Thank you for viewing this presentation.

We would like to remind you that this

material is the property of the author.

It is provided to you by the ERS for your

personal use only, as submitted by the

author.

2016 by the author

How to deliver high quality online sessions and communicate science

through active learning Georgia L. Narsavage, PhD, APRN, FAAN

Professor Emeritus, West Virginia University and

Interim Associate Dean, College of Nursing, University of South Carolina

Columbia, SC USA

Geraldine Clarebout, PhD

Maastricht University

Department of Educational Research and Development

Maastricht, the Netherlands

No relevant commercial interests.

Relevant financial relationships with a commercial interest:

Georgia L. Narsavage, PhD, APRN, FAAN

Geraldine Clarebout, PhD

Overview

1.Introduction: learning and designing educational

programs

2.Aim of workshop & “Quality matters” criteria

3.Designing and evaluating an online course/ program

4.Presenting the course/program

5.Discussion and conclusions

‘Active learning’

www.nieuwsblad.be

http://www.fal.org.uk/

How to support learning?

http://ehsworks1.blogspot.com/https://virtualschooling.files.w

ordpress.com/2013/07/comp

uterlearning.jpg

‘KNOWLEDGE’ DELIVERY KNOWLEDGE CONSTRUCTION

What helps learning?

Framework: Four phases of effective instruction

https://plus.google.com/+mdavidMerrill/posts

http://elearningfeeds.com/

First Principles of Instruction

First Principles of Instruction

• Principle 1: Problem-centered– Engage in real-world problems – whole tasks

• Show task: what will the learner be able to do at the end? • Worked-out example as orientation• Interesting, relevant and engaging• Less complex to complex (problem progression)

In contrast to topic-centered instruction

First principle applied to online learning materials

Realistic case:

http://www.ers-education.org/e-learning/case-reports/adult-cases.asp

x

http://www.ers-education.org/ersMade/procedures/ArterialBloodgases/ArterialBloodgases.html#sthash.Whrr91e6.dpuf

Demonstration: worked out

example through video.

picture: more realistic

variety of cases: simple - complex

First Principles of Instruction

• Principle 2: Activation

-Activation of previous experience

•Recall, relate, describe, apply previous knowledge

•Provide relevant experience to be used as foundation

•Encourage recall of structure to organize knowledge

https://tse3.mm.bing.net/th?id=OIP

.M4a6a19b44511c12bd0963be33d

be7dbeH0&pid=A

pi

Second principle applied to online learning materials

• Activitation by

http://4.bp.blogspot.com/-

0AMr33_fxDo/Tnnu12pVw_I/AAAAAAAAAJs/_

lO01jYBYMo/s1600/Learning+Objectives.gif

Providing

learning

objectivesTesting prior knowledge

Using voting software

Use of

metaphors -

analogies

http://1.bp.blogspot.com/-

Sr7EkjN_XTo/T0Ovu3xMzTI/AAAAA

AAAAHk/50scQIDLoVk/s1600/Onion

Peeling_2.jpeg

Brainstorm

https://www.polleverywhere.com/

First Principles of Instruction

• Principle 3: Demonstration– Demonstration consistent with learning goals:

• examples and non-examples• demonstrations of procedures• visualization of the process• modelling for behavior

– Learner guidance• directing to relevant information• multiple representations for demonstrations• comparison of multiple representations

=> importance of multimedia learning theory (Mayer)

https://tse3.mm.bing.net/t

h?id=OIP.Me6e9a5ca54f

d57e4860ada0575e5cdf

7o0&pid=Api

https://tse3.mm.bing.ne

t/th?id=OIP.M8b61ee71

d1ad3f7efc64e9a6e7c3

7583H0&pid=Api

Third principle applied to online learning materials

https://www.youtube.com/watch?v=qErJKt91RrI

http://classroom.sdmesa.edu/eschmid/F07.04.L.150.jpg

Demonstration video’s

Guidance through visualization

https://dywestblog.files.wordpress.com/2013/04/

multimedia-learning-theory-diagram.jpg

Pointing to relevant information

First Principles of Instruction

•Principle 4: Application– Consistency with learning objectives: different

applications depending on goals– Diminishing coaching: scaffolding and feedback– Varied problems: provide multiple opportunities

