Friday, September 16, 2011

1. Best Practice for Online Instruction: A Presentation and Workshop by Shoreline's Faculty Learning Communities Friday, September 16, 2011

2. 2010-11: Two FLCs • Blackboard 9 Best Practices on Web and Mobile Platforms, Betsey Barnett, Ruth Duffy, and Amy Kinsel, facilitators • Science eLearning Community (SeLC), Judy Penn, facilitator

3. Bb 9 best practices FLC • Built on 2009-2010 Quality Matters (QM) FLC and that group’s eLearning Best Practice Guidelines (handout) • Examined which Bb functions work on mobile devices • Talked with students about how they use mobile devices and about course design features they want and need • Identified ideal course design features for mobile devices and for web use (will focus on web applications today) • Created Best Practice classroom to provide examples of effective instructional and course design features

4. Science e-Learning FLC (SeLC) • Shared techniques for use in online courses, such as: • Dropbox, Calendar/Scheduling Apps, Tegrity, Elluminate, Prezi • Gapminder (converts data into interactive graphics) • Calibrated Peer Review (assesses writing and critical-thinking exercises) • Tools for Getting [Students] Started in online courses • Discussed pros/cons of online homework platforms • Discussed inherent issues in math/science online courses • Symbolic languages in online formats • Academic integrity and assessment • Began investigation of online lab course best practices • Produced quarterly newsletter

5. SeLC faculty feedback • …I have been dealing with many of the challenges of teaching labs fully online in the last 4 years.  The discussion [and] problem-solving we had in the FLC really helped me re-focus my labs, envision alternative/additional assessment methods and sharpen the online student tools I offer to students. --EmanuelaAgosta, Geology • The Science eLearning Community gave me a chance to learn, experience and find new tips and tools I use in my teaching. I was also exposed to the successes and challenges faced by my colleagues from the different disciplines…. Links and useful information posted on regular basis in our SeLC website are very useful. --AmarYahiaoui, Chemistry

6. Today’s presentation • What do students say they want from online courses? • Which problems with online instruction are most often cited by faculty? • How do the Best Practice Guidelines and the findings of the two FLCs suggest that faculty might address common concerns about online learning? • Which three online course improvements might faculty easily adopt?

7. What students want • The Bb 9 best practice FLC looked at results from a student survey question: “What would be helpful to you in taking online classes in the future?”

8. Have all instructors use a course template that would allow quicker learning curve for students taking more than one on-line class vs. having to spend HOURS sifting through on-line links to figure out each individual instructor's classroom.

9. I have taken six online classes now. Every set-up is different and I usually miss at least one assignment in each class, each quarter.

10. It would be great if all the assignments, quizzes, tests and finals were listed with a due date. You could even have a link to the assignment instructions from that site . . . . More consistency between teachers and how they use the various icons and aspects of Blackboard.

11. Every teacher should be required to use the same format for locating assignments and using discussion boards.

12. Everything should be in one location if it is something to be completed by the student. I wasted many hours just assuring myself that I had searched: assignments, quizzes, homework, discussion boards for the assignments due each week.

13. Wording between the syllabus and assignment pages and discussion boards did not match in every instance . . . . Due dates for discussion boards were only listed on the discussion board; due dates for assignments and quizzes were elsewhere.

14. It would be helpful to have the class structured so that all the material for each week was located in the same folder.

15. Students want online classes with • A predictable instructional design template across courses • Weekly or unit course structure to put all of a week’s/unit’s work in one folder • Consistent assignment locations with clearly listed due dates • Consistent terminology

16. Questions for audience • Does this summary match what you hear from students? • Can you add anything to this discussion about what students want from online instruction?

17. Consistency is a key student wish • Keeps focus on learning course content, not learning course management system • Provides predictable course navigation • Reduces student stress dramatically

18. How do students respond? • The following feedback came from students enrolled in three Summer 2011 courses that used Bb 9 Best Practice design principles

19. This was the most professionally done online course I’ve ever taken. I have one more quarter to go and I have taken many online classes and this was the best. I simply can not imagine a way to improve the presentation.

20. The instructor although it being an online class was always there to talk to and helped make the class seem as close as possible to a real in-person class.

21. Well organized course.  Makes our job as students a little easier when we know exactly what is expected. 

22. I felt like the online course was easy to navigate and made learning much more exciting.

23. Always being there for the students. Answered questions clearly and feedbacks were very helpful.

24. Everything was very organized and the calendar days already set up were performed each day as they were written.

25. This was the best online class I've ever taken.  I wish online classes were all this well organized.  I also believe, I learned more in this class than I did in some face-to-face classes. 

