The Effective Online Classroom:

1. The Effective Online Classroom: IDEAS from Those in the Teaching Trenches Faculty Development Session #11 Tuesday, September 25, 2012 10 am CT

2. New Bb, New Look…

3. Your Key to a Successful Course • A well-organized course and a clean course with your expert content and instruction is the FIRST step to retaining our students! • Maintain a master course in your development shells and use it to course copy. CCC - Clean Course Copies • Ask for assistance from your Instructional Designer. • Use Blackboard-to-Go! Next, go one step further by including an element in your course to engage and connect with your students. • Use the Quality Matters Rubric for a self check of design. http://www.troy.edu/etroy/etroyfacultyresources.htm#

4. Start Here! General Standard #1 from the Quality Matters Rubric: “The overall design of the course is made clear to the student at the beginning of the course.”

7. Faculty Resources tab in Blackboard Faculty Development/ Bb-To-Go! document

8. Blackboard-To-Go • …take this one step beyond and add in innovative “extras” to your next course! • Consider new approaches to Class Discussions, Assignments, Assessments…CONNECTION and ENGAGEMENT with your students! Ideas from Those Teaching in the Trenches…

9. Dr. Carroll – using videos • Dr. Valkyrie – group discussions / rubrics • Dr. McDaniel – online student presentations • Dr. Toner – transitioning from in-class to online - connection Ideas from Those in the Teaching Trenches…

10. IDEAS from Those in the Teaching Trenches • Purpose: Deliver engaging video content to students • iTunes U: • Benefits: • Built directly into Blackboard • iTunes hosts the videos (BB struggles with this) • Students can consume content however they like (e.g., computer, iPhone, iPad, etc.) • Drawbacks: • Students have to have access to iTunes • Lessons learned: • Keep it simple (less is more) • You must also have screencasting software (I use Camtasia) • Students do not need (or want) to see you delivering a lecture • Be organized • Plan on updating every few years • Not just for lectures – tutorial videos • How To: • Must have iTunes installed on computer • Must activate iTunes U for your course • Record videos, edit, and then upload through Blackboard • Tell students about it; have them subscribe • You can do it! iTunes U Videos

13. IDEAS from Those in the Teaching Trenches - Rubrics • Criteria Assessment • Clear assessment criteria presented before task begins* • Clear accurate feedback that focuses on processes over which student has control • Contingent, accurate feedback increases sense of control and improve attribution accuracy (Jones & Berglas, 1978; Kimble & Hirt, 2005; Thompson, 2004; Thompson & Richards, 2001) • Normative Assessment • Avoid – norming performance based on the “top achievers” in class – don’t post class averages (Thompson, 2004; Thompson & Richards, 2001) • Avoid assumptions • Do not assume that a student “knows” how to prepare the best answer • Illusive ill-defined criteria and expectations require students to become mind readers – increasing chances of plagiarism and/or self-handicapping for the more at-risk Class Group Discussions / Rubrics

14. 20-25 Points • Discussion posting is responsive to and exceeds the requirements of the discussion instructions: • Responds to the question being asked or the prompt provided • Goes beyond what is required in some meaningful way (e.g. contribute a new dimension, unearth something unanticipated, etc.) • Are substantive, reflective, and evidenced based • Demonstrates that the student has read, viewed, and considered the learning resources and/or a sampling of colleagues’ postings • Well written and free of spelling and grammar errors 20-25 Points • Discussion postings and responses are responsive to and exceed the requirements of the basic points Discussion instructions. They: • Respond to the entire question (all components/aspects) being asked or the prompt provided (approximate word count will be 400 words); • Provided additional information (referred to the original essays, provide empirical research information with proper citations – minimum of three empirical articles – if you are not sure what this means – you must contribute comments from three peer-reviewed articles from professional journals; • Go beyond what is required in some meaningful way (e.g. contributes a new dimension, unearth something unanticipated, etc..); • Are substantive, reflective, evidence based; supported by In-post citations and references are in APA format; • Demonstrate that the student has read, viewed, and considered the learning resources and a sampling of colleagues' postings; • Have carried on the discussion with at least one colleague over several days Higher Expectations