for applications

https://tse2.mm.bing.net/th?id=OIP.M4c61f2e44108cc9b68d3a0

7f595836d2H0&pid=Ap

i

Fourth principle applied to online learning materialsApply to different problems

ersnet.org

https://www.teacherready.org

/

http://www.etskb-stu.cidde.pitt.edu/wp-

content/uploads/2014/02/discussion_main_page_student.png

http://3.bp.blogspot.com/-

uQdgOMGPwPg/VInYG3TLWwI/AAAAAAAAElU/k6Zce1_paXw/s

1600/peer%2Bevaluation.png

First Principles of Instruction

•Principle 5: Integration– Integration into daily life

• Watch me: learner publicly demonstrates• reflection• creation: creating, inventing and exploring

personal way to use new knowledge and skills

https://tse3.mm.bing.net/th?id=OIP.M60905972c9c4f

c23e0f50c2177c3b849o0&pid=Api

Fifth principle applied to online learning materials

http://www.uatg.com/industries/hong-kong-healthcare-audio-visual.html

http://m5.paperblog.com/i/23/233099/dont-be-too-

busy-to-do-some-reflective-thinki-L-5s8CtT.jpeg

Doing and showingReflection

https://tse4.mm.bing.net/th?id=OIP.M2b64531b

b84ea758339b326abbc1abcdH0&pid=Api

Sharing and discussing

https://tse2.mm.bing.net/th?id=OIP.M99e7d1a3aa49eee8b5

3c0e34407ec5f9o0&pid=Api

Teaching others

What have we learned?

Online learning:

only putting content online

supporting learning

creating quality for learning

Quality matters!• Quality matters standards

https://www.qualitymatters.org

Create an account for access to “Standards from the QM Higher Education Rubric, Fifth Edition”

The Eight General Standards:1.Course Overview and Introduction 2.Learning Objectives (Competencies)3.Assessment and Measurement 4.Instructional Materials 5.Course Activities and Learner Interaction6.Course Technology 7.Learner Support 8.Accessibility and Usability

Quality Matters (QM) as reference for workshop

Objectives workshop: Upon completing the workshop, learners

will

• Gain skills using “best practices” to deliver high quality

online sessions and communicate their “science”.

• Design a section of an online course

ERS Workshop activities include:

• Plan for adapting your content with worksheets and

checklist

Workshop Quality Course HANDOUT (adapted from QM rubric)

1. Course Overview and Introduction•Course contains an introductory module with clear information about how to get started and

how to navigate the course components.

•Participants are introduced to the purpose of the course and how it fits into a larger field of

study.

•Policies are linked to or clearly stated.

•Prerequisite knowledge or competencies are clearly stated.

•Minimum required technical skills are clearly stated.

•Expectations about online etiquette or “netiquette” are explained.

•The self-introduction by the instructor is included.

•Participants are asked to introduce themselves.

• Detailed explanation of course requirements, including participation standards, included for

participants with examples and/or associated evaluative criteria, where appropriate.

1. Course Overview and Introduction

Aim of the

course

info about

lecturers + link to

department

practical

information; policy

to pass course or

get CE

common

questions

on how it

works

https://www.coursera.org/learn/introclassicalmusic

2. Instructional Objectives•Course includes a well-defined set of course-level

learning objectives that map clearly to multiple

learner competencies, most of which are measurable.

•Course includes a well-defined set of module/unit

level objectives that are measurable and aligned with

the course-level objectives.

•Objectives presented meet a level of rigor

appropriate for the course; e.g., at the

“comprehension” or “analysis” levels of Bloom’s

Taxonomy.

2. Instructional objectives

http://www.celt.iastate.edu/wp-content/uploads/2015/09/cognitive-process-table.png

2. Instructional objectives

http://www.celt.iastate.edu/wp-content/uploads/2015/09/table2.png

Examples

1. At the end of this workshop the learner can discuss the different principles of instruction.

2. At the end of this workshop the learner will be able to write objectives for an online course following

Bloom’s taxonomy

3. Assessment of/for Learning

•Assessment activities are provided to determine successful attainment of course

objectives.

•All deadlines, grading components and submission requirements are clearly defined.

