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LMS Best Practices for Enhancing Active & Interactive Learning

LMS Best Practices for Enhancing Active & Interactive Learning. Kathy Fernandes & Laura Sederberg November 7, 2008. Session Objectives. Upon completion you will become familiar with: Knowing who today’s students really are and what they expect from their learning

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LMS Best Practices for Enhancing Active & Interactive Learning

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  1. LMS Best Practices for Enhancing Active & Interactive Learning Kathy Fernandes & Laura Sederberg November 7, 2008

  2. Session Objectives Upon completion you will become familiar with: • Knowing who today’s students really are and what they expect from their learning • New ways to use the online environment (LMS) to manage a face-to-face class • The Rubric for Online Instruction and how to evaluate an online course for quality • The Event-Oriented Design model which systematically helps you re-design your course CSU Institute for Teaching and Learning

  3. Today’s Students • A Vision of Students Todayhttp://www.youtube.com/watch?v=dGCJ46vyR9o • Kansas State University - Michael Weschhttp://www.youtube.com/watch?v=_A-ZVCjfWf8&NR=1 • Do we listen to what they have to say about how they learn? • Can we teach differently than the way we learned? CSU Institute for Teaching and Learning

  4. Digital Natives, not Immigrants • “Today’s students are no longer the people our educational system was designed to teach.” – Marc Prensky, author of Digital Natives, Digital Immigrants • We must engage them • Ask • Collaborate • Generate/Create CSU Institute for Teaching and Learning

  5. The Gap • We weren’t taught the way today’s students want to learn. We didn’t have an LMS or the web when we were getting our degrees. • We have our own experience & thought about good teaching. • We may not have developed, yet, our own experience or thought about good ONLINE teaching and learning. • What are good online practices or LMS Best Practices? CSU Institute for Teaching and Learning

  6. Complexity Difficulty Bloom’s Taxonomy CSU Institute for Teaching and Learning

  7. Seven Principles of Good Practice in Undergraduate Education • Good practice encourages contact between students and faculty • Good practice encourages cooperation among students • Good practice encourages active learning • Good practice gives prompt feedback • Good practice emphasizes time on task • Good practice communicates high expectations • Good practice respects diverse talents and ways of learning - Chickering & Gamson 1987 CSU Institute for Teaching and Learning

  8. Engagement & Interactivity • How do you do engage and interact in a traditional class? • How would/could you do that online? • How do you use your LMS in your courses? Admin? Activities? Feedback? CSU Institute for Teaching and Learning

  9. Group Activity #1 • How do you use “in-class” time? • Percentage of time in class management? Activities? Lectures? Assessments? Other? • How do you use the “online” environment? CSU Institute for Teaching and Learning

  10. Good Teaching Practices Online • Take your good teaching practices (from face-to-face class) and put them online. • LMS • Manage your course – setting expectations, aligning objectives, establishing timelines • Set up activities – individual or group • Deliver content • Create communication opportunities (content, instructor, students) • Provide online resources • Evaluate student performance CSU Institute for Teaching and Learning

  11. LMS Example Students say the number one benefit of an LMS is seeing grades quickly. CSU Institute for Teaching and Learning

  12. LMS Example Students are in control of their pace of learning with video- lectures CSU Institute for Teaching and Learning

  13. LMS Example Peer evaluation of student work using rubrics in LMS CSU Institute for Teaching and Learning

  14. LMS Example Student journal activity is individual, reflective, between student and instructor CSU Institute for Teaching and Learning

  15. LMS Example LMS assignment with audio directions, activity steps 1-4, and an example to demonstrate expectations. CSU Institute for Teaching and Learning

  16. LMS Example Learning objectives align to LMS activities and assess-ments CSU Institute for Teaching and Learning

  17. LMS Example Web Links correspond to chapter organization of LMS. CSU Institute for Teaching and Learning

  18. LMS Example Wimba Voice Presenter describes Website inside LMS. CSU Institute for Teaching and Learning

  19. LMS Example CSU Institute for Teaching and Learning

  20. CSU Institute for Teaching and Learning

  21. Event Oriented Design Model Thomas Welsh (1998) • Conduct learner analysis. Identify your participants for web-savviness. • Specify instructional goal and performance objectives of the course. • Conduct technology assessment. Identify technologies available to all students who may take the distributed course. CSU Institute for Teaching and Learning

