Best Practices in Pedagogy

1. Best Practicesin Pedagogy

2. Alternate Title:Some Interesting Practicesin Pedagogy

3. Presenters • Dennis JamesMadison Area Technical College • Cynthia A. Larson-DaughertySpectrum Pacific Learning Company and National University • Leo P. SchouestUniversity of California Riverside • William R. VilbergUniversity of Miami

4. Dennis JamesInstructional TechnologistMadison Area Technical Collegedjames@matcmadison.edu

5. pedagogically sound way to develop the curriculum • Standard 4: Course Preparation/Organization - Curriculum components meet WIDS criteria and are appropriate in rigor for the degree or certificate awarded. Materials are coherent, complete, and easily accessible to students. • Curriculum components are complete and documented: Competencies, performance standards, learning objectives, learning plans, performance assessment tasks, scoring guides, grading plan, and syllabus. • Learning units, learning plans, instructional materials, and resources are logically organized and easy to navigate. (Students will be able to quickly and easily find what they need.) • Curriculum addresses same competencies as on-campus courses offered under the state course number.

6. Curriculum Development • Curriculum addresses same competencies as on-campus courses offered under the state course number. • Titles of learning plans, folders, instructional materials, and teacher resources are consistent throughout the curriculum. • Course content grammar, spelling, usage, sentence/paragraph structure, and organization are at college level.

7. Curriculum Development • Relationships among course competencies, learning objectives, learning activities, and performance assessment tasks are evident. • Learning activities foster instructor-student, content-student, and where appropriate, student-student interaction.

8. Curriculum Development • Standard 5: Course Introduction and Communication - Opportunities for appropriate interaction exist and standards for communication and response time are described. • Course includes self-introduction by the instructor (Discussion, instructor profile, and/or announcements/e-mails). • Course includes self-introduction by each student (Discussion, e-mail, and/or student profiles.)

9. Curriculum Development • Course includes self-introduction by the instructor (Discussion, instructor profile, and/or announcements/e-mails). • Course includes self-introduction by each student (Discussion, e-mail, and/or student profiles.) • Course includes information about the order in which learning plans must be completed. • Course provides standards for instructor response and availability (turnaround time for e-mail, grades posted, feedback on work, etc).

10. Curriculum Development • Course includes requirements for course interaction, including individual, small group, and whole class interaction. • Course includes clear description of expectations/guidelines for instructor/student contact. • Navigation information (where to find specific types of course materials or what the learner can expect to find under each navigation button) is provided.

11. Curriculum Development • Explanation of time (when week starts and ends, timeframe for postings to discussions, timeframe for completing learning plans, and timeframe of course) is included. • Expectations for interacting such as suggestions/instructions for handling e-mail, attachments, document exchanges, virus and e-mail filters is included.

12. Cynthia A. Larson-DaughertyPresident, Spectrum Pacific Learning Companyand Adjunct Professor,National Universityclarson@spectrumlearning.com

13. Your Online Learning Audience • Adults versus Children • Children – limited experience, quasi-blank slate (Pedagogy) • Adults – have varied experience, opinions, ways they like to learn and process information • Malcolm Knowles (1984) labeled as Andragogy – purporting that we should not try to teach adults the same way we teach children – • Online gives us this opportunity – to do an even better job of facilitating learning

14. Your Online Learning Audience • How do we learn? • An activity to get us thinking • When in a learning environment – what do you like to do first (if you have the choice) • Do you like to listen to someone talk about a topic (lecture format)? • Do you like to read about a topic (visual format)? • Do you like to roll up your sleeves and start “trying” it before having someone tell you about it or read the manual (hands-on or kinesthetic)?

15. Your Online Learning Audience • The research suggests: • Approximately • 10% of us learn by listening • 20% of us learn by visual, seeing • 70% of us learn by hands-on • The reality is, many of us are multimodal in our learning style. Primary Preference

16. Your Online Learning Audience The invent of online learning has truly given us the opportunity to shift away from the traditional “lecture” style delivery of information. For centuries our classrooms have had a teacher at the front of the room primarily providing information one-way (to the student). Online learning initially moved us from lecture to visual delivery (heavy text-based information). As we have evaluated and improved this mode of learning delivery, many are starting to seize the opportunity to reach the three primary learning styles (audio, visual and kinesthetic) online. OPPORTUNITY FOR IMPROVEMENT

17. Leo P. SchouestManager, Academic ComputingUniversity of California Riversideleo.schouest@urc.edu

18. Cognitive Implications ofLMS (Bb) Interfaces

19. Visual precognition • Instantaneity • Redundancy • Emotive effects (affective reaction) • Halo effect (confirmation bias) • Expectation • Positional reinforcement • Cognitive scaffolding

20. Cognitive continuity • Positive agency processes • Personality projection • Transactive memory • Learning moments

21. Announcementsas an example

22. Announcements 2

23. Announcements 3

24. Announcements 4

25. In Western cultures • Green – ecology, suggests ‘to go ahead’ • Blues and Aquas – water and coolness • Yellow/Orange – warmth • Black – sophistication/formality

26. William R. VilbergAssoc. Dir. of Instructional AdvancementUniversity of Miamibill.vilberg@miami.edu

27. Just-in-Time Teaching Teaching focus, not Blackboard focus

28. JiTT Components • Homework • Warmup(feedback to instructor) • Classroom Activities (feedback to students) • Puzzle (feedback to instructor)

29. Sample WarmUp • A piece of wood at 80° C. can be picked up comfortably, but a piece of aluminum at the same temperature will give a painful burn. Why is this?

30. Sample Puzzle • A rectangular block of wood floats submerged, 70% in water 30% in oil, as shown in the picture.What happens if you add some more oil? What happens if you add some more water? What happens if you siphon off the oil? Does the block move up or down? Do the percentages change? Which way? • GIVE YOUR REASONING.

31. More Information • Just-in-Time Teaching: Blending Active Learning with Web TechnologyISBN: 0130850349 • www.jitt.org • Google jitt and your discipline • NSF Chautauqua (natural sciences, social sciences, engineering, and mathematics)http://www.chautauqua.pitt.edu/

32. Where is Blackboard in this? • FACILITATOR • Automated collection of warmups • Instantaneous display of warmup answers • Simple feedback system to students

33. Who is there? • "As you enter a classroom ask yourself this question: If there were no students in the room, could I do what I am planning to do? If your answer to the question is yes, don't do it.”Gen. Ruben Cubero, Dean of The Faculty, United States Air Force Academy

34. What do they know? • "If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly"D.P. Ausubel, in Educational Psychology: A Cognitive View

35. Open Discussion

36. Dennis Jamesdjames@matcmadison.edu Cynthia A. Larson-Daughertyclarson@spectrumpacific.com Leo P. Schouestleo.schouest@ucr.edu William R. Vilbergbill.vilberg@miami.edu