•Opportunities for ongoing self-assessment, with feedback, are included. (e,g, formative

quizzes, reflective journaling, digital flashcards, jeopardy type games, crossword puzzles,

etc.)

•Some of the assessments require higher order thinking, such as comprehension,

application, analysis, synthesis, evaluation. See instructional strategies for Bloom’s

Taxonomy.

•Explanations are provided for assignments and other activities in the course, where

appropriate samples of acceptable or exemplary work may be included.

3. Assessment of/for learningFormative assessment (feedback) Summative assessment (credits)

Assessment for learning Assessment of learning

Relate to objectives!

https://www.it.umass.edu/sites/oit.umass.edu

/files/2012/06/20/EssayQuestion_0.png

https://www.coursera.org/learn/python

4. Content development

•Content notes should be clear, organized and

accurate. The more detailed your notes are, the

clearer the content will be to participants.

•PowerPoint slides alone cannot communicate

content unless you provide detailed notes for

each slide.

•Use 10- to 15-minute recorded lectures with

visuals that focus on key or difficult concepts.

4. Content Presentation/Learner Engagement

•Navigation through course content is intuitive and/or clearly organized/explained; e.g., built into the

course structure.

•An introductory course module engages participants so they get to know each other and the instructor

while practicing the use of the communication mechanisms that help them succeed in the course.

•Offline and online course activities are integrated throughout the course.

•Content presentation is connected to participation and activities.

•In some cases the same/equivalent content is offered in different media formats to accommodate

various learning styles (e.g. narrated PowerPoint with sound and text, flowchart and textual narrative,

audio and textual narrative).

•Content is presented in portions of reasonable size that are focused on specific concepts and can be

linked to instructional objectives.

•Content and activities are spread out throughout the course so that the students are involved with the

course material every week while the course is offered.

4. Content Development: presentation

https://tse3.mm.bing.net/th?id=OIP.M45083c21c686220193222da3d8478fe3H0&pid=Api

https://tse2.mm.bing.net/th?id=OIP.M62b253fbbe19703f56fbbaa

a9c588205o0&pid=Api

https://tse1.mm.bing.net/th?id=OIP.M434015f293f1dbc0b7eb331d2c4a5b6fH0&pid=A

pi

Use of different formats depending on content

4. Content development:Learner engagement

Self-evident navigation

Clear structure +

overview of different

activities

5. Communication and Collaboration•Interaction elements are aligned with course objectives and examples (e.g., clearly written

discussion postings) provided.

•Communication within the course incorporates a variety of tools, both synchronous and

asynchronous, if appropriate to goals (e.g. discussion board, email, chat, phone).

•Participants have multiple opportunities to work collaboratively collaborate with others in

order to meet course outcomes and learner objectives effectively (e.g., collaborative

projects, virtual room ‘café’) if appropriate.

Course tied to a curriculum and graded:

•Participants are encouraged to initiate communication with the instructor and/or others at

least weekly.

•Communication channels and requirements are clearly defined, possibly with rubric or

sample postings.

5. Communication and collaboration

https://tse4.mm.bing.net/th?id=OIP.Mc55c2f3476506869bf9e7448716671aeo0&pid=Api https://tse3.mm.bing.net/th?id=OIP.Mc6f75e32b48232367615eb3d813f6c03o0&pid=Api

6. Technology & Design Elements•The course is at least minimally aesthetically pleasing,

exhibiting considered visual design elements (balance,

appropriate use of color, adequate “white space,” clearly

and consistently labelled course components).

•Multimedia/third-party software use does not distract

from learning but is integrated into course content in a

purposeful manner.

•The course is designed with an awareness of potential

connectivity issues (e.g., large video files are not included

if some students may have slow connections or do not

have access to adequate bandwidth).

7. Learner Support•Links to useful support services (library, writing center, etc.) are

included.

•Policies related to student/participant success and ethical

behavior (e.g., plagiarism, intellectual property, cheating,

netiquette, etc.) are included.

•Links to necessary plug-ins, such as PowerPoint reader, Adobe PDF

Reader, Real Player, QuickTime are included. (Common plug-ins will

be pre-loaded, and Adelphi’s Web developer will amend where

needed for students to be able to access entire course content)

•Course includes an area for contact and biographical information

for instructor (and other “important folks”) which will be filled in by

individual instructors later on.