26. What’s different for lab courses? • Students are required to manipulate and/or measure materials and/or objects • Students work with materials and equipment that require instruction and safety precautions • Students are assessed on their ability to successfully carry out and interpret the results of these manipulations • Students in f2f labs usually work in teams or groups to accomplish these goals, thus communication and interpersonal skills are important in f2f labs

27. Online science labs require • Reasonably-priced lab kits • Lab tutorials (e.g. , Tegritytutorials) to explain and demo lab procedures to students • Methods for ensuring safe use and disposal of chemicals and biological materials, plus safe use of electrical equipment

28. Online science labs need to have • Same learning outcomes as f2f laboratories • Reliable methods for students to document hands-on activities (e.g., photo journals) • Under discussion: Should faculty require online lab students to work in groups as in f2f labs?

29. Online math courses require • Reliable easy-to-arrange proctored exams • Technology for faculty and students to display calculations properly • Interactive digital tools (e.g., Scriblink and Scribblar) that allow faculty and students to draw mathematical symbols and graphics as they do on a classroom blackboard

30. What’s common to online courses? Students Faculty Diverse levels of college preparation Varied technology skills and access Students who are new to college and to online learning Varied expectations about online instruction Blackboard 9 course management system Diverse pedagogical styles and learning outcomes Varied training and experience in online instruction Focus on offering high quality online instruction

31. Good instructional design helps Adopting consistent design aids student success Guidelines promote design consistency and diverse instructional outcomes

32. What some online students find • Inconsistent course design • Distracting visual clutter • Blocks of dense text • Lack of clearly-defined student expectations • Sense of disconnect from faculty and peers • Technology issues (often due to browser) • Confusion and questions

33. Design issue: colors and fonts Different colors are distracting rather than helpful Using varied colors and fonts is not ADA compliant QUESTION: What else on this page might visually distract a student?

34. Design issue: buttons Too many buttons Distracting colors and designs Duplicate buttons No logical order for menu items Text runs off end

35. Design issue: menu Some screen readers may not capture text on buttons This is a well-organized menu, but can some of the 13 items be consolidated?

36. Try shorter text-based menus • Use plain text on solid-colored background • Eliminate unused or duplicated menu items • Use clear functional names for menu items • Consider adding “Start Here” or “Get Started” content area • Reduce or consolidate menu items • Put most-used menu items in the middle • Add descriptive dividers

37. Include a copy of menu in syllabus To copy to your syllabus: • Center desired area on screen • Click “PrntScrn” or “PrtSc” button • Paste into your document and crop as needed using “Picture Tools” • Add descriptive text boxes and arrows to guide students through the menu

38. Add a Bb course map to syllabus

39. Design issue: banner Vertical rather than horizontal orientation Too large; cuts off announcements QUESTION: Is there a design issue with the buttons on this page?

40. Best practice course design Banner is horizontally-oriented, sized and cropped to fit page Menu is text on solid background, divided into logical sections Consistent sans-serif font throughout is ADA compliant

41. Menu tip: include “Start Here” content area Information for the first couple days of the quarter can go here Ask students to verify through a check-off quiz that they’ve read and understood this content

42. Get started content: Add help for first-time students Include surveys, sample assignments and quizzes that check for technology issues, links to resources for online students

43. Examples of help for first-time students Takes student to WAOL Survey Takes student to SCC eLearning Technical Requirements page. Takes student to SCC eLearning Orientation Schedule & Online Tutorial

44. Organize course content into folders • Use weekly or unit folders to organize course content • Post folders in reverse chronological order • Date folders and assignments within folders • Provide clear task-oriented labels, such as “Attach Lab 1” or “Open Quiz 5” • Use course links to connect content in other areas of your classroom to weekly or unit folders

45. Folder tip: include outcomes for weekly folders Quality Matters best practice calls for tying specific content in the course directly to learning outcomes

46. Discussion tip: include descriptions for forums Explaining to students what they will find in each discussion forum assures them that they are navigating the course correctly

47. Discussion tip: add descriptions at thread level Requiring students to interact online at least three times weekly encourages student engagement

48. Bb 9 FLC best practice classroom Username: bestpractice Password: bestpractice

49. What three things can faculty do? • Menu—shorten list, combine items, use text on solid base and functional names • Help for students—add Start Here and New Student items, create course maps • Folders—put content in weekly or unit folders, post in reverse chronological order, attach learning outcomes

50. Share what you’ve done online • To help students succeed in online courses • To help you meet your instructional goals