Session 4: myeLearning Practical

1. Session 4: myeLearning Practical John A. Gedeon, EdD April 6, 2011

2. Missing Journal • database

3. 4 Ways to Use an Online Classroom VOLUNTARY MANDATORY Weak < BLENDED > Strong

4. Home Page

5. User Role Hierarchy • Administrators can usually do anything on the site, in all courses. • Course Creators can create new courses “shells” (and design/teach in them). • Teachers can do anything within a course, including modifying activities and grading students. • Editing Teaching Assistant can perform most teacher functions • Non-editing Teachers can teach in courses and grade students, but may not alter activities. • Students can utilize but not change activities/resources. • Guests are like ghosts, can see everything but cannot participate.

6. Categories of Functions • Administrative (Set-up) • Communications • Resources (Content) • Learning Activities

7. Administration • Configure major course Settings • Assign status roles • Form Groups in class • View student activity Reports • View Course Grades spreadsheet

8. myeLearningSide Blocks INTERACTIVE SIDE BLOCKS: • “People” - class roster & group email • “Messages” - inbox & individual email sending • “Latest News” – from your “News Forum” • “Calendar” - Quiz & Assignments, etc. • AUTOMATIC SIDE BLOCKS • “Upcoming Events” - Calendar Generated • “Recent Activity” - your past activity • “Activities” - clustered lists for the course • See Handout on Side Blocks

9. myeLearning E-mail INDIVIDUAL MESSAGES: • Use the “Messages” side block: • Click “Messages” > Search > Type name > Search > Click on correct name > type & send message GROUP MESSAGES: • Use the “People” side block: • Tick target names > “with selected users” > write & “send message” Note: All messages also automatically go to the person’s UWI OUTLOOK inbox at: https://mysta.uwi.edu/myEmail.asp

10. myeLearningResources

11. Resource Handouts • Setting-Up myeLearning -Procedures • Resource Management – Procedures • Learning Activity Tools – Pedagogical Uses • Need-Tool Chart

12. Learning Activity tools

13. myeLearning Activities

14. Content • This PowerPoint examines e-learning activities in the following ways: • What is the tool for? • What are the benefits? • What are the limitations? • When should it be used? • How do I design a e-learning activity? • Conducting e-learning activities: • Live: Opening-During-Closing • Asynchronous: How to manage the tool

15. ASSIGNMENTS

16. What is it? Alerts the student that an assignment, project, or paper is required with instructions Benefits? Is visible to the student in the current content block Shows type of assignment Allows place for instructions & window Limitations? Online vs. Offline assignments = Digital vs. Non-Digital submissions There is no structured rubric information area e-Tool: “Assignment”

17. When to use it? When you want alert students that an assignment is due When assignment is complex and needs detailed instructions Explain an off-line assignment How to Prepare? Write assignment objective Write student instructions Peer reviews? Create grading rubric Set deadlines and time window Tell them where and how to submit Configure the e-Tool e-Tool: “Assignment”

18. Assignment Types Offline activity • This is useful when the assignment is performed outside of Moodle • Students can see a description of the assignment, but can't upload files or anything. Online text • This assignment type asks users to edit a text, using the normal editing tools. Teachers can grade them online and provide feedback • Case studies Upload a single file • Allows each participant to upload a single file, of any type. • This might be a Word document, or any digital file

19. Download student files (except HTML) Save in a folder Correct all in one bunch (not piecemeal) add your initials to filename Enter grade & Feedback in Moodle Offline vs. Online Assignments Second submissions Managing: “Assignments”

20. QUIZ

21. What is it? Permits several types of online tests that are automatically graded Benefits? Save instructor time correcting tests Allows for retesting and accepts the highest score Can mix order of items for each student with same quiz Limitations? Can only score “fixed answer” questions Sometimes trouble with test window time (closes prematurely) Not designed to be 100% of your assessment strategy e-Tool: “Quiz”

22. When to use it? For minor graded assessments Enforce readings Check on event (chat) or chapter understanding For practice tests leading up to a graded test As an “attention grabbing” device (not graded) or survey tool How to Prepare? Create course Assm’t Structure Review test item design pointer Create items Write instructions Set time window Configure e-Tool settings (dates, etc.) Insert notice on the Calendar e-Tool: “Quiz”

23. FREQUENT True-False Multiple Choice Short Answer (enter word or phrase) Numerical (enter correct value) Matching (two columns of items) Description (allows you to insert instructions) INFREQUENT Random Question (pulls from a pre-set pool on in a certain category) Random Short-Answer Matching (mixture of both) CLOZE Embedded Answers (a question with multiple questions embedded) Note: “Workshop” can also count toward a student’s grade Quiz Types

24. Monitor quiz submission dates Click on “Attempt Summary” Delete non-final attempts after deadline Click on date & time to see individual responses See what items students are having problems with “Item Response Analysis” “Re-grade Attempts” (changing max points) Managing: “Quizzes”