•Open opportunities for peer support and questions about the

course exist (e.g. in form of “Questions about the course”)

Best Practices for interactive online teaching/learning

1. Be Present on the course site – on schedule

2. Create a supportive online course community -participants,

faculty, resources

3. Share clear expectations for participants and faculty (1)

how you will communicate and (2) how much time students

should be online

4. Use a variety of large group, small group, and individual

activities/ assignments

Best Practices for interactive online teaching/learning

5. Include both synchronous and asynchronous

activities/assignments

6. Weekly, ask for informal feedback on "How is the course

going?" and "Do you have any suggestions?“

7. Provide discussion areas that invite questions, interactions,

reflections and responses

8. Provide choices and options for participants

ReferencesAdvanced Distributed Learning (ADL) Co-Laboratories. (2011, August 9). Mobile learning handbook. Retrieved from

http://www.adlnet.org/wp-content/uploads/2011/08/MLHandbook20110809.pdf

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A

taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New

York: Longman.

Gunawardena, C. & Zittle, F. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment.

American Journal of Distance Education, 11(3), 8-26. Retreived from

http://www.tandfonline.com/doi/pdf/10.1080/08923649709526970

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1). Retrieved from

http://www.uky.edu/~gmswan3/544/9_ways_to_reduce_CL.pdf

Wilson, E., Kelleher, J., Day, D., Lilleker, R., & Hives, L. (n.d.) Best practices for mobile-friendly courses. Retrieved from

http://www.blackboard.com/CMSPages/GetFile.aspx?guid=c5e2f75a-39ef-4fe2-8301-564ec59dfa25

Burgess, G., Holt, A., & Agius, R. (2015). Preference of distance learning methods among post-graduate occupational physicians and hygienist.

Occupational Medicine, 55, 312-318. doi: 10.1093/occmed/kqi117.

Donnelly, A. B., & Agius, R. M. (2015). The distance learning courses in occupational medicine- 20 years and onwards. Occupational Medicine,

55, 319-323. doi: 10.1093/occmed/kqi130.

Ghirardini, B. (2011). E-learning methodologies. A guide for designing and developing e-learning courses. FAO.

Mayer, R. E. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.

Merrill, M. D. (2013). First principles of instruction. Identifying and designing effective, efficient and engaging instruction. San Fransisco, CA:

John Wiley & Sons.

ReferencesMargaryan, A., & Collis, B. (2005). Design criteria for work-based learning: Merrill’s First Principles of Instruction expanded. British Journal of

Educational Technology, 36(5), 725-738.

Margaryan A, Bianco M, Littlejohn A. (2015) Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education 80: 77- 83

Merrill, M.D. (2009). First principles of instruction. In C.M. Reigeluth, & A. Carr (Eds.), Instructional design theories and models: Building a common knowledge base (Vol. 3, pp. 3-26). New York: Routledge/Taylor and Francis.

Merrill, M.D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.

Milligan, C., Littlejohn, A., & Margaryan, A., (2013). Patterns of engagement in connectivist MOOCs. Journal of Online Learning and Teaching, 9(2). [Online] http://jolt.merlot.org/vol9no2/milligan_0613.htm

OBHE (2013). The maturing of the MOOC. BIS Research paper No130. Observatory on Borderless Higher Education. Retrieved 27 June 2016, from http://www.obhe.ac.uk/documents/download?id=933

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). [Online] http://www.itdl.org/Journal/Jan_05/article01.htm

Weller, M. (2013). The MOOC Learning Design Project. [Online] http://ld.h817open.net/ld1/

Contact information

Georgia L. Narsavage:

narsavag@mailbox.sc.edu

Geraldine Clarebout: g.clarebout@maastrichtuniversity.nl

PREPARE A SECTION OF CONTENT FOR ONLINEUSE CHECKLIST TO EXAMINE CONTENT

WORKSHOP ACTIVITY #1

WORKSHOP ACTIVITY #2

PREPARE A 2 MINUTE PRESENTATION OF YOUR WORK ON CONTENT – WHAT CHANGED?

PRESENT TO GROUP USING A COMPUTER OR “Flip chart” PAPER

Oct 08 42

Questions?