The International Conference on E-Learning in the Workplace June 10 th – 12 th 2009

1. Online Instructional Design Approaches Utilizing a Tablet PC The International Conference on E-Learning in the Workplace June 10th – 12th 2009 Pam Lowry, Ph.D. lowry@ltu.edu

2. Agenda • Instructional Design • Learning styles • Technologies • Tablet PC • Strategies • Assignments • Conclusion • References

3. Instructional Design • Instructional Design hinges on linking learning objectives to specific learning activities and measureable outcomes (Oblinger & Hawkins, 2006) • Interactivity and group work can be a very effective approach when designing instruction

4. Instructional Design • Designing instruction using technologies such as Tablet PC can change the way • students and faculty members interact • Can add value in different learning modalities • Can support active learning • Students gain more knowledge, retain more information, and perform better when teaching styles match learning styles (Lage, Platt & Treglia, 2000)

5. Learning Styles • Majority of learners appear to be visual learners followed by auditory learners, then tactile/kinesthetic learners (Waterhouse, 2005) • Variety of styles of activity and interaction can cater to different learning styles especially in an online course (Butler, 2003)

6. Learning Styles Auditory learner • Independent learner • Teaching strategies for auditory learner • Lecturing • Discussion • Verbal questioning • Verbal sharing

7. Learning Styles Visual learner • Dependent learner that are generally group oriented • Teaching strategies for visual learner • Group learning • Demonstrations • Activities that emphasize creativity • Visual aids such as images, diagrams, drawings, charts, and pictures help them form a visual image

8. Learning Styles Tactile/kinesthetic learner • Learn by doing (actively engaged like open-ended questions) • Tendency to be very creative • Teaching strategies for tactile learner • Experiential learning activities • simulations

9. Technologies • Some faculty members found that technology helped them better connect with their students (Carlson, 2004) • Concern is how does a faculty member ensure quality and achieve learning goals when teaching via a different medium (Hutchins, 2003)

10. Technologies • Learning process can be enhanced when • Incorporating new technologies • Recognizing differences in learners • Making revisions to curriculum to include technologies • Tablet PC could make significant changes in a faculty member-student relationships in asynchronous and synchronous environments

11. Technologies Asynchronous delivery • Students and faculty members engage in “anytime-anyplace” learning • Students and instructors do not have to be engaged in a learning activity at the same time (Waterhouse, 2005) • Accomplished through course management system (Blackboard, Moodle, Sakai, etc.)

12. Technologies Synchronous Delivery • Students and faculty members engage each other at the same time but do not necessarily need to be at the same location • Traditional classroom-based learning is common form of synchronous learning (Waterhouse, 2005) • Can be accomplished through software such as Wimba, Skype, etc.

13. Tablet PC • Can change the way students and faculty members interact • Can support active learning • Can add value to interaction in different learning modalities • Digital inking • Drawing tools • Sketching • Real-time collaboration

14. Tablet PC Lawrence Technological University • Fall 2007 - implemented for freshman and faculty members teaching freshman (pilot program) • Fall 2008 – implemented for undergraduate students and faculty members except College of Architecture (graphic card demands)

15. Tablet PC Lawrence Technological University • Tablet PC committee organized which included a faculty member from each department across campus • Fall 2007 – Summer 2008 • Numerous workshops offered • Instructional materials developed • May 2008 Faculty Symposium • Blackboard organization created

16. Tablet PC Grants Lawrence Technological University • Encourage faculty members to enhance teaching methodology in classroom and student learning • Incentive for faculty members to adapt current courses or create new courses to enhance learning environment using the Tablet PC

17. Tablet PC Grants Lawrence Technological University • Could involve interactive teaching and learning uses with face-to-face, hybrid, or online courses • Samples included ability to write, sketch, draw, annotate with stylus, and collaborate in real time

18. Tablet PC Survey Lawrence Technological University • Deployed beginning of 2008 • 34 responded to survey (majority were students) • Benefits • Collaboration and classroom integration opportunities • Eliminating paper waste • Use for engineering diagrams

19. Tablet PC Survey Lawrence Technological University • Concerns • small screen size • Needs better graphic card • No build-in CD/DVD • Approximately 50% felt Tablet PC might aid • In writing or sketching equations • Employing interactivity • Sharing note electronically • Taking advantage of Tablet PC applications

20. Tablet PC Applications • Windows Journal • Created by Microsoft • Allows user to create and organize handwritten notes and drawings • WriteOn • Grant from Microsoft Research • Developed to allow user to effectively draw on top of any application shown on Table PC screen • Acts like virtual transparency • Improves interactivity utilizing such software as Maple, MathCAD, etc.

