Asynchronous Learning & Under-Prepared Learners: Finding, Evaluating and Using Information

1. Asynchronous Learning & Under-Prepared Learners:Finding, Evaluating and Using Information Dale Fowler, Ed. D., MBA Instructional Designer Center for Instructional Design Central Michigan University fowle1dp@cmich.edu

2. Call for Papers Possible topics for presentations include: • Politics of information • Information seeking behaviors • Revisions of library space and function

3. IF as an Alignment Issue • Theory Driven vs. Good Ideas • Academic Value vs. Best Practices • Situation Analysis vs. Tyranny of Rules • Research vs. Forefather Outcomes • Design at the Course Level • Quantitative • Qualitative • Discovery Learning • Design at the Program Level

5. S = StudentI = InstructorC = ContentInteraction Types: Equivalency Theory Theory Informs Practice

6. The “X” Factor of Instruction The Missing Ingredient Source: Tutored Video Instruction

7. Academic Value http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy2/edpsy2_strategies.htm

8. The Two-Sigma Problem Can researchers and teachers devise teaching-learning conditions that will enable the majority of students under group instruction to attain levels of achievement that can at present be reached only under good tutoring condition? Educational Researcher, Vol. 13, No. 6 (Jun. – Jul., 1984), pp. 4-16 http://web.mit.edu/bosworth/MacData/afs.course/5/5.95/readings/bloom-two-sigma.pdf

9. The School of Athens Online100% Asynchronous Facilitation • Log in 7-days per week • Response before work, during lunch, after work • Drive an ongoing/JIT learning culture • Trade-off to meeting: Class is in-session every day • Seven Week vs. Week Seven WeekEND class

10. Discussion Board Pattern

11. Learning ModelQuantitative • Reading Questions (Terms & Concepts) • Exercises – End of Week • Problems – End of Course • Whole-Class Collaboration • Course-Long Fluency Development

12. Whole-Class Collaboration

13. Locked Down Forum ThreadsFeed Your Leads

14. A ResponseMoves The Ball Forward – Another First Down 6Minutes

15. Insights 5 Days

16. Informing Question

17. Capstoning

18. Pricilla & Melissa

19. Pricilla & Melissa

21. Hidden Design: Information Fluency Research/Evaluation/Use Integration: Comprehensive Problems Application: Standalone Exercises Terms & Concepts: Reading Questions

22. Unsolicited: Course Design I really enjoyed the organization of this class.  You made it easy for me to plan ahead because I knew exactly what was expected of me for each week.  Thank you. I truly think this was one of the easier courses to follow as far as what was expected and when. I would like to let you know that I liked the way the class was structured. It made planning my week and the completing the course work easier. I did better than I expected… The course was laid out well for such detailed work.

23. Unsolicited: Teaching

24. Good Ideas Not Practiced • Chats • Office Hours • Emails • Phone Calls • Feedback • Video Lectures • Tutor • Groups

25. Redesign Discussion Board - or - Invisible Reading Quizzes Submit Questions Homework System Group Cases Asynchronous Discussion Connect Emails Phone Calls Office Hours Tutoring

26. IF @ Program LevelPast Students

27. IF @ Program LevelStudent Goals & Situation

28. IF @ Program LevelSustaining UnderstandingsThrough Community of Practice

29. Dale Fowler, Ed. D., MBA Instructional Designer Center for Instructional Design Central Michigan University fowle1dp@cmich.edu

30. References • http://www.jayorlin.com/images/tutoredvideo.pdf • http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy2/edpsy2_strategies.htm • http://web.mit.edu/5.95/readings/bloom-two-sigma.pdf • http://ednews.org/articles/an-interview-with-curtis-bonk-a-look-at-wikibooks-and-wikibookians.html