engaging the online learner: activities and tools to
TRANSCRIPT
![Page 1: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/1.jpg)
ENGAGING THE ONLINE LEARNER: ACTIVITIES AND
TOOLS TO CREATE COLLABORATIVE LEARNING
Rita-Marie Conrad, Ph.D. J. Ana Donaldson, Ed.D. [email protected] [email protected]
1
![Page 2: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/2.jpg)
Be inspired. Be inspiring.
Overview • What to expect
– Pre-recorded session with pauses – Synchronous session
• Session outcomes – Apply the concept of engaged learning – Implement a five-phase model for online student
engagement – Develop new activities to engage your own students
in each phase of the model
2
![Page 3: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/3.jpg)
Be inspired. Be inspiring.
Introductions Rita and Ana
"The meeting of two personalities is like the contact of two chemical substances: if there is any reaction, both are transformed."
- Jung
3
![Page 4: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/4.jpg)
Be inspired. Be inspiring.
ICEBREAKER
• Take a few moments to think of an object that represents you or your life at this point in time.
• How might this relate to how you teach, design instruction or learn?
4
![Page 5: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/5.jpg)
Be inspired. Be inspiring.
Today’s Learner
• Generator of knowledge • Member of online community • Co-creator of learning environment • Active participant • A leader
5
![Page 6: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/6.jpg)
Be inspired. Be inspiring.
BUT, Today’s Learner…..
• May not ever been allowed to lead • May not have had positive interactive
learning experiences – Face-to-face, let alone online
6
![Page 7: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/7.jpg)
Be inspired. Be inspiring.
What influences learners? • Think about your own experiences with your
students or even with yourself as a learner. What do you think are the things that most influence learners?
7
![Page 8: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/8.jpg)
Be inspired. Be inspiring.
Today’s faculty
• Becomes motivator and facilitator • Online “coach” and manager • Learning experiences engineer
8
![Page 9: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/9.jpg)
Be inspired. Be inspiring.
BUT, Today’s faculty….. • May not have learned online • Are content experts within a new context
– And perhaps one they didn’t plan on! • May be uncomfortable with the power shift and
loss of control • May ask themselves before moving online “What’s
in it for me?”
9
![Page 10: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/10.jpg)
Be inspired. Be inspiring.
WHY DO YOU DESIGN/ TEACH THE WAY YOU DO?
• Teach /Design the way you learn? • Teach/Design within constraints?
– Time – Classroom set-up – Departmental policies
• Teach the way you were taught? • Design within a set design model?
10
![Page 11: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/11.jpg)
Be inspired. Be inspiring.
Instructional design needs to go beyond constructing a course to creating a learning experience.
- Conrad & Donaldson, 2011
11
![Page 12: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/12.jpg)
Be inspired. Be inspiring.
WHAT IS ENGAGED LEARNING?
12
![Page 13: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/13.jpg)
Be inspired. Be inspiring.
Theorists Behind engagement • Dewey
– Stimulating creative/critical thinking and problem solving
• Bruner, Piaget – Described engaged learning as how
we come to know our world • Knowles
– Learner autonomy and initiative – Experiential learning
13
![Page 14: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/14.jpg)
Be inspired. Be inspiring.
PARADIGM SHIFT (TAPSCOTT, 1998, GROWING UP DIGITAL)
14
Linear, sequential/serial Hypermedia Learning
Instruction Construction/discovery
Teacher-centered Learner-centered
Absorbing materials Learning how to learn
School Lifelong
One-size-fits-all Customized
School as torture School as fun
Teacher as transmitter Teacher as facilitator
Inte
ract
ive
Lear
ning
![Page 15: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/15.jpg)
Be inspired. Be inspiring.
connectivism • “We live as an integrated experience --- we see,
know, and function in connections. Life, like knowing is not an isolated activity --- it is a rich, interconnected part of who we are.”
• Siemens , 2008
15
![Page 16: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/16.jpg)
Be inspired. Be inspiring.
Social networking
“Only the old people are on Facebook.” -Student leader at a prominent mid-Atlantic
university
Should it be incorporated in the learning process?
16
![Page 17: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/17.jpg)
Be inspired. Be inspiring.
Key Elements of Engagement • Students and Instructors partners in:
– constructing knowledge – answering questions
• Students establish own learning goals • Students work collaboratively with high energy
and high exchange rate… • Appropriate resources explored to answer
meaningful questions • Tasks are multidisciplinary and authentic • Assessment is ongoing/performance-based
17
![Page 18: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/18.jpg)
Be inspired. Be inspiring.
What is your approach to engagement?
18
![Page 19: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/19.jpg)
Be inspired. Be inspiring.
The Phases of Engagement
19
(Conrad & Donaldson, 2004, 2011)
![Page 20: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/20.jpg)
Be inspired. Be inspiring.
Activity Characteristics
• Has a relevant purpose • Clear directions and assessment criteria • Opportunity for creativity by learner • Multiple paths to the same objective • Incorporates personal reflection • An idea exchange occurs
20
![Page 21: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/21.jpg)
Be inspired. Be inspiring. 1. Connect
2. Communicate
3. Collaborate
4. Co-Facilitate
5. Continue Phases of Engagement
21
![Page 22: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/22.jpg)
Be inspired. Be inspiring.