  22. Event Oriented Design Model Thomas Welsh (1998) • Sequence and chunk performance objectives into a series of instructional modules. • Divide modules into a series of instructional events. Specify event type; synchronous, limited synchronous, or asynchronous.Specify appropriate technology(ies). • Develop content for each event. • Engage in formative evaluation and pilot testing. CSU Institute for Teaching and Learning

  23. Student Feedback? • Are you asking your students about how you’re using the LMS? • About how effective it is for them? CSU Institute for Teaching and Learning

  24. Instructional Events: 3 types Events are individual interactions that occur during the course, such as lectures, discussions, assignments, etc. • Synchronous - involves all students and the instructor in real time. • Limited Synchronous - involves two or more members of the class in real time. • Asynchronous - involves one individual at a given point in time. CSU Institute for Teaching and Learning

  25. Limited Synchronous Limited Synchronous Synchronous Synchronous Asynchronous Asynchronous Framework for conceptualizing distributed courses Pacing Self Group Interaction Interaction MediationHuman Technology CSU Institute for Teaching and Learning

  26. Individual Activity #2 • Take a few typical course activities • Apply it to this model • How many boxes are used in how you teach? CSU Institute for Teaching and Learning

  27. Group Activity #3 • How do YOU evaluate online instruction? • What is important to measure? CSU Institute for Teaching and Learning

  28. How do we recognize GOOD QUALITY Online Instruction? • Chico State faculty asked this question • Resulting in a committee discussion and a new path • Exemplary Online Instruction (EOI) is the program used at CSU Chico to recognize faculty for applying the Rubric for Online Instruction to their courses CSU Institute for Teaching and Learning

  29. Rubric for Online Instruction • Learner Support and Resources • Online Organization and Design • Instructional Design and Delivery • Assessment and Evaluation of Student Learning • Innovative Teaching with Technology • Faculty Use of Student Feedback CSU Institute for Teaching and Learning

  30. CSU Institute for Teaching and Learning

  31. Exemplary Online Instruction • EOI program brings faculty recognition, establishes good models, creates mentors, gives playful posters. • See Center for Excellence in Learning and Teaching (CELT) websitehttp://www.csuchico.edu/celt/roi/. CSU Institute for Teaching and Learning

  32. Course home page before ROI

  33. Course home page after ROI

  34. After the ROI, LMS allows instructors to use only those tools needed in the course. Before the ROI, LMS allows many tools to be added to course. See how many are (H) hidden (not in use).

  35. EOI Examples CSU Institute for Teaching and Learning

  36. HomePageis organized in a simple clear format CSU Institute for Teaching and Learning

  37. EOI Examples CSU Institute for Teaching and Learning

  38. DiscussionsCreatecommunity for students in a safe online environment for anytime, anywhere participation CSU Institute for Teaching and Learning

  39. EOI Examples CSU Institute for Teaching and Learning

  40. Rich mediaengages students into content and allows repeated viewing CSU Institute for Teaching and Learning

  41. EOI Examples CSU Institute for Teaching and Learning

  42. Active LearningScavenger Hunt assignment engages students in critical thinking and gives students choices CSU Institute for Teaching and Learning

  43. EOI Examples CSU Institute for Teaching and Learning

  44. Online QuizzesGive multiple assessments for low stakes and repeated practices tests and surveys to assess student satisfaction CSU Institute for Teaching and Learning

  45. EOI Examples CSU Institute for Teaching and Learning

  46. Set Clear ExpectationsModule 1 introduces students to course CSU Institute for Teaching and Learning

  47. EOI Examples CSU Institute for Teaching and Learning

  48. Align Goalsand objectives to student activities and assignments CSU Institute for Teaching and Learning

  49. LMS Benefits • Learning becomes student-centered • Curricula is reusable, replicable, and shareable • Reliable, verifiable assessments and assignments • Learning opportunities are redundant and deep • Flexible schedule and location for participants • Multiple ways to communicate • Opportunity for intimate learning with large sections • Building community virtually CSU Institute for Teaching and Learning

  50. Group Activity #4 • Now, how will you use your LMS? • What new practices might you try to increase student engagement? • Will you survey student satisfaction? CSU Institute for Teaching and Learning

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