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Unit 3 Implementation & Evaluation

Unit 3 Implementation & Evaluation. Good Practice in Classroom. Online Student Frustrations. Didn’t give prompt feedback Didn’t give clear instructions Didn’t properly prepare student for skills and equipment needs. Implementation & Evaluation. Prompt Feedback Detailed Instruction

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Unit 3 Implementation & Evaluation

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  1. Unit 3Implementation & Evaluation Good Practice in Classroom

  2. Online Student Frustrations Didn’t give prompt feedback Didn’t give clear instructions Didn’t properly prepare student for skills and equipment needs

  3. Implementation & Evaluation Prompt Feedback Detailed Instruction Preparedness, prerequisites Conclusion

  4. Prompt Feedback Auto Responder in Outlook Threaded discussion Publicly posted announcements Synchronous communication

  5. Detailed Instructions “Distance Education Survey” Don’t assume Pilot GET FEEDBACK all the time

  6. Prerequisites Pretest for skills Invite students to ftf Does technology suit your needs Does an outside commercial chatroom that allows anyone to enter the discussion really make sense for online courses?

  7. Seven PrinciplesTechnology as Lever Frequent contact between student & faculty Reciprocity & cooperation Active (doing) learning techniques (design facilitates interactivity) Give rich and prompt feedback

  8. Seven PrinciplesTechnology as Lever Emphasizes time on task (Not time management but management of activities within a timeframe) Communicates high expectations (publish student papers online) Respect diverse talents & ways of learning (experiment)

  9. Online vs. Web-Enhanced Know difference between Web-enhanced and Web-based No significant difference

  10. Delivery Online Put syllabus online Post announcements Keep students up-to-date (absent students) Reminding students Posting assignments & grades Give lots of feedback!

  11. Instructor PacksFREE Background materials Journal articles Resource Info Writing strategies Tutorials Learning objects

  12. Classroom Functions & Online Tools p. 11.11 & 11.12

  13. Ways to Enhance with Technology Post (email)… discussion questions prior to class lecture notes upcoming discussion topics review criteria exemplary work of students links to primary & secondary resources small group info

  14. Teaching Online Adult learning Facilitation Problem-Based Learning Case Study Method Teaching with Threads

  15. Teaching the Online Class Facilitation & Adult Learner Knowles – “construction of meaning through experience Self-regulated learning (not self-directed)

  16. Teaching Online Suggestions from Experts Use lots of audio – pronunciation, vocabulary, text review PowerPoints (lectures) animate!!! Video – short, play to the audience Games

  17. Facilitation Problem-Based Learning Instructor is not source Instructors asks “Why?” Students teach themselves Facilitator Role Listen Redirect (if necessary) Question Probe

  18. Facilitation Case Study Method of Teaching About discussion About teaching how to ask good questions About looking at actual experiences About analyzing About understanding higher issues & implications About teaching foresight and reason

  19. Facilitation Never disagree! Instead refocus and redirect when necessary

  20. Best Online Courses Accommodate Written assignments Peer critiques & evaluations Group work & presentations Role-playing Quizzes Individual projects

  21. How to keep online discussion on topic Have an effective moderator Encourage students to introduce themselves Create a community of practice Make objectives and expectations clear Clearly link criteria for an acceptable response with any grading criteria Use user-friendly language and humor

  22. How to keep online discussion on topic Provide helpful directions for technical support Keep the length of message short (75-150 words, for example) Develop clear naming conventions (topic or subject lines to help you & students manage the messages-for example, include message 1, message 2, etc. In the name) Lurkers are communicated with directly via personal e-mail Lagging conversations should be re-energized Supportive e-mail is used by the moderator to supplement online discussion

  23. How to keep online discussion on topic Activities should be designed in order to foster interdependency & weaving of ideas Develop directions that will lead students to think about the topics in a way that generates & demonstrates understanding Guest discussants are invited Sub-groups debate on different course issues Include information generated through these discussions on exams Do provide an alternative space for very informal discussion (Gossip or Coffee Shop)

  24. Teaching with Threads • Pros • Anytime/Anywhere/Anyone • Freedom & reflection • Practical alternative to Email • Community building • Cons • Fear of public speaking • Thread monopoly • Informality vs. formality • Technologies inequalities

  25. Managing Threads • Stay focused • Create well designed questions p. 11.22 • Use Blooms Taxonomy p. 11.24 • Let students do the discussing • Respond selectively • Assign student leaders • Sum up the discussion • Direct students toward particular responses

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