Making the Shift: From Classroom to Online Course Design: Session 4

1. Patricia McGee, PhD and Veronica Diaz, PhD Making the Shift: From Classroom to Online Course Design: Session 4

2. Themes from Day 3

3. Introduction • Identifying benefits and limitations of interaction • Selecting type of interactivity 2a. Instructor to student interaction 2b. Student to student interaction 2c. Student to content interaction 2d. Student to resources interaction • Facilitating interaction

4. 1. Identifying benefits and limitations of interaction

5. POLL What is the value of interactivity? (select all that apply) • Engages learner • Creates community • Promotes active learning • Requires participation

6. Why is Interactivity Important? Research shows that students learn best through DOING.  Interactivity decreases students' sense of isolation while participating in a course at a distance.

10. Poll • Interaction to enhance elaboration and retention. • Interaction to support learner control/self regulation. • Interaction to increase motivation. • Interaction for negotiation of understanding. • Interaction for team building. • Interaction for discovery. • Interaction for exploration. • Interaction for clarification of understanding. • Interaction for closure. • Interaction to increase participation. • Interaction to develop communication. • Interaction to receive feedback. Wagner, E. D. (1997). Interactivity: From agents to outcomes. New Directions for Teaching and Learning, 91, 19-26. Which have you used? (check all that apply)

11. 2. Selecting type of interactivity

12. Which tools?

13. Frameworks for Interaction

14. 2a. Instructor to Student Interaction

15. Learner-Instructor Interaction Learner-instructor involves feedback and guidance to the learner from the instructor. (Moore, 1993)

16. Types Standard Types of Instructor Interaction

17. Examples Strategy Possible Application Discussions, chats, presentations, etc. Simple survey, poll, anonymous discussion IM, email, chat, VOIP, etc. Survey • Modeling or scaffolding behavior • Debrief after event: what worked and what didn’t • Summative assessment • Summative course evaluation

18. Purposeful instructor interaction

19. Where and how… From http://www.french-in-aude.com/pages/skype.htm From http://www.thethinkingstick.com/?p=604

20. 2b. Student to student Interaction

21. Learner-learner interaction involves processes that result in clarifications and knowledge construction. (Moore, 1993)

22. Collaboration vs. Cooperation

23. Examples

25. Breakout Activity! • Each breakout team will receive a challenge regarding interaction. • Brainstorm for possible solutions . • Write solutions. • Be prepared to share in one minute or less. Interaction Challenges

26. 2c. Student to content interaction

27. Student to content interaction… Supports divergent thinking, experimentation, consideration of different perspectives, complex ideas, and reflection. (Parker & Gemino, 2001; Picciano, 2002)

28. Examples

29. 2d. Student to resources interaction

30. Student to resource interaction… Provides the opportunity for students to become skilled in interface navigation, evaluation of resources, and ownership of learning.

32. CHAT What other types of interactions have you found to be valuable to students and instructors?

33. 3. Facilitating interaction

34. Interaction Framework Patricia (Harasim, 1989)

35. Keeping Interaction Going: The Learners’ Perspective Challenge • Tools difficult to use and/or internet issues • New to online communication • Don’t feel welcome • Time constraints • Pace of conversation • Information overload Jennifer Freeman, UTTC (2008)

36. Keeping Interaction Going: The Learners’ Perspective Challenge Response Provide detailed instructions; provide technical support Provide social areas; encourage the newly de-lurked; provide “greeters”, mentoring and prompt feedback At least one easy, non-threatening topic to get started; provide surveys or rating activities; periodically create low-stress opportunities for posting Management of threads; disable all but the current topic of conversation Be sure that everyone adheres to basic netiquette; quickly censure aggressive or inappropriate posts • Tools difficult to use and/or internet issues • New to online communication • Don’t feel welcome • Time constraints • Pace of conversation • Information overload Jennifer Freeman, UTTC (2008)

37. Discussion • Consider classroom interactions and how online interactions differ. • Think about individually or as a team about the most challenging aspects of online interaction. • What strategies can support the challenges? • Be prepared to share. How do we keep it going?

38. Interactional Needs of a Community Wenger, E. (2001, March 2001). Supporting communities of practice: A survey of community-oriented technologies.

39. Key Points for Interaction • Make it meaningful • Limit scope and time • Set expectations and provide examples • Give responsibility to others • Personalize • Mix it up

40. Assignment, Part 1 • Review your module completed thus far and review for types of interaction. • Are any types of interaction types missing? • Is there variety? • Is interaction meaningful and relevant? • Is it possible to include all 4 types of interaction? • Revise or add interactions as appropriate to your Module. • Post to Google Site Session 4 Assignment.

41. Assignment, Part 2 • Do one of the following: • Select one course from those provided • Use the Online Course Assignment Links posted with Session 4 Assignment for ideas. • Be prepared to share in Session 5.