Online Pedagogies

1. Case Studies in Distance Learning EnvironmentsJames A. HewlettProfessor of BiologyFinger Lakes Community College

2. Online Pedagogies • What unique challenges (from a teaching and learning perspective) do we need to overcome in order to be effective online instructors? • How might the employment of the CSM help us face those challenges?

3. What I have learned about online students • Diverse backgrounds (including more non-traditional students) • Need to feel connected to the instructor and the other students • Require prompt, frequent, and meaningful feedback • Need to “ease” into the course and the material (fear  comfort)

4. Case Based Online Courses • Address the needs of the online student • Work well with recommended online pedagogies • Are aligned with best practices in teaching • Address ALL levels of Bloom’s Taxonomy • Provide meaningful opportunities for assessment • Cases can reflect the “nature” of the subject matter

5. Case Based Online Courses • Address the needs of the online student • Work well with recommended online pedagogies • Are aligned with best practices in teaching • Address ALL levels of Bloom’s Taxonomy • Provide meaningful opportunities for assessment • Cases can reflect the “nature” of the subject matter

6. Case #1 : Simple to Complex“easing” the student into the course • A simple case with “clear direction” • Not graded • Used for students to practice file attachments • Immediate feedback

7. Case #2 : Simple to Complex“easing” the student into the course • Progress to cases that: • Continue to maintain a focus on a single concept (as with case #1) but… • Begin to introduce more “information” that must be considered in problem-solving • Begin to become less directed / more open-ended A 60 year old male with a history of chronic gastritis and tachycardia complains that he is becoming progressively more fatigued at the end of his workday. Seemingly simple tasks take enormous amounts of effort to complete…………..

8. Case Based Online Courses • Address the needs of the online student • Work well with recommended online pedagogies • Are aligned with best practices in teaching • Address ALL levels of Bloom’s Taxonomy • Provide meaningful opportunities for assessment • Cases can reflect the “nature” of the subject matter

9. How to address best practice ? GOOD PRACTICE… …Encourages Student-Faculty Contact …Encourages Cooperation Among Students …Gives Prompt Feedback …Emphasizes Time on Task …Communicates High Expectations …Respects Diverse Talents and Ways of Learning Lesson for online instruction: Allowing students to choose project topics incorporates diverse views into online courses. …Encourages Active Learning Lesson for online instruction: Students should present course projects. Chickering, A., & Gamson, Z. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39, 3-7.

10. How to address best practice ?Adressing “higher levels” of Bloom’s Taxonomy

11. The Case Study Writing Project The Final Solution : Have students write a case

12. Create the assignment …Respects Diverse Talents and Ways of Learning Lesson for online instruction: Allowing students to choose project topics incorporates diverse views into online courses. …Encourages Active Learning Lesson for online instruction: Students should present course projects. How would you construct a case study writing project for an online course that takes into consideration best practices, Bloom’s higher levels, and the needs of the online student - Require prompt, frequent, and meaningful feedback - Need to “ease” into the course and the material (fear  comfort)

13. Organization Case is constructed in pieces, with each piece receiving feedback

14. Interaction Students interact with each other as both the learner and the SME

15. Evaluation

16. Case Based Online Courses • Address the needs of the online student • Work well with recommended online pedagogies • Are aligned with best practices in teaching • Address ALL levels of Bloom’s Taxonomy • Provide meaningful opportunities for assessment • Cases can reflect the “nature” of the subject matter

17. The “nature” of the subject matter • BIO 172 primarily populated by students entering a health profession • Measurements, tests, and diagnostics: • Are not endpoints • cannot be considered in isolation

18. The “nature” of the subject matter The patient is an 8 year old male with a history of an unresolved hematoma following a sports-related injury. The patient was hit with a baseball on the right anterior thigh three weeks prior to the orthopedic visit. An initial exam made by the family physician revealed full flexion and extension of the knee and hip joint and mild tissue edema. Radiologic exam revealed no signs of any femoral fractures. Initially the area had been described by the patient as "tender." The edema has increased progressively since the injury and the patient presents to you with referred pain (foot and thigh). The patient has been icing the injury daily and pharmacological treatment has consisted of Tylenol and Advil. Physical examination is negative, except for a swollen, tender right anterior thigh with some resolving ecchymosis. HCT34.2 HGB11.3WBC6.6 PLT220APTT54 sec

19. Clotting Disorder Too Much Not Enough misconception What information would you like to collect to further your understanding of what is happening in this case? liver diet hemophilia

20. Summary • Address the needs of the online student • Work well with recommended online pedagogies • Are aligned with best practices in teaching • Address ALL levels of Bloom’s Taxonomy • Provide meaningful opportunities for assessment • Cases can reflect the “nature” of the subject matter