Exploring Online University Instruction

1. Exploring Online University Instruction Edward C. Robeck, Ph.D. Salisbury University, Salisbury, Maryland Universiti Kebangsaan Malaysia, Bangi

2. Batteries and Bulbs You have three objects in your set. • battery • bulb • wire Make the bulb light using just the battery and the wire.

3. Learning Activities • What makes this a good learning activity? • What would have to be added to make a whole class out of activities like this? • What would need to change if we moved that class to an online format?

4. 5 Key Elements to Consider

5. 5 Key Elements to Consider • Learning Goals • Normal course goals • Goals directly related to online format • Expectations • Clarity at outset is more important than F2F • More dimensions must be considered • e.g., Extent, Quality, Timing • Communication • Multiple options—a blessing and a curse • Learning Activities • Making use of online options—not lecture • Extent to which modeling is important • Assessment • Conventional assumptions do not apply

6. 1. Learning Goals • Normal course goals • “Students will be able to make effective use of primary sources of educational research“ Accessing Referencing Summarizing Comparing and contrasting • To what extent will this be different because the course is taught online?

7. 1. Learning Goals • Normal course goals • “Students will be able to effectively critique primary and secondary source material in educational research” Organization Substance Mechanics • To what extent will this be different because the course is taught online?

8. 2. Expectations • In what areas will you establish specific expectations for students? • Discussions, Assignments, Peer-to-peer, Leadership, Off-line work, Readings & responses • Clarity at outset is more important than with F2F • Typically addressed through rubrics • Holistic • Analytic • More dimensions must be considered • Online instruction tends toward more open-endedness, which creates ambiguity • e.g., Extent, Quality, Timing • What’s really important & necessary?

9. 3. Communication • Multiple options—a blessing and a curse • What pattern are you comfortable with? • What pattern is necessary for success? • What pattern is expected? • How will you make your expectations clear? • How will you socialize students into the pattern of communication for the course? • “Netiquette” as a special form of etiquette • Supportiveness • Frequency • Focus • Rubrics often help here even if you are not marking the interactions

10. 4. Learning Activities • Making use of online options • Why is the course online? • Logistical (timing, travel) • Audience (distance, lifestyle) • Instruction (specialization, expertise) How do the reasons for it being online affect instruction? • Extent to which modeling is important • What behaviors should students be able to do? How can those be made part of the class? • Use of resources (e.g., social book-marking site) • Style of teaching (e.g., collaborative—wikis) • Specific strategies (e.g., webquests, photo-essay) How does modeling involve online and offline approaches?

11. 5. Assessment • Conventional assumptions do not apply • Questions of identity • Who is posting? • How much individual vs. sharing of work? • How much image management is going on? • Questions of timing • Time on task? • Deadlines vs. Guidelines? • Questions of Teacher-Student interactions • “Immediacy” of response? • Individual vs. whole group facilitation? • Open-endedness of outcome—modeling vs. mimicry?

12. Nine Principles of Instruction • Modeling—instruction matches expectation • Coordination—meaning across and between • Flexibility—logistics allow different patterns • Scaffolding—part-to-whole teaching • Transformation—change the format of ideas • Accountability—structured guidance • Personalization—open-ended using own ideas • Interactivity—networking and evocation • Collaboration—share and develop skills together

13. Changing Culture of Studenting Consider this assignment • Choose one educational researcher who has published at least three peer-reviewed journal articles in your field. (Note: Avoid very prolific researchers for this assignment.) • Write a one-page profile of that person’s work based on a selection of three to five articles. • In the profile, look for themes, commonalities and contrasts in the person’s work, don’t just summarize each article separately. Consider the “5 Key Elements” discussed. 1. What issues might emerge in using this in an online class? Consider the “9 Principles of Instruction” discussed 2. How could those principles shape the presentation of the assignment?

