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Engaging Learners in
the Online Classroom
Helen Bond, Ph.D.
July 9, 2020
OBJECTIVES
• Participants will be able to:
1. Use the Teaching, Learning and Assessment (TLA)
process to create active and effective learning in their
online classroom;
2. Configure settings in the learning management
system to achieve a higher level of interactivity;
3. Utilize both synchronous and asynchronous
modalities, strategies and tools to further engage
learners.
WHY USE ACTIVE LEARNING?• Reinforces important material, concepts, and skills.
• Provides more frequent and immediate feedback to students.
• Enables students the opportunity to think about, talk about, and
process course material.
• Creates personal connections to the material for students, which
increases their motivation to learn.
• Allows students to practice important skills, such as collaboration,
through pair and group work.
• Builds self-esteem through conversations with other students.
• Creates a sense of community in the classroom through increased
student-student and instructor-student interaction.
THE TEACHING LEARNING ASSESSMENT (TLA) PROCESS
What should my students know or be able to do or appreciate at the end of my lesson?
Step 1 Teach
What will I do and what will my students do so that they will learn the material I want them to learn?
Step 2 Learn
How will I know that my students have learned what I wanted them to learn?
Step 3 Assess
UNIVERSAL DESIGN FOR LEARNING (UDL)
Engagement
For purposeful, motivated
learners, stimulate
interest and motivation
for learning.
Representation
For resourceful,
knowledgeable learners,
present information
and content in
different ways.
Action & Expression
For strategic, goal-
directed learners,
differentiate the ways
that students can
express what they
know.
D I S C U S S I O N B O A R D / F O R U M S
T H E W O R K H O R S E O F O N L I N E L E A R N I N G
WHAT IS AN ONLINE (THREADED) DISCUSSION?
• Generally takes place in the Discussion Forum area of Blackboard in
an asynchronous format. This is different from synchronous (live and in
real time) discussions that can take place via Collaborate or Zoom.
• Instructors might post a reading, an audio file, a video, or questions
that they ask students to respond to.
• Students can also be asked to respond to other students known as a
threaded discussion.
• Organizing conversations online gives faculty the opportunity to have
these same conversations across different campuses, countries,
settings, and contexts thereby scaling up their impact.
DISCUSSION BOARD STRATEGIESDiscussion Board Instrument How to
Discussion Board
Introductions!
The Discussion Board is an important tool for
interpersonal interaction and can replicate the
discussions that take place in the traditional classroom.
*Welcome new participants and encourage a round of
introductions
Discussion Board
With Rating
Let students rate the posts of classmates. Click the
Additional Options
❑ Allow Post Tagging
❑ Allow Members to Rate Posts
Discussion Board
With Student
Leaders, Moderators
You can configure the
forum settings so that the
first post or message
from each participant
must be approved by the
moderator or that they
must post first before
they can read other
students' messages.
Enable a student leader or a group of student leaders to
moderate or facilitate a particular Discussion Forum.
Assign a chapter, concept, or a case for students to read,
examine or study.
Introductory
Discussion Board Session
Establishing
Netiquette
DISCUSSION BOARD STRATEGIESDiscussion Board Instrument How to
Discussion Board With
Guest Leader, Facilitator,
or Moderator
Invite a Guest Facilitator or Moderator into your
Discussion Board Forum. Request that an external user be
added to your Blackboard course as a co-instructor or observer
via ETS at 6-2020, if the person is not connected to the
University.
Discussion Board
With Overseas Students
or Collaborators?
Do you have a colleague in another country who has
expertise in the topic you are teaching? Ask them to
moderate or join in on an asynchronous discussion in the
Discussion Forum area, or a synchronous (Zoom,
Collaborate) guest lecture.
Students Forum Use this forum space to allow students to ask and answer
each others’ questions. Allowing students the chance to
share their insight, their perspectives, and “teach” each
other may result in a deeper grasp of the material. In any
case, this space should feel open and welcoming for
students to express concerns and confusion and engage
with others who may have the same lack of clarity or those
who have the insight needed to help.
DISCUSSION BOARD STRATEGIES
Discussion Board Instrument How to
Advanced Forum Create a discussion forum to allow students to extend on the
ideas and concepts at a higher level. This group should have
discussions around the content that makes meaningful
connections to society, the world, their lives, or the profession.
