The Effective Online Classroom:

The Effective Online Classroom:

IDEAS from Those in the Teaching Trenches

Faculty Development Session #11Tuesday, September 25, 2012 10 am CT

New Bb, New Look…

Your Key to a Successful Course A well-organized course and a clean course with your

expert content and instruction is the FIRST step to retaining our students!

Maintain a master course in your development shells and use it to course copy. CCC - Clean Course Copies

Ask for assistance from your Instructional Designer. Use Blackboard-to-Go! Next, go one step further by

including an element in your course to engage and connect with your students.

Use the Quality Matters Rubric for a self check of design.

http://www.troy.edu/etroy/etroyfacultyresources.htm#

General Standard #1 from the Quality Matters Rubric: “The overall design of the course is made clear to the student at the beginning of the course.”

Start Here!

Faculty Resources tab in Blackboard

Faculty Development/Bb-To-Go! document

Ideas from Those Teaching

in the Trenches…

Blackboard-To-Go …take this one step beyond and add in innovative “extras” to your

next course! Consider new approaches to Class Discussions, Assignments,

Assessments…CONNECTION and ENGAGEMENT with your students!

Ideas from Those in the Teaching Trenches…

Dr. Carroll – using videosDr. Valkyrie – group discussions / rubricsDr. McDaniel – online student presentationsDr. Toner – transitioning from in-class to online -

connection

IDEAS from Those in the Teaching Trenches

iTunes U Videos

Purpose: Deliver engaging video content to students

iTunes U: Benefits:• Built directly into Blackboard• iTunes hosts the videos (BB struggles with this)• Students can consume content however they like (e.g., computer, iPhone, iPad, etc.)Drawbacks:• Students have to have access to iTunes

Lessons learned:• Keep it simple (less is more)• You must also have screencasting software (I use Camtasia)• Students do not need (or want) to see you delivering a lecture• Be organized• Plan on updating every few years• Not just for lectures – tutorial videos

How To:• Must have iTunes installed on computer• Must activate iTunes U for your course• Record videos, edit, and then upload through Blackboard• Tell students about it; have them subscribe

You can do it!

IDEAS from Those in the Teaching Trenches - Rubrics

Class Group Discussions / Rubrics

Criteria Assessment• Clear assessment criteria presented before task

begins*• Clear accurate feedback that focuses on

processes over which student has control• Contingent, accurate feedback increases sense

of control and improve attribution accuracy (Jones & Berglas, 1978; Kimble & Hirt, 2005; Thompson, 2004; Thompson & Richards, 2001)

Normative Assessment• Avoid – norming performance based on the “top

achievers” in class – don’t post class averages (Thompson, 2004; Thompson & Richards, 2001)

Avoid assumptions• Do not assume that a student “knows” how to

prepare the best answer• Illusive ill-defined criteria and expectations

require students to become mind readers – increasing chances of plagiarism and/or self-handicapping for the more at-risk

Higher Expectations

20-25 Points◦ Discussion posting is responsive to

and exceeds the requirements of the discussion instructions: Responds to the question being

asked or the prompt provided Goes beyond what is required in

some meaningful way (e.g. contribute a new dimension, unearth something unanticipated, etc.)

Are substantive, reflective, and evidenced based

Demonstrates that the student has read, viewed, and considered the learning resources and/or a sampling of colleagues’ postings

Well written and free of spelling and grammar errors

20-25 Points Discussion postings and responses are responsive to and

exceed the requirements of the basic points Discussion instructions. They:◦ Respond to the entire question (all

components/aspects) being asked or the prompt provided (approximate word count will be 400 words);

◦ Provided additional information (referred to the original essays, provide empirical research information with proper citations – minimum of three empirical articles – if you are not sure what this means – you must contribute comments from three peer-reviewed articles from professional journals;

◦ Go beyond what is required in some meaningful way (e.g. contributes a new dimension, unearth something unanticipated, etc..);

◦ Are substantive, reflective, evidence based; supported by In-post citations and references are in APA format;

◦ Demonstrate that the student has read, viewed, and considered the learning resources and a sampling of colleagues' postings;

◦ Have carried on the discussion with at least one colleague over several days

IDEAS from Those in the Teaching Trenches - Rubrics

Help avoid the perceived “limitations of holistic grading”◦ Avoid biases – race, ethnicity, gender

Avoid difficulty in maintaining “cognitive constancy” and grading fatigue

A potentially clearer base for grading

Focus our learning goals and help us in instruction development.

