Pedagogical Strategies for Synchronous Learning Global Learning Technology Conference

1. Pedagogical Strategies for Synchronous Learning Global Learning Technology Conference Wilmington, NC October 11, 2013 Anthony C. HolderiedInstructional Technologist North Carolina State University *

2. Agenda: Why Pedagogy? Building Student Engagement – Considerations, Instructional Challenges, Best Practices • Creating a profile • Ice Breaker Activities • Pair and Share Facilitating Group Interaction – Considerations, Instructional Challenges, Best Practices • Breakout Rooms • Interactive Whiteboards • Pair and Share Assessing Synchronous Learning – Considerations, Instructional Challenges, Best Practices • Peer Assessment • Pair and Share • Polling • Quizzing Questions/Discussion *

3. Building Student Engagement Why Does Engagement Matter? 1. Cognitive Engagement Interest Motivation Retention 2. Social Engagement Community and connections Active partners in learning Teach and learn

4. Building Student Engagement Instructional Challenges 1. Disparate locations 2. Physical isolation 3. Too convenient to... Procrastinate Forget Become disengaged

5. Exercise: Edit Your Profile Choose Edit Profile from the drop-down menu Click the No Picture icon Browse to an image on your computer Choose the image Click Open Enter your name and other information Click OK, when finished

6. Ice Breaker Exercise: “I learn best in classes where the instructor_____...”

8. Pair and Share Get with a neighbor and… 1. Exchange names, occupation, and organization 2. Brainstorm two additional ice breaker activities that could prove successful in establishing student engagement in a synchronous learning environment 3. Record and report back to the group *

9. Facilitating Group Interaction Why Group Work? Prepares students for 'the real world' Students teach and learn from each other (multiple perspectives) Promote a sense of belonging May cut down on prep time for instructor *

10. Facilitating Group Interaction Instructional Challenges 1. Achieving 'buy-in' 2. Student schedules 3. Social 'loafing' 4. Assessment *

11. Breakout Rooms Key features: Replicate collaborative environment for small groups Participants in each room may only hear/see each other May be created at any time and reused throughout the session Moderator can move from room to room *

12. Group Concept Map Exercise In this activity you will work as a group to create a concept map. Creating a concept map is an approach to learning that allows you to brainstorm and articulate different perspectives of looking at a topic or idea. Most commonly, concept maps are used to gain, share, or produce knowledge. By creating this map collaboratively, your group will benefit from having multiple perspectives contributed by you and your group members.

13. Concept Map Directions Assemble a concept map of pedagogical applications for a variety of learning technologies. Work as a team in breakout rooms, discussing ideas collaboratively Click and drag the labels on the left into the appropriate “bubbles” on the right Use all of the labels by placing one per bubble. All bubbles will not be filled unless you use some labels more than once. Once you have completed your map, have each member save it to their desktop (File  Save  Whiteboard  Current Page)

15. Pair and Share Get with a neighbor and… Brainstorm one idea that could serve as an engaging group “breakout” activity. If helpful, think of past group activities you have facilitated that were successful in engaging students in the learning process, and how it would translate in the synchronous learning environment. *

16. Facilitating Group Interaction Best Practices 1. Set expectations, explain importance 2. Set up groups appropriately Self select Teacher select Randomized 3. Duration Frequent vs. Occasional Semester-long vs. Rotating groups Major project vs. In-class activity *

17. Assessing Synchronous Learning Implementing Peer Assessment Why Employ Peer Evaluation? 1. Grounded in Active Learning (Piaget) and Social Constructivism (Vygotsky) 2. Promotes critical thinking (re-evaluation) 3. Increased engagement through higher responsibility 4. May reduce grading time *

18. Implementing Peer Assessment Considerations 1. Process, product, or both? 2. Low-stakes vs. high stakes 3. Small or large groups? *

19. Concept Map Peer Evaluation Activity Work as a team in breakout rooms to assess another group’s concept map • Each group should turn in one score sheet only • Use the rubric provided to score the assigned concept map • Scoring Assignments • Room One evaluates Room Two • Room Two evaluates Room Three • Room Three evaluates Room Four • In your Break Out room, click Load Content, then Browse for and upload the appropriate group’s concept map to the whiteboard. • Using the Page Explorer, check Follow, and toggle back and forth between assigned concept map, Bartel’s rubric and your group’s scoring rubric. • Type the Room Number, points for each category, and score total using the whiteboard’s text box tool.

20. Peer Assessment Rubric

21. Bartel’s Scoring Rubric for Concept Maps

22. Pair and Share Get with a neighbor and… Brainstorm one idea that could serve as an effective peer assessment activity where students assess another student or a group of students via the use of a rubric. If helpful, think of past group activities you have facilitated that were successful and how you might involve peer assessment using a rubric in a synchronous learning environment. *

23. Implementing Peer Assessment Best Practices 1. Individual and group contributions 2. Fewer dimensions 3. Expectations and rationale 4. Co-develop criteria *

24. Assessing Synchronous Learning Flipping the Classroom Why Flip? 1. Engagement 2. Flexibility 3. Active Learning 4. Application 5. Peer Instruction 6. Feedback (Mazur, 2013)

25. Exercise: Create a Poll Click on the Options menu in the Participants panel, and change thePolling Type to A..D Multiple Choices. If visible, make the polling responses invisible. In the Whiteboard space below, use one of the Text toolsto type a multiple choice question requiring an A, B, C or D answer. Allow the other participants to answerthe question. Lock the responses. Publish the responses to the Whiteboard. Question: • A. • B. • C. • D.

26. *

27. Sample polling questions Physics Example: An object floats in water with 3/4 of its volume, V, submerged. The ratio of the density of the object to that water is: A. 1/4 B. 1/3 C. 1/2 D. 3/4 E. None of the above F. Not enough information Law Example: Which of the concepts from the Unit 5 lecture video would you like to discuss further? A. Intentional Tort B. Negligence C. Strict Liability D. Insurance *

28. Flipping the Classroom Best Practices 1. Create a need to know 2. Employ engaging models 3. Consider technology 4. Allow for reflection (Miller, 2012) (Mazur, 2013)

29. Questions? Review Building Student Engagement – Considerations, Instructional Challenges, Best Practices • Creating a profile • Ice Breaker Activities • Pair and Share Facilitating Group Interaction – Considerations, Instructional Challenges, Best Practices • Breakout Rooms • Interactive Whiteboards • Pair and Share Assessing Synchronous Learning – Considerations, Instructional Challenges, Best Practices • Peer Assessment • Pair and Share • Polling • Quizzing Thank you for attending!

30. Thank You!