The professor may be involved in this forum to help share articles,
insight, and professional experience that is meaningful to these
deep discussions. Great way to apply extra credit!
Collaborative Forum Collaboration is a 21st century skill. Students like collaborative
work as they love to share ideas and get feedback. While this
space may range in level of structure, the professor’s presence
could be valuable to help students move forward with their
projects and to maximize the “teachable moments”. While not all
students will take part in this forum, for those that like the
opportunity to brainstorm and talk through ideas together, this
will be a valuable space.
DISCUSSION BOARD STRATEGIES
Discussion Board Instrument How to
Case Studies Discussion
Forum
Case studies work great in the Discussion Area!
They can be especially effective if they are paired with a reading
assignment or video that introduces or explains a concept that
applies to the case.
The amount of emphasis placed on the use of the reading during
the case discussion depends on the complexity of the concept.
Students can work in groups on the case and present their case
via a synchronous (live) presentation via Collaborate or Zoom.
ESTABLISHING “NETIQUETTE”
•Use your real name (or turn your camera on).
•Be honest and respectful.
• “Listen” and ask questions.
• It’s okay to disagree, but do so with curiosity, not
hostility.
•Keep posts/messages short.
•Be helpful to the moderator.
•No inappropriate language
STUDENT PRESENTATIONS
H E L E N B O N D, P H . D.
STUDENT PRESENTATIONS STUDENT
PRESENTATIONS
Instrument How to
Live Student
Presentations
Use Zoom or
Collaborate to facilitate
presentations
One method for presenting “live” is Zoom or Blackboard
Collaborate meetings. Students can share their screen and a
video of themselves talking; attendees can view and hear and
ask questions.
One consideration is that presenter and attendees need
stable, high-speed internet connections for this to be most
effective.
In addition, for all to attend, time zones where attendees and
presenter are located must be conducive to attendance.
Recorded
Presentations
Zoom or Collaborate,
Echo 360
If live presentations aren’t possible (internet capacity, time
zones, nature of presentation, length of presentation)
students or the instructor can record their presentation and
post it online for viewing.
You can provide guidelines for students just as you would for
“in-class” presentations, including length, requirements for
accompanying visuals, etc.
STUDENT PRESENTATIONS STUDENT
PRESENTATIONS
Instrument How to
Student Presentations
with Peer-Review
Use Zoom or
Collaborate to
facilitate
presentations
Individual students present, while other students
observe and conduct a peer-review of the
presentation.
Case Study
Presentations
Students are assigned a case and present on it!
Group Student
Presentations
Zoom or
Collaborate
Students can engage in live or prerecorded group
presentations. Students can be assigned to breakout
rooms. Presentations can be live or pre-recorded.
Rubric for
peer-review
STUDENT PRESENTATIONS
STUDENT
PRESENTATIONS
Instrument How to
Student Debates (in
presentation style)
Use Zoom or
Collaborate to
facilitate
synchronous
presentations, use a
capture
Student can conduct an online debate or pre-
record debate. The audience can be polled to
provide feedback on the presentation or the issue.
GO TO COURSE TOOLS, TO FIND THE RUBRIC BUILDER
WAYS TO ADD OR ASSOCIATE A RUBRIC IN BLACKBOARD
1. On your course’s Control Panel,
expand the Course Tools section
and select Rubrics.
2. On the Rubrics page,
click Create Rubric.
3. Type a Name for the rubric. The
name is the title text that identifies
the rubric.
4. Enter a Description to make it
easier to associate it to relevant
assignments.
5. Edit the rubric grid (see next
section).
6. Click Submit
• How do I associate a rubric
with an original Blackboard
assignment?
1. Go to Content
2. Create a New Assignment or
edit an existing assignment. ...
3. Point to Add Rubric to access
the drop-down list in the
Grading section..
4. Select an Option:
5. Finish creating or editing the
assignment and click Submit.