May help us develop a “learner-centered” environment (Cullen & Harris, 2009)

Help avoid the perceived “limitations of holistic grading” (Sadler, 2009, p. 174)

◦ Avoid biases – race, ethnicity, gender◦ Avoid difficulty in maintaining “cognitive constancy” (p. 174) and grading fatigue◦ Avoid halo effect – influence based on personality characteristics◦ Avoid making students work toward the teacher’s preferences or tastes◦ Avoid lack of student’s lack of control to belong in the normative group

IDEAS from Those in the Teaching Trenches – Small Groups

Provides opportunity for “inter-teaching” and “scaffolding” to develop.

Creates a potentially safer and more intimate learning experience.

Yet members, when groups work well, challenge all to become more critical thinkers.

Students report a favorable outcome…

Online Student Presentations

Dr. Dayna McDaniel– LET’s TALK! Our students need to practice verbalizing their thoughts. 2 tools for this online:

Online Presentations Collaborate• Slides• 5-7 minute presentation• Respond to classmate questions• They choose from assigned times

on Discussion Board• Post PowerPoint's a day early• Same idea can be great for a

group presentation (with critical review of archive)

• Lesson: Mistakes are acceptable

Voice Board Discussions• Substitute for Discussion board• Its audio and writing• Very easy to use• Always have submit a ticket if there

is a problem• Everything in the assignments

section• Lesson: Students enjoy variety

Collaborate on Phone

STUDENT PRESENTATION ON WIMBA

Voice Board Discussion

IDEAS from Those in the Teaching Trenches

In-Class vs. Online - challenges

Dr. Barbara Toner – “I am really pleased with how well I sense a connection with the students as that was mybiggest worry going from in-class to online teaching.

Q: Am I able, on-line, to create a safe, comfortable space for students which would allow them to be introspective and open, not guarded and closed? This is Psychology I teach, and assimilation of concepts is vital; providing a safe learning environment is fundamental. Am I able to provide that through an on-line classroom?

A: From my one experience, I found that I could. In fact, one of the students started discussing his learning disability and we were able, as a cohesive unit, to respond appropriately and effectively. The other students were able to offer support and encouragement just as they would in any safe environment.

Q: Can I adapt andragogical models of learning to my adult on-line students? A: Once again, my experience was that I can and I did.

Q: What kind of support may I request from my faculty guide and my e-Troy guardian angel?

A: Fabulous support! They were there when I needed them, but they were there without being intrusive or overbearing. They were truly “guiding angels”.

Q: Is there an established on-line syllabus which I might use as a basis for creating my own?

A: Definitely! Again, our faculty peers have been wonderful sharing their experiences, their knowledge, and their syllabi.

WHY DO I HAVE TO PUT IN A TICKET?

For PROMPT service.

So we can assist YOU efficiently!

helpdesk.troy.edu

See the FACULTY RESOURCES tab for:Instructional Design ContactCourse-Specific Designer Assignments

Thank you!

__________________________

CONTACT your INSTRUCTIONAL DESIGNER: (on the Faculty Resource tab in Blackboard)

http://troy.blackboard.com/bbcswebdav/institution/Instructional%20Design/Web/InstructionalDesign.htmlor email us @

eTROYid@troy.edu

“Have us take a look at your course and make suggestions…”

__________________________

Questions?Thank you for investing in this training!

Dr. Michael Carroll, SFMmscarroll@troy.edu

Dr. Karena Valkyrie, PSYkvalkyrie@troy.edu

Dr. Dayna McDaniel, POLdmcdaniel@troy.edu

Dr. Barbara Toner, PSYbtoner@troy.edu

Gayle Nelson, ID, eTROYgnelson@troy.edu