engaging students in the online classroom

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Engaging Learners in the Online Classroom Helen Bond, Ph.D. July 9, 2020

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Page 1: Engaging Students in the Online Classroom

Engaging Learners in

the Online Classroom

Helen Bond, Ph.D.

July 9, 2020

Page 2: Engaging Students in the Online Classroom

OBJECTIVES

• Participants will be able to:

1. Use the Teaching, Learning and Assessment (TLA)

process to create active and effective learning in their

online classroom;

2. Configure settings in the learning management

system to achieve a higher level of interactivity;

3. Utilize both synchronous and asynchronous

modalities, strategies and tools to further engage

learners.

Page 3: Engaging Students in the Online Classroom

WHY USE ACTIVE LEARNING?• Reinforces important material, concepts, and skills.

• Provides more frequent and immediate feedback to students.

• Enables students the opportunity to think about, talk about, and

process course material.

• Creates personal connections to the material for students, which

increases their motivation to learn.

• Allows students to practice important skills, such as collaboration,

through pair and group work.

• Builds self-esteem through conversations with other students.

• Creates a sense of community in the classroom through increased

student-student and instructor-student interaction.

Page 4: Engaging Students in the Online Classroom

THE TEACHING LEARNING ASSESSMENT (TLA) PROCESS

What should my students know or be able to do or appreciate at the end of my lesson?

Step 1 Teach

What will I do and what will my students do so that they will learn the material I want them to learn?

Step 2 Learn

How will I know that my students have learned what I wanted them to learn?

Step 3 Assess

Page 5: Engaging Students in the Online Classroom

UNIVERSAL DESIGN FOR LEARNING (UDL)

Engagement

For purposeful, motivated

learners, stimulate

interest and motivation

for learning.

Representation

For resourceful,

knowledgeable learners,

present information

and content in

different ways.

Action & Expression

For strategic, goal-

directed learners,

differentiate the ways

that students can

express what they

know.

Page 6: Engaging Students in the Online Classroom

D I S C U S S I O N B O A R D / F O R U M S

T H E W O R K H O R S E O F O N L I N E L E A R N I N G

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WHAT IS AN ONLINE (THREADED) DISCUSSION?

• Generally takes place in the Discussion Forum area of Blackboard in

an asynchronous format. This is different from synchronous (live and in

real time) discussions that can take place via Collaborate or Zoom.

• Instructors might post a reading, an audio file, a video, or questions

that they ask students to respond to.

• Students can also be asked to respond to other students known as a

threaded discussion.

• Organizing conversations online gives faculty the opportunity to have

these same conversations across different campuses, countries,

settings, and contexts thereby scaling up their impact.

Page 8: Engaging Students in the Online Classroom

DISCUSSION BOARD STRATEGIESDiscussion Board Instrument How to

Discussion Board

Introductions!

The Discussion Board is an important tool for

interpersonal interaction and can replicate the

discussions that take place in the traditional classroom.

*Welcome new participants and encourage a round of

introductions

Discussion Board

With Rating

Let students rate the posts of classmates. Click the

Additional Options

❑ Allow Post Tagging

❑ Allow Members to Rate Posts

Discussion Board

With Student

Leaders, Moderators

You can configure the

forum settings so that the

first post or message

from each participant

must be approved by the

moderator or that they

must post first before

they can read other

students' messages.

Enable a student leader or a group of student leaders to

moderate or facilitate a particular Discussion Forum.

Assign a chapter, concept, or a case for students to read,

examine or study.

Introductory

Discussion Board Session

Establishing

Netiquette

Page 9: Engaging Students in the Online Classroom
Page 10: Engaging Students in the Online Classroom

DISCUSSION BOARD STRATEGIESDiscussion Board Instrument How to

Discussion Board With

Guest Leader, Facilitator,

or Moderator

Invite a Guest Facilitator or Moderator into your

Discussion Board Forum. Request that an external user be

added to your Blackboard course as a co-instructor or observer

via ETS at 6-2020, if the person is not connected to the

University.

Discussion Board

With Overseas Students

or Collaborators?

Do you have a colleague in another country who has

expertise in the topic you are teaching? Ask them to

moderate or join in on an asynchronous discussion in the

Discussion Forum area, or a synchronous (Zoom,

Collaborate) guest lecture.

Students Forum Use this forum space to allow students to ask and answer

each others’ questions. Allowing students the chance to

share their insight, their perspectives, and “teach” each

other may result in a deeper grasp of the material. In any

case, this space should feel open and welcoming for

students to express concerns and confusion and engage

with others who may have the same lack of clarity or those

who have the insight needed to help.