25. WORKSHOP

26. What is it? A forum for peer review of submitted work which can be automatically graded Benefits? Evaluation is the highest form of knowledge (Bloom) Can catch misconceptions early in a project Provides powerful peer feedback Limitations? Can be a burden if too many reviews per student are assigned A lot of reading for the instructor as they review the reviews e-Tool: “Workshop”

27. When to use it? To review a final submission To review a presentation To review work-in-progress: Topic proposals An outline or plan Early drafts of final work To show an exemplar/ example model for critique How to Prepare? Determine total course workshops to be used in course ID number of reviews each student must do ID evaluation criteria Counts toward grades? Set evaluation time window Write instructions Configure e-Tool e-Tool: “Workshop”

28. Phase-1: Set up Phase-2: upload; instructor & student assessment Phase-3: P-2 + peer review Phase-4: self & peer review only Phase-5: Final grade calculation Phase-6: Display final grades Managing: “Workshops”

29. GLOSSARY

30. What is it? A searchable list of course-specific specialized terminology Benefits? Provides instant access via hyperlinking anywhere in course Can be student constructed as a learning tool Glossaries can be exported & imported Limitations? I can be tedious for the instructor to type in a large volume of definitions May vary from their textbook definitions Many terms have multiple definitions (“curriculum”) e-Tool: “Glossary”

31. When to use it? As a main glossary (teach edit only) A weekly or topic-specific glossary Student constructed: Team per week Definition per student Peer critiques Multiple submissions contest How to Prepare? Decide on glossary usage ID terms that need definition Create/collect definitions Configure the e-Tool e-Tool: “Glossary”

32. If student generated: Peer reviewed Review student submissions & peer comments/rating Assign a score Using terms in a Forum: Utilize autolink feature to pick up word usage Review usage & assign points Managing: “Glossaries”

33. CHOICE

34. What is it? Permits poll of students’ view on a given question Benefits? Allows instructor to assess class mindsets on issues They are interesting to students—they see the feedback Limitations? Only limited by your answer options you provide e-Tool: “Choice”

35. Sample Web Poll Many people wanted the U.S. to give the United Nations more time to conduct inspections in Iraq, in the hopes the conflict may have been resolved peacefully instead of resulting in military action. Did you want the U.N. to have more time and if so, how much more?[ ] Yes, 6 months or less[ ] Yes, 6 months to a year[ ] Yes, a year or more[ ] No, I didn't feel any more time would have been beneficial

36. When to use it? Early on see where “their heads are at” Uncover common misconceptions of the content/concepts Attitude change device—”outliers” see there position is not mainstream To keep students engaged and motivated How to Prepare? Determine how many times you will use Choice over the course Write an objective for use of Choice Create question & responses Define response time window Configure e-Tool e-Tool: “Choice”

37. Review responses Share with class Ask for student interpretation Teacher’s Interpretation and discussion Managing: “Choice”

38. WIKI

39. What is it? A tool that allows students to create individual or group web pages Benefits? Promotes web design skills Promotes online collaboration skills Allows finished product to be viewed/critiqued by others Can educate others Limitations? As with any team efforts, some may not participate Hence, hard to give individual scores, unless not done in teams e-Tool: “Wikis”

40. When to use it? When an assignment is sharable with the class To split the topic & have each student/group research & create an educational product Group lecture notes Brainstorming Summarizing semester material How to Prepare? Write Wiki objective Write student instructions Peer reviews? Create grading rubric Set deadlines Configure the e-Tool e-Tool: “Wikis”

41. Teacher only review: Review group/student submissions Score by rubric Peer Review: Provide rubric Have them score target wikis Review scores Create final grade Managing: “Wiki’s”

42. LESSON

43. What is it? A self-contained programmed unit of instruction with questions & branches that is page-based Benefits? Allows student to study on their own Can be used for a variety of learning activities Limitations? Is time consuming to design and configure e-Tool: “Lesson”

44. When to use it? For stand-alone basic lessons Branching Quizzes Case Studies Flash Card lessons Simulations (what would you do next) Decision-making process (diagnosis) How to Prepare? Define Lesson objective Define pages and questions Define branching map & rules Collect/Create resources to be used Write instructions & rubrics Set time window Configure e-Tool e-Tool: “Lesson”

45. There is not much management here for the teacher as the unit is self-contained Check student grades Managing: “Lessons”

46. SURVEY

47. What is it? A pre-designed survey to get feedback from students on learning dynamics Benefits? Gets their expectations for the class Measure actual satisfaction with class in progress Limitations? Do not over use as it can be tedious May be used after a stressful section of the course and get exaggerated readings e-Tool: “Survey”

48. When to use it? When class first starts to get expectations During class to check the pulse and make mid-course corrections How to Prepare? Define your Survey strategy for the whole course Select appropriate instrument Define time window Configure e-Tool e-Tool: “Survey”

49. Review the results Share results with class Recommend modifications to your approach where appropriate Get student consensus Implement recommendations Managing: “Surveys”

50. JOURNAL