Phase 1 - Connect • Learner - Newcomer • Instructor – Social Negotiator
– Social and orientation-like activities – Establish online presence
• Examples – Icebreakers – Social and Cognitive – Discussions on community issues such as
Netiquette
22
![Page 23: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/23.jpg)
Be inspired. Be inspiring.
Goal: Set the tone • Communicates clear expectations for engagement • Allows practice with technology • Establishes relationship with all learning
environment members
23
![Page 24: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/24.jpg)
Be inspired. Be inspiring.
Phase 2 - Communicate • Learner – Dyad Partner (2 student pairing) • Instructor - Structural Engineer
– Forms dyads or very small groups of learners • Activities require:
– Critical thinking – Reflection – Sharing of ideas
• Examples: – Peer reviews, Problem solving, Case studies
24
![Page 25: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/25.jpg)
Be inspired. Be inspiring.
Goal: Build Confidence • Structured interaction • Easy to follow • Help learners recognize their strengths and build on
them • Provides practice in constructively disagreeing
25
![Page 26: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/26.jpg)
Be inspired. Be inspiring.
Phase 3 - collaborate • Learner – Team Member (3-5 member groups) • Instructor - Facilitator • Activities require small groups to:
– Collaborate – Problem solve – Reflect upon experiences
• Examples: – Content discussions, Role plays
26
![Page 27: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/27.jpg)
Be inspired. Be inspiring.
Goal: Promote Self-Reliance
• Redirecting questions – “What do YOU think?” (Reflection) – “What are you trying to accomplish?” (Goal-
setting) – “What do you think are the weaknesses in that
argument?” (Analysis)
27
![Page 28: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/28.jpg)
Be inspired. Be inspiring.
Active Learning Strategies
• Brainstorming • Role Plays • Simulations • Wikis/Blogs • Mind Maps / Flowcharts
• Case Studies • Round Robins • Projects • K - W - L (already Knew,
still Want to know, Learned)
28
![Page 29: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/29.jpg)
Be inspired. Be inspiring.
Phase 4 – Co-Facilitate • Learner - Initiator of Activity/Partner • Instructor - Community Member/Challenger • Activities
– Learner-designed, Learner-led • Examples:
– Group presentations – Group projects – Learner-facilitated discussions
29
![Page 30: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/30.jpg)
Be inspired. Be inspiring.
Goal: community-driven • Peer leadership of activities
– Peer consultants/experts – Responsibility for course activities – Conferences/Discussions – Assign instructional roles to learners
• Peer assessment – Critiques of non-graded assignments – Assessment of group work
30
![Page 31: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/31.jpg)
Be inspired. Be inspiring.
What Do Learners Need to Lead? • Instructor permission
– Tone of the course • Clear guidelines
– Syllabus, Directions • Learning outcomes • Planning time • Checkpoints
w/instructor
• Supportive Peers – Consequences for
lack of support – Process to evaluate
support • Reason to do it
– Application / relevance to their lives
31
![Page 32: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/32.jpg)
Be inspired. Be inspiring.
Phase 5 – Continue • Learner - Contemplator • Instructor - Supporter • Activities
– Reflective (and applied) • Examples:
– Self-reflections – Evaluation of course engagement – Plans for future engagement
32
![Page 33: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/33.jpg)
Be inspired. Be inspiring.
Goal: Self-engaged learner • Empowered learner
– Increased engagement occurs with diminishing instructor intervention
– Experience influences future engagement – Learner engages in future learning experiences
without instructor prompting
33
![Page 34: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/34.jpg)
Be inspired. Be inspiring.
Think about what activities you are using in your courses. How do they fit into the Phases of Engagement model?
34
![Page 35: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/35.jpg)
Be inspired. Be inspiring.
Determining Quality Assessment
35
![Page 36: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/36.jpg)
Be inspired. Be inspiring.
How do you measure quality and engagement in your classes?
Are you: •Using rubrics to measure performance? •Aligning assessments with instructional objectives? •Using performance evaluations or high-stakes testing?
36
![Page 37: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/37.jpg)
Student Engagement Plan * Week
or Unit
Topic or Learning Objective
Activity Description
Phase Assessment Method
Media Tool Selected
Comments
1 Introduction of subject
Icebreaker
1 Non-graded feedback
Discussion area of LMS
Course access; Familiarity with
LMS
2
Determine objectives for a unit of instruction
Peer partner discussion
and critique of individually developed
unit objectives
2 Discussion rubric
Email Blog Wiki
textbook received
37
* adapted from Boettcher and Conrad, Faculty Guide to Moving Teaching and Learning to the Web, 2nd ed. 2004
![Page 38: ENGAGING THE ONLINE LEARNER: ACTIVITIES AND TOOLS TO](https://reader033.vdocument.in/reader033/viewer/2022042922/626ace932b2ac208744540cd/html5/thumbnails/38.jpg)
Be inspired. Be inspiring.
• Reflect on the questions asked of you today… • Be prepared to share your own experiences and
successful activities with the group • Bring a brief statement to the next session with your
definition of engagement • Identify one of your courses and have materials
available to work on in our next session using the Phases of Engagement approach
Preparation for the next session…
38