Page 11: Engaging Students in the Online Classroom

DISCUSSION BOARD STRATEGIES

Discussion Board Instrument How to

Advanced Forum Create a discussion forum to allow students to extend on the

ideas and concepts at a higher level. This group should have

discussions around the content that makes meaningful

connections to society, the world, their lives, or the profession.

The professor may be involved in this forum to help share articles,

insight, and professional experience that is meaningful to these

deep discussions. Great way to apply extra credit!

Collaborative Forum Collaboration is a 21st century skill. Students like collaborative

work as they love to share ideas and get feedback. While this

space may range in level of structure, the professor’s presence

could be valuable to help students move forward with their

projects and to maximize the “teachable moments”. While not all

students will take part in this forum, for those that like the

opportunity to brainstorm and talk through ideas together, this

will be a valuable space.

Page 12: Engaging Students in the Online Classroom

DISCUSSION BOARD STRATEGIES

Discussion Board Instrument How to

Case Studies Discussion

Forum

Case studies work great in the Discussion Area!

They can be especially effective if they are paired with a reading

assignment or video that introduces or explains a concept that

applies to the case.

The amount of emphasis placed on the use of the reading during

the case discussion depends on the complexity of the concept.

Students can work in groups on the case and present their case

via a synchronous (live) presentation via Collaborate or Zoom.

Page 13: Engaging Students in the Online Classroom

ESTABLISHING “NETIQUETTE”

•Use your real name (or turn your camera on).

•Be honest and respectful.

• “Listen” and ask questions.

• It’s okay to disagree, but do so with curiosity, not

hostility.

•Keep posts/messages short.

•Be helpful to the moderator.

•No inappropriate language

Page 14: Engaging Students in the Online Classroom
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Page 17: Engaging Students in the Online Classroom

STUDENT PRESENTATIONS

H E L E N B O N D, P H . D.

Page 18: Engaging Students in the Online Classroom

STUDENT PRESENTATIONS STUDENT

PRESENTATIONS

Instrument How to

Live Student

Presentations

Use Zoom or

Collaborate to facilitate

presentations

One method for presenting “live” is Zoom or Blackboard

Collaborate meetings. Students can share their screen and a

video of themselves talking; attendees can view and hear and

ask questions.

One consideration is that presenter and attendees need

stable, high-speed internet connections for this to be most

effective.

In addition, for all to attend, time zones where attendees and

presenter are located must be conducive to attendance.

Recorded

Presentations

Zoom or Collaborate,

Echo 360

If live presentations aren’t possible (internet capacity, time

zones, nature of presentation, length of presentation)

students or the instructor can record their presentation and

post it online for viewing.

You can provide guidelines for students just as you would for

“in-class” presentations, including length, requirements for

accompanying visuals, etc.

Page 19: Engaging Students in the Online Classroom

STUDENT PRESENTATIONS STUDENT

PRESENTATIONS

Instrument How to

Student Presentations

with Peer-Review

Use Zoom or

Collaborate to

facilitate

presentations

Individual students present, while other students

observe and conduct a peer-review of the

presentation.

Case Study

Presentations

Students are assigned a case and present on it!

Group Student

Presentations

Zoom or

Collaborate

Students can engage in live or prerecorded group

presentations. Students can be assigned to breakout

rooms. Presentations can be live or pre-recorded.

Rubric for

peer-review

Page 20: Engaging Students in the Online Classroom

STUDENT PRESENTATIONS

STUDENT

PRESENTATIONS

Instrument How to

Student Debates (in

presentation style)

Use Zoom or

Collaborate to

facilitate

synchronous

presentations, use a

capture

Student can conduct an online debate or pre-

record debate. The audience can be polled to

provide feedback on the presentation or the issue.

Page 21: Engaging Students in the Online Classroom
Page 22: Engaging Students in the Online Classroom

GO TO COURSE TOOLS, TO FIND THE RUBRIC BUILDER

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WAYS TO ADD OR ASSOCIATE A RUBRIC IN BLACKBOARD

1. On your course’s Control Panel,

expand the Course Tools section

and select Rubrics.

2. On the Rubrics page,

click Create Rubric.

3. Type a Name for the rubric. The

name is the title text that identifies

the rubric.

4. Enter a Description to make it

easier to associate it to relevant

assignments.

5. Edit the rubric grid (see next

section).

6. Click Submit

• How do I associate a rubric

with an original Blackboard

assignment?

1. Go to Content

2. Create a New Assignment or

edit an existing assignment. ...

3. Point to Add Rubric to access

the drop-down list in the

Grading section..

4. Select an Option:

5. Finish creating or editing the

assignment and click Submit.