14. Which Web? • Web 1.0 • Basic model is to get information from Internet sites and basic communication—”just in time” content; filing, asynchronous messaging, online catalogs and purchases • Web 2.0 • Expanded model that facilitates individual authoring of Internet content and interaction—”peer to peer (P2P)”; “social _____”, online marketplace, profiles, maps, tagging • Web 3.0 • Virtual worlds—avatars, caching, in-world commerce,

15. The Basic Web 1.0 ToolOnline Discussions • Why you want them to use online discussion(explore new ideas, review concepts, compare experiences …) • What you want them to base their discussion on(readings, in-class discussion, personal opinion …) • How you expect them to use it(when, how often, types of postings: original vs. response …) From:http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html 1. “Discuss the article by Fletcher about moving from research to practice.” 2. “Discuss your own experiences with the challenges that Fletcher describes in the article for this week.” 3. “As you read the article by Fletcher on moving from research to practice, think about the challenges that the author describes. Which of these challenges are most significant in your own setting? How can you overcome those challenges to moving research into practice?” “

16. The Basic Web 1.0 ToolOnline Discussions Posts tend to fit into one of three types: • (1) "cheerleading," or posting reinforcement, such as "Great job!," that added no new information; • (2) adding new information; and • (3) questioning or challenging. “This leads to the conclusion that cheerleading tends only to create more cheerleading, while questioning leads to more new information added. Basically, cheerleading doesn't move the conversation forward at all.” From: http://www.eschoolnews.com/news/top-news/?i=53734

17. The Basic Web 1.0 ToolOnline Discussions “Another way to encourage more meaningful online discussions is by choosing discussion topics that lead to what Lowes calls "exploratory talk." This kind of talk is characterized by an assertion followed a challenge and counter-challenge (or differences in answers), by new information accompanied by elaboration and explanation, by different ideas discussed before an agreement is reached, and by new information being added after a challenge.” The value of educational research is decreased by what Fletcher calls the “research to practice divide”. Some have suggested that ONLY research with direct classroom application should be pursued within schools, since doing other research can distract from teaching and learning without providing any benefit. Discuss what types of research should and should not be conducted in schools. (To be added later: How does this relate to “Action Research”.)

18. The Basic Web 1.0 ToolOnline Discussions • In this posting, please offer a rationale for why educational research is important. Why should people take the time to do research? What benefits might come from it? • Relate what you say to at least a few entries posted by other students, referring to them by name in your post and being clear how their ideas relate to yours. If you are one of the first to post on this topic, it would be best if you return to the topic later to add to what has been said by others.

19. Online Discussions

20. The Basic Web 1.0 ToolOnline Discussions • CIDR Teaching & Learning BulletinEngaging Students in Discussion Online http://depts.washington.edu/cidrweb/Bulletin/OnlineDiscussion.html • If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions http://www.westga.edu/~distance/ojdla/spring51/edelstein51.html • Online insight: Challenges beat cheerleading Educators consider how to foster meaningful interaction among students in online courses http://www.eschoolnews.com/news/top-news/?i=53734 • FSU Best Practices for Online Delivery of Instruction http://wiki.ferris.edu/fckb/index.php/FSU_Best_Practices_for_Online_Delivery_of_Instruction

21. Web 2.0 Tools There are many free tools available. Three very important* ones are…(*I think so, anyway) • Wikis – www.wikispaces.com http://robeckukm.wikispaces.com • Social Bookmarking – www.delicious.com http://del.icio.us/ecrobeck • Online Surveys – www.surveymonkey.com • More… • Go to http://zaidlearn.blogspot.com/ • Click on “Learning Tools” under Zaid Alsagoff’s photo

22. Consider Alternative Formats Add Ons—Instructor posts a “stem file”, which students add to: • Explanations • PowerPoint • Concept maps Note: the amount each students are to add should be indicated. The student additions may be collective, sequential or independent

23. Concept Map Download this file. Add one concept to the map. Be sure to include a verb/phrase on the arrow connecting your concept to those already on the map. In addition, you can add relationships (arrows) between concepts. Educational Research Can be Can be Qualitative Quantitative Can make us of Methods may Include those that are Can make use of Surveys Ethnographic

24. Consider Alternative Formats Photo Files – Send students to an online photo library where they can download photos. Have them choose a photo that illustrates a concept. The concept may be one of several, or it may be that all students are to find an illustration for the same concept.

25. Earth Systems This photo illustrates “Earth systems” by showing…

26. Consider Alternative Formats Scrambled Notes Grid—Students are given a grid of information, some of which has been rearranged. The students are to unscramble the information on the grid. At least two columns must be in the correct positions to guide the unscrambling. It is helpful if at least one row is also intact. This works well for complex material where several attributes are considered with respect to several similar topics.

27. Getting Started • Try something • Try something • Try something • Start with a “blended” format • Set goals—e.g., one new tool a term • Make full use of the LMS available • Make use of formative assessment and student input • Get advice—make use of all your support, admit ignorance

28. Terima Kasih

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