Connecting Classroom & Online Experiences: Building in Accountability

1. Connecting Classroom & Online Experiences: Building in Accountability Tuesday, 9:00 – 10:30 AM Patricia McGee, PhD Veronica Diaz, PhD This work is licensed under the Creative Commons NonCommercial Sampling Plus 1.0 License. To view a copy of this license, visit http://creativecommons.org/licenses/nc-sampling+/1.0/

2. agenda • Back channel/ Wiki • The First Day • Making the Blend • Assignments • Interactivity • Accountability + Mapping, Part 2

3. The First Day

4. Course Priorities: What are yours? • Earth Science • Review Syllabus Templates in wiki • Using Course Priorities Checklist, and templates, design your first day overview Handout

5. What goes Where

6. Instructional framework • Learner-centered • BigIdeas • Process/Content driven • Pedagogical Navigation

7. Chunking the schedule

8. Example: The Class Schedule • Three days prior to their next on-campus meeting, students are given a question or problem to discuss online. • During the face-to-face class, the instructor projects the online discussion thread, then continues the discussion with a group of participants who are now better prepared and engaged. • The instructor creates a private online discussion area (a “journal”) for each student in the course; students post questions and drafts of their work, and get feedback from their instructor. • Students research and prepare aspects of team projects online, post them to the online discussions for debate and revision, then present them to the on-campus class for final discussion and assessment.

9. Examples: The Class Schedule • Distance Learning • Instructional Design/

10. Pedagogical Navigation http://www.youtube.com/user/CourseSites http://www.lamsinternational.com/

14. Explore: What’s your approach? • Go to wiki • http://tinyurl.com/blend-connect • Consider your Mapping, Part 1 • Explore framework tools • Select and discuss 1 approaches you might use • Modify or expand: What fits your course?

15. Making the blend

16. Core Considerations

17. Intervals? • Time needed to process new information • Time needed to prepare processed information • Time needed to respond (synchronous events) Recommendation: Provide time estimates for assignments and asynchronous activities.

18. Example Intervals Principle Application Read (2 hours), watch (20 min., discuss (1 hour chat) the chapter on social conflict (over 3 days) Create a Voicethread™ that illustrates your position on the causes of and solutions for social conflict (1 week) In chat, count to 10 before responding • Time is needed to process new information • Time is needed to prepare processed information • Time is needed to respond (synchronous events)

19. Blended Variation

20. Deciding What goes Where • Give them something in each mode that they want, need and/or cannot get any other way • Relate to their academic or personal interests: choices • Provide privileges/acknowledgements for meeting or exceeding expectations • Offer samples of work, peer reviews, benchmark assessments

21. Activity • Go to Blended Course Examples • What happens (or can) in the classroom? • What happens (or might) outside the classroom?

22. Assignments & Interactivity

23. Assignments

24. Assignments should … • Serve a purpose • Require accountability • Offer options, when possible • Provide opportunity for practice • Be a bridge between locations • Be a part of something bigger –or- Be a source of feedback (informal or formal)

25. How do we delivery content online and prepare students for class?

26. Example: Inside a Bb course http://jolt.merlot.org/vol3no1/larson-daugherty.htm

27. http://jolt.merlot.org/vol3no1/larson-daugherty.htm

28. http://jolt.merlot.org/vol3no1/larson-daugherty.htm

29. Activity: Introduce content online? • By introducing online, students can enter discussions anticipating interaction through: • Answers to provided questions • Hypotheses • Leading conversation • Other? Select a repository and identify a resource that could be used to introduce content • http://www.merlot.org • http://www.wisc-online.com/ • http://mcli.maricopa.edu/resources • http://archive.nmc.org/projects/lo/repositories.shtml • http://www.learning-objects.net/

30. Thoughts on Grouping: Variations

31. Activity: Making a blend • From your module, select one or two objectives • Determine • Where can assignment begin? • What will learners be given? • How will they know what to do? • What is their incentive? • What will they do where and when?

32. Interactivity

33. Interactivity

34. Interactions Framework

35. Example: Marist Interaction

36. Interaction in the blended class

37. Getting your interaction on? • How does interaction support learning (objective)? • Knowledge Acquisition? • Practice? • Rehearsal? • Assessment? • Skill development? • What is student getting out of interaction?

38. Discussion • See Strategies for Interaction Handout in wiki • Note possible application for your project • Do you have others? eHandout

39. Accountability Veronica Diaz

40. Your Redesign Toolbox • Have these handy • Using Bloom’s Taxonomy for Objective Development • Mapping Your Course: re(Designing) for Blended Delivery • Blended Course and Syllabus Samples (website from wiki) • Aligning Your Course Components for Blended Delivery

41. Mapping Your Course: Part II DO: 20 MINUTES • Redesign a module READ & DISCUSS: 5 MINUTES • The checkpoint questions

44. Questions?

45. Discuss: Checkpoint Questions, II • In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode?

46. Discuss: Checkpoint Questions, II • How are you using the online or out of class time? To • reinforce content, • practice content, • demonstrate evidence of content mastery, • apply content, • add time on task, • introduce new content, or • other? • Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to-face) to support learning?

47. Accountability and Integration Ask (handout) • What is the role of out of class time? • How can I maximize the face-to-face class time? • How can I make sure my students are prepared for face-to-face class time? • Reinforcement • Practice • Provide evidence • Application • Additional time on task • Introduce new content • Other Reminder

48. Accountability and Integration Ask (handout) • What is the role of out of class time? • How can I maximize the face-to-face class time? • How can I make sure my students are prepared for face-to-face class time? • Reinforcement • Practice • Provide evidence • Application • Additional time on task • Introduce new content • Other

49. Questions

50. Take-aways • Are your priorities & framework clear from the 1st day? • Does the blend start in class or online? • How do assignments support engagement and objectives? • How will Interaction be meaningful to the learner? • How will you ensure that students come prepared to class? Or that you know they’re not ready before class? • How can the blended delivery mode help you in supporting particular areas of difficulty in your course?