21. Tablet PC Applications • Classroom Presenter • Interactive system that supports sharing of digital inking on slides between faculty members and students • Faculty members can gather students’ annotations or sketches and choose to display them to class • Allows collaboration and active learning in classroom

22. Tablet PC Applications • OneNote • Electronic version of a three-ring binder • Students can take notes • Record a lecture • Synchronize their written annotations with recording • Search their handwritten notes and replay portions of lecture

23. Strategies • When creating interactive assignments/activities it is good idea involve mixture of individual and group assignments/activities • Interactivity increases students’ interest, improves cognitive processes, and develops group learning skills (Morgan & Kinross, 2002)

24. Strategies • Students who work in collaborative groups appear more satisfied with their classes (Davis, 1993) • Faculty members can transform teaching styles through features of Tablet PC • Inking to create and markup diagrams, graphs, sketches, math equations • Work out problems on the fly • Markup and annotate websites • Provide written feedback to students via inking

25. Assignments • When designing assignments it is important to: • make content appropriate • Give students’ ownership • Make it interactive • Enhance students’ self confidence by providing positive feedback • Make it fun

26. Assignments • Online course in our Master of Educational Technology program • Utilized asynchronous tool (Blackboard) and synchronous tool (Wimba) • Utilizes independent and collaborative strategies • Graduate students were not issued Tablet PCs

27. Evaluating e-Learning Products • Select e-learning product such as podcasting, YouTube, streaming video, Web 2.0, etc. • Describe and evaluate product such as instructional design, interactivity, and navigation • Identify strengths and weaknesses of product • Tablet PC utilized for written feedback to students with digital inking in Word

28. Design and Develop an Online Class Unit • Students create course unit in Blackboard • Faculty member utilized Tablet PC • Discuss course unit with students virtually using Wimba’s white board to draw concepts/diagrams utilizing inking • Windows Journal utilized to take notes concerning assignment • Once student designed and developed course unit, faculty member provided feedback on Word and Powerpoint files by inking

29. Evaluating Online Courses • Explore courses such as MIT, Itune University, etc. • Evaluate contact between students and faculty members • Communicated high expectations for students • Faculty member utilized Tablet PC by providing feedback on Powerpoint presentation and utilized WriteOn to annotate websites

30. Synchronous Group Instructional Research • Students’ role changed to faculty member presenting Powerpoint to class • Emphasized student-to-student interaction through group tasks and cooperative activities which increased as they moved from teaching to a learning paradigm (Bower, 2001) • Faculty member provide constructive feedback by inking on students’ Powerpoint presentation

31. Discussion Boards • Lack of face-to-face interaction can be substituted by online discussion (Yang & Cornelious, 2005) • Students expected to participate minimum of two days/week based on rubric • Forums based on numerous research articles • Faculty member utilized WriteOn to add inking responses

32. Conclusion • Tablet PC can change the way students and faculty members interact • Tablet PC can support active learning • Tablet PC can add value to interaction in different learning modalities • Tablet PC’s ability to write directly on screen opens up many new possibilities to the pedagogy of teaching

33. Thank you!Questions?

34. References • B. L. Bower, B. L. (2001). “Distance Education: Facing the Faculty Challenge”. Online Journal of Distance Learning Administration, Vol. 4, No. 5. http://www.westga.edu/~distance/ojdla/summer42/bower42.html • Butler, K. (2003). How to Keep Online Students Motivated. Australian Flexible Learning Community. Retrieved from http://community.flexiblelearning.net.au/TeachingTrainingLearners/content/article_3340.htm • Carlson, S. (2004). The Next-Generation Classroom. The Chronicle of Higher Education. 50(25), A26.

35. References • Davis, B.G. (1993). Tools for Teaching. Jossey-Bass Publishers, San Francisco. • Hutchins, H. (2003). Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Courses. Online Journal of Distance Learning Administration, 6(3). • Lage, M. J., Platt, G. J., and Treglia, M. “Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment”, Journal of Economic Education, Vol. 31, No. 1, 2000, pp. 30-43.

36. References • Morgan, C. K., and Kinross, C. (2002). “Facilitating Online Interactivity Among Remotely Located Land Management Students”. Electronic Journal of Instructional Science and Technology. http://www.usq.edu.au/electpub/ejist/docs/Vol5_No2/morganrevised.html • Oblinger, D. G. and Hawkins, B. L. (2006). “The Myth about Online Course Development” Educause Review, Vol. 41, No. 1, pp. 14-15.

37. References • Waterhouse, S. (2005). The Power of eLearning. Pearson Education, Inc. • Yang, Y., and Cornelious, L. F. (2005). “Preparing Instructors for Quality Online Instruction. Online”, Journal of Distance Learning Administration, Vol. VIII, No. I.