Multiple Perspectives on Online Learning

1. Multiple Perspectives on Online Learning

2. Papers and Presenters • Participation Across Time in Online Learning • Brian Carolan • Seminars on Science • Rob Steiner • Patterns of Quality in Online Courses • Barbara Reinhalter • Beyond Courses • Gary Natriello

3. Participation Across Time

4. Participation Across Time • Centrality of participation in the learning process • Assessing performance using frequency of participation • Potential for different participation patterns in online learning environments

5. Research Questions • What does the pattern of participation look like in an online classroom? • How does this pattern change?

6. Research Design • Case characteristics • Measuring participation • Coding • Time points • Partitioning through CONCOR • Blockmodels

7. Results • Four distinct groups emerged: primary group, low-status clique, sycophants & isolated snobs. Relations among four groups modeled at each of the seven time points. • Centralized pattern with a loosely configured periphery appears early in the semester. • Relations among positions does remain relatively stable across time.

8. Analysis • Expectations: Participation strangely mimicked what might be expected in any college class. • Externalities: Situations that challenge a setting’s stability

9. Seminars on Science

10. Robert V. Steiner, Ph.D. Project Director Sloan-C Conference November 16, 2003

16. What is Seminars on Science? • Online Professional Development for Educators • cutting-edge courses in the life, earth and physical sciences • Focus on museum scientist’ research, fieldwork, exhibitions, collections • Aligned with national science education standards • 6-week, anytime, anywhere courses meet the hectic schedules of teachers • Developed and taught by teams of scientists and educators Rigorous, current science content • Educators as Adult Learners (not a methods course) Teachers as Scientists - “engage in science inquiry to teach inquiry” • Graduate credits available

17. Sharks and Rays: Myth and Reality Dinosaurs Among Us: The Link to Birds Frontiers in Physical Science How to Think about Life in the Universe The Study of Spiders Genetics, Genomics, Genethics Diversity of Fishes Earth:Inside and Out

20. The Courses: Guiding Philosophy • Authentic, inquiry-based experiences • Online offerings will be of equal or greater rigor to their face-to-face counterparts • Learners and instructors will be strongly supported • It’s about education, not technology

21. Past, Present and Future • Funded by The Atlantic Philanthropies • Started in 1998, year of planning and design • 8 courses, ~35 offerings, ~800 enrollments • Developed / taught by teams of scientists,teacher educators and developers PAST FOCUS:course development and evaluation CURRENT FOCUS: partnerships and dissemination FUTURE FOCUS:scale and sustainability

22. Instructional Support Learning Resources Museum Scientist Researcher, content expert Course Guide Educator with online experience Pedagogical content knowledge Essays Videos Interactives Online forum Projects Into the field, into the classroom Articles / textbooks / images Other learners Assessment Learners

23. Feedback from Learners 84% of participants gained valuable scientific knowledge 83% increased their understanding of how different kinds of scientists do their work 80% preferred Seminars on Science to other local professional development programs 83% acquired valuable new teaching resources

24. “I especially liked the cutting-edge quality of the research — the kinds of questions, the kinds of tools available to the scientists and the way in which scientists use available information to make inferences.” — a K-6 gifted education teacher in Kansas

25. Recognition 2003CODIE Awards, SIIA — Best Post-Secondary Instructional Solution — Best Lifelong Learning Solution 2002 Media & Methods Awards Portfolio Finalist, Learning Magazine's Teacher's Choice Awards— Dinosaurs Among Us: The Link to Birds 2001 Finalist, AEP, Distinguished Achievement Award, Prof. Dev. Distinguished Achievement Award, AEP— Diversity of Fishes Featured Initiative, National Education Summit

26. For more information, visit: learn.amnh.org or contact: Dr. Robert V. Steiner Project Director, Seminars on Science rsteiner@amnh.org

27. Patterns of Quality in Online Courses

28. Patterns of Quality in Online Courses • Online Course Evaluation Project • Multiple Providers • University • Corporate

29. Types of Courses • University Style Courses • Non-University Style Instructor Mediated Courses • Non-University Style Non-Mediated Courses • E-Learning Materials

30. Evaluation Dimensions • Provider Quality • Design Quality • Instructor/Author Quality • Student Support Quality • Student Characteristics Quality

31. Sample • Inclusion Rules • Providers • Types of Courses

32. Major Trends • Quality Dimensions • Provider/Sector Differences • Course Type Differences

33. Beyond Courses

34. Course Functions • Segmenting curriculum • Focusing students • Structuring time • Rationing physical space • Managing assessment • Accounting

35. Course Weaknesses • Limits self-direction • Limits flexibility of format – time and schedule • Limits curriculum • Forces one-size fits all approach • Burden of interaction online • Just-in-case model

36. Alternate Models • Knowledge Creation Model • Knowledge Application Model • Knowledge Transmission Model

37. Examples • Research collaboratories • Expert communities • Digital libraries