Page 26: Engaging Students in the Online Classroom
Page 27: Engaging Students in the Online Classroom

HOW TO CREATE A RUBRIC IN BLACKBOARD

1. New rubrics default to three rows and three columns (scroll down to learn how to reuse or exchange rubrics with colleagues):

2. On your course’s Control Panel, expand the Course Tools section and select Rubrics.

3. On the Rubrics page, click Create Rubric.

4. Type a Name for the rubric. The name is the title text that identifies the rubric.

5. Enter a Description to make it easier to associate it to relevant assignments.

6. Edit the rubric grid (see next section).

7. Click Submit.

Page 28: Engaging Students in the Online Classroom

IMPORTING AND EXPORTING RUBRICS

• To facilitate sharing rubrics between

Blackboard Learn courses, you are able to

export and import rubrics. You should

not edit the rubric outside of Blackboard

Learn.

• On the Control Panel, expand the

Course Tools section and select Rubrics.

• To import a rubric, click Import Rubric

on the action bar and browse for the file.

• Click Submit to upload the file.

• OR-

• To export a rubric, select the check box

next to the rubric’s name and click

Export on the action bar.

• You can download and import the file

into a different course or share it with

other instructors for use in their

Blackboard Learn courses.

Page 29: Engaging Students in the Online Classroom

HOW TO CREATE A RUBRIC IN 6 STEPS

•Step 1: Define Your Goal. ...

•Step 2: Choose a Rubric Type (Analytic or Holisitic)

•Step 3: Determine Your Criteria. ...

•Step 4: Create Your Performance Levels. ...

•Step 5: Write Descriptors for Each Level of Your

Rubric.

•Step 6: Revise your rubric and field test it

Page 30: Engaging Students in the Online Classroom

U S I N G T H E C H A T F O R M O R E T H A N J U S T C H A T T I N G

Page 31: Engaging Students in the Online Classroom

USING THE CHAT FOR ACTIVE LEARNINGTHE CHAT Instrument How to

The Chat

Challenge

Collaborate, Zoom,

Discussion Forum

1. At a natural break in your lecture, pause and ask students to come up

with one question based on the lecture content up to that point.

2. Tell students that they will try to challenge their classmates, so they

must develop a challenging question.

3. Have students type their question in the Chat area.

4. Each student must select and answer one question. The answers can

be uploaded into an assignment in the Content, or answered directly

in the Chat, or another forum.

5. The questions can also be collected to be used as possible exam

questions or to check students’ comprehension.

The Chat

Warmup

Set settings to allow

to enter or access

Collaborate or

Zoom 15 minutes

early to facilitate

the warmup.

1. Begin you lecture or discussion forum by presenting a warmup or

review question to answer or a statement/quote for reflection.

2. Give students a minute or two to think about or write their responses

on the whiteboard, or the chat area, or in a discussion forum.

3. Debrief by asking students to share their thoughts or answers with the

class in the Chat

4. Reflect on students’ answers to gauge student progress and relate

their responses to the next part of your class.

Page 32: Engaging Students in the Online Classroom

OTHER TOOLS AND STRATEGIESJournals, Blogs, Instrument How to

Journals

• Science

Journal

• Learning Log

• Socio-Journal

The Journals tool offers students the opportunity to reflect on

course content and communicate privately with you. Course

journals are great places for students -- either individually or in

groups -- to draw concept maps. They have to pull apart articles

and then re-assemble them on one page

Blogs A blog is a kind of social media tool that allows one to share

ideas with authentic audiences and to engage those audiences in

conversation. Most blogs look something like journals, with a

series of “posts” appearing on the blog in reverse chronological

order (newest posts at the top, older posts below). Blogs can

address any number of topics, from travel to food to parenting

to politics, and they can be written by single authors or by

groups of writers.

Page 33: Engaging Students in the Online Classroom

OTHER TOOLS AND STRATEGIESJournals, Blogs, Instrument How to

Blogs Examples of

course blogs at

Vanderbilt

University

The Solar System, Erika Grundstrom (Astronomy)

The Cinematic Essay, Jonathan Rattner (Cinema & Media

Studies)

Science/Fiction, Jay Clayton (English) and Robert Scherer (Physics)

Picture It: Literature, Photography, and Memory

Vandy Performs, Christin Essin (Theatre)

Neely’s News for Children’s Literature Enthusiasts, Ann Neely

(Teaching & Learning)

Cryptography: The History and Mathematics of Codes and Code

Breaking, Derek Bruff (Mathematics)

Page 34: Engaging Students in the Online Classroom

QUESTIONS?

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THANK YOU!

Helen Bond, Ph.D. | Associate Professor

Curriculum and Instruction | School of Education

Howard University Online, Chair

Fulbright-Nehru Scholar

Howard University | Washington, DC 200592441 4th Street, NW

Phone: 540. 539. 9953 | Email: [email protected]