HOW TO CREATE A RUBRIC IN BLACKBOARD
1. New rubrics default to three rows and three columns (scroll down to learn how to reuse or exchange rubrics with colleagues):
2. On your course’s Control Panel, expand the Course Tools section and select Rubrics.
3. On the Rubrics page, click Create Rubric.
4. Type a Name for the rubric. The name is the title text that identifies the rubric.
5. Enter a Description to make it easier to associate it to relevant assignments.
6. Edit the rubric grid (see next section).
7. Click Submit.
IMPORTING AND EXPORTING RUBRICS
• To facilitate sharing rubrics between
Blackboard Learn courses, you are able to
export and import rubrics. You should
not edit the rubric outside of Blackboard
Learn.
• On the Control Panel, expand the
Course Tools section and select Rubrics.
• To import a rubric, click Import Rubric
on the action bar and browse for the file.
• Click Submit to upload the file.
• OR-
• To export a rubric, select the check box
next to the rubric’s name and click
Export on the action bar.
• You can download and import the file
into a different course or share it with
other instructors for use in their
Blackboard Learn courses.
HOW TO CREATE A RUBRIC IN 6 STEPS
•Step 1: Define Your Goal. ...
•Step 2: Choose a Rubric Type (Analytic or Holisitic)
•Step 3: Determine Your Criteria. ...
•Step 4: Create Your Performance Levels. ...
•Step 5: Write Descriptors for Each Level of Your
Rubric.
•Step 6: Revise your rubric and field test it
U S I N G T H E C H A T F O R M O R E T H A N J U S T C H A T T I N G
USING THE CHAT FOR ACTIVE LEARNINGTHE CHAT Instrument How to
The Chat
Challenge
Collaborate, Zoom,
Discussion Forum
1. At a natural break in your lecture, pause and ask students to come up
with one question based on the lecture content up to that point.
2. Tell students that they will try to challenge their classmates, so they
must develop a challenging question.
3. Have students type their question in the Chat area.
4. Each student must select and answer one question. The answers can
be uploaded into an assignment in the Content, or answered directly
in the Chat, or another forum.
5. The questions can also be collected to be used as possible exam
questions or to check students’ comprehension.
The Chat
Warmup
Set settings to allow
to enter or access
Collaborate or
Zoom 15 minutes
early to facilitate
the warmup.
1. Begin you lecture or discussion forum by presenting a warmup or
review question to answer or a statement/quote for reflection.
2. Give students a minute or two to think about or write their responses
on the whiteboard, or the chat area, or in a discussion forum.
3. Debrief by asking students to share their thoughts or answers with the
class in the Chat
4. Reflect on students’ answers to gauge student progress and relate
their responses to the next part of your class.
OTHER TOOLS AND STRATEGIESJournals, Blogs, Instrument How to
Journals
• Science
Journal
• Learning Log
• Socio-Journal
The Journals tool offers students the opportunity to reflect on
course content and communicate privately with you. Course
journals are great places for students -- either individually or in
groups -- to draw concept maps. They have to pull apart articles
and then re-assemble them on one page
Blogs A blog is a kind of social media tool that allows one to share
ideas with authentic audiences and to engage those audiences in
conversation. Most blogs look something like journals, with a
series of “posts” appearing on the blog in reverse chronological
order (newest posts at the top, older posts below). Blogs can
address any number of topics, from travel to food to parenting
to politics, and they can be written by single authors or by
groups of writers.
OTHER TOOLS AND STRATEGIESJournals, Blogs, Instrument How to
Blogs Examples of
course blogs at
Vanderbilt
University
The Solar System, Erika Grundstrom (Astronomy)
The Cinematic Essay, Jonathan Rattner (Cinema & Media
Studies)
Science/Fiction, Jay Clayton (English) and Robert Scherer (Physics)
Picture It: Literature, Photography, and Memory
Vandy Performs, Christin Essin (Theatre)
Neely’s News for Children’s Literature Enthusiasts, Ann Neely
(Teaching & Learning)
Cryptography: The History and Mathematics of Codes and Code
Breaking, Derek Bruff (Mathematics)
QUESTIONS?
THANK YOU!
Helen Bond, Ph.D. | Associate Professor
Curriculum and Instruction | School of Education
Howard University Online, Chair
Fulbright-Nehru Scholar
Howard University | Washington, DC 200592441 4th Street, NW
Phone: 540. 539. 9953 | Email: [email protected]