phone, Social Media
One-to-many Presentation Presentation Email, Social Media
One-to-some Groups Closed Discussions, Email, RSS, Email
Email, Social Media
Some-to-some Groups, Think-share-pare
Closed Discussions, Networks, CoP
Social Media, RSS
Many-to-Many Group Presentations, Competition
Crowd Sourcing, Networks, CoP
Mobile sites, Social Media
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Getting your interaction on?
1. How does interaction support learning (objective)?– Knowledge
Acquisition?– Practice?– Rehearsal?– Assessment?– Skill development?
2. What is student getting out of interaction?
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Discussion
• See Strategies for Interaction Handout in wiki• Note possible application for your project• Do you have others?
eHandout
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AccountabilityVeronica Diaz
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Your Redesign Toolbox
• Have these handy– Using Bloom’s Taxonomy for
Objective Development – Mapping Your Course:
re(Designing) for Blended Delivery– Blended Course and Syllabus
Samples (website from wiki) – Aligning Your Course Components
for Blended Delivery
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Mapping Your Course: Part II
DO: 20 MINUTES• Redesign a module
READ & DISCUSS: 5 MINUTES• The checkpoint questions
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Questions?
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Discuss: Checkpoint Questions, II
• In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode?
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Discuss: Checkpoint Questions, II
• How are you using the online or out of class time? To – reinforce content, – practice content, – demonstrate evidence of
content mastery, – apply content, – add time on task, – introduce new content, or – other?
• Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to-face) to support learning?
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Accountability and Integration
Ask (handout)• What is the role of out
of class time?• How can I maximize the
face-to-face class time?• How can I make sure my
students are prepared for face-to-face class time?
• Reinforcement • Practice• Provide evidence• Application• Additional time on task • Introduce new content• Other Reminder
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Accountability and Integration
Ask (handout)• What is the role of out
of class time?• How can I maximize the
face-to-face class time?• How can I make sure my
students are prepared for face-to-face class time?
• Reinforcement • Practice• Provide evidence• Application• Additional time on task • Introduce new content• Other
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Questions
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Take-aways
• Are your priorities & framework clear from the 1st day?• Does the blend start in class or online?• How do assignments support engagement and objectives?
• How will Interaction be meaningful to the learner?
• How will you ensure that students come prepared to class? Or that you know they’re not ready before class?
• How can the blended delivery mode help you in supporting particular areas of difficulty in your course?
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Patricia McGee, PhDthe University of Texas at San
AntonioVeronica Diaz, PhD
EDUCAUSE Learning Initiative
This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/