15. Help avoid the perceived “limitations of holistic grading” • Avoid biases – race, ethnicity, gender • Avoid difficulty in maintaining “cognitive constancy” and grading fatigue • A potentially clearer base for grading • Focus our learning goals and help us in instruction development. • May help us develop a “learner-centered” environment (Cullen & Harris, 2009) • Help avoid the perceived “limitations of holistic grading” (Sadler, 2009, p. 174) • Avoid biases – race, ethnicity, gender • Avoid difficulty in maintaining “cognitive constancy” (p. 174) and grading fatigue • Avoid halo effect – influence based on personality characteristics • Avoid making students work toward the teacher’s preferences or tastes • Avoid lack of student’s lack of control to belong in the normative group IDEAS from Those in the Teaching Trenches - Rubrics

17. Provides opportunity for “inter-teaching” and “scaffolding” to develop. • Creates a potentially safer and more intimate learning experience. • Yet members, when groups work well, challenge all to become more critical thinkers. • Students report a favorable outcome… IDEAS from Those in the Teaching Trenches – Small Groups

18. Dr. Dayna McDaniel– LET’s TALK! Our students need to practice verbalizing their thoughts. 2 tools for this online: • Voice Board Discussions • Substitute for Discussion board • Its audio and writing • Very easy to use • Always have submit a ticket if there is a problem • Everything in the assignments section • Lesson: Students enjoy variety • Online Presentations Collaborate • Slides • 5-7 minute presentation • Respond to classmate questions • They choose from assigned times on Discussion Board • Post PowerPoint's a day early • Same idea can be great for a group presentation (with critical review of archive) • Lesson: Mistakes are acceptable Online Student Presentations

19. Collaborate on Phone Voice Board Discussion Student presentation on Wimba

20. IDEAS from Those in the Teaching Trenches Dr. Barbara Toner – “I am really pleased with how well I sense a connection with the students as that was my biggest worry going from in-class to online teaching. In-Class vs. Online - challenges

21. Q:Am I able, on-line, to create a safe, comfortable space for students which would allow them to be introspective and open, not guarded and closed? This is Psychology I teach, and assimilation of concepts is vital; providing a safe learning environment is fundamental. Am I able to provide that through an on-line classroom? A:From my one experience, I found that I could. In fact, one of the students started discussing his learning disability and we were able, as a cohesive unit, to respond appropriately and effectively. The other students were able to offer support and encouragement just as they would in any safe environment. Q: Can I adapt andragogical models of learning to my adult on-line students? A: Once again, my experience was that I can and I did. Q:What kind of support may I request from my faculty guide and my e-Troy guardian angel? A: Fabulous support! They were there when I needed them, but they were there without being intrusive or overbearing. They were truly “guiding angels”. Q: Is there an established on-line syllabus which I might use as a basis for creating my own? A:Definitely! Again, our faculty peers have been wonderful sharing their experiences, their knowledge, and their syllabi.

22. Why do I have to put in a ticket? For PROMPT service. So we can assist YOU efficiently! helpdesk.troy.edu See the FACULTY RESOURCES tab for:Instructional Design ContactCourse-Specific Designer Assignments

23. Thank you! __________________________ CONTACT your INSTRUCTIONAL DESIGNER: (on the Faculty Resource tab in Blackboard) http://troy.blackboard.com/bbcswebdav/institution/Instructional%20Design/Web/InstructionalDesign.html or email us @ eTROYid@troy.edu “Have us take a look at your course and make suggestions…”__________________________

24. Questions? Dr. Michael Carroll, SFMmscarroll@troy.edu Dr. Karena Valkyrie, PSYkvalkyrie@troy.edu Dr. Dayna McDaniel, POL dmcdaniel@troy.edu Dr. Barbara Toner, PSY btoner@troy.edu Gayle Nelson, ID, eTROY gnelson@troy.edu Thank you for investing in this training!