Friday, January 2, 2015

Best Practices in eLearning/Hybrid Courses

Beginning an Online Course

From the very beginning, it should be clear how to begin the course. This should included on the Home page with a Start Here button or an indication of "Steps for Getting Started."

There should be a list of items students need to complete to get started including reading the syllabus, reviewing the course schedule, exploring the navigation and resources, introducing themselves, etc. For many courses this is included on a Start Here page in a list under the heading "Steps for Getting Started.

For course taught online only, it is also recommended that instructors welcome their students to the class. This can be done through announcements and emails.

Home Page
  • Course Code and Title
  • Faculty Contact Information
  • Course Structure - describes how many weeks or modules, the types of activities, and the methods for learning.
  • Link to the Syllabus
  • Link to How to Get Started/Start Here
  • Technical Support
  • Link to the Policies
Syllabus
The Syllabus should include the institution's policies, grading policy, student expectations, and course specific information.
  • Course Code and Title
  • Course Description- review the your school's course catalog
  • Learning Outcomes
  • Required materials and textbooks
  • Course Schedule
  • Prerequisites
  • Grading Policy
  • Academic Calendar
Announcements and Emails:



  • Welcome message from the Instructor - announcement and/or email
  • Welcome to Week 1 announcement and/or email


    • Module Zero: Getting Started
    This module should be before any of the course materials in every course,
    • Minimum Technical Requirements
    • Technical Support
    • Netiquette
    • Student Responsibilities
    • Plagiarism and Copyright Information
    • Policies and Procedures
    • Ask the Instructor
    • Center for Students with Disabilities (easy access to accommodations)
    • Introduce Yourself
    Additional Resources
    • Library
    • Academic Support
    • Student Support
    • Learning Management System Orientation


    Measurable Learning Outcomes

    Bloom's Taxonomy
    There are 3 domains of learning:
    1. Cognitive: mental skills
    2. Affective: growth in feelings or emotional areas
    3. Psychomotor: manual or physical skills
    Cognitive Domain or Intellectual Skills


    Affective Domain or Emotive or Emotional Skills



    Affective Domain Mind Map

     Psychomotor Domain or Kinesthetic or Pschyo Motor Skills

    Bloom's Taxonomy is great for developing course materials, providing examples of measurable outcomes, and how to align objectives with methods for learning and assessments. Beginning an outcome with a measurable verb will ensure that students complete an action to achieve the learning. Measurable outcomes or objectives could be written using the verbs from the domain images.

    Examples of measurable verbs:
    • Define how technology can be effectively incorporated into the classroom.
    • Discuss specific review standard 2.1 of Quality Matters.
    • Demonstrate how to write measurable outcomes in this week's assignment.
    • Experiment with the effective design strategies in your own online course.
    • Evaluate the three domains of Bloom's Taxonomy in 2-3 paragraphs for this week's discussion.
    • Create a video of your thoughts on the three domains of Bloom's Taxonomy and why cognitive domain is mostly used in education.
    For additional information, this site has extensive information on Bloom's and other resourceful educational information:Simon Paul Atkinson - Visualising Outcomes: domains, taxonomies and verbs

    The Quality Matters Alignment Component
    In this presentation we will discuss the alignment component from Quality Matters and writing measurable outcomes/objectives from the three domains of Bloom's Taxonomy.

    The program level outcomes should align with the course level outcomes. They should be appropriate for the level of the course. It should be clear how students should meet those objectives. This can be achieved by listing the outcome on the Overview pages and also within the items themselves. This will make it very clear as to what outcomes are met by completing the activity.

    According to the Quality Matters Rubric Workbook for Higher Education, alignment is the concept that important course components work together to achieve the intended learning objectives. (2011, p. 7)

    There are 6 specific review standards where course materials should align:
    1. Standard 2.1 "The course learning objectives describe outcomes that are measurable."(2011, p. 6)
    2. Standard 2.2 "The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives."(2011, p. 6)
    3. Standard 3.1 "The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources."(2011, p. 8)
    4. Standard 4.1 "The instructional materials contribute to the achievement of the stated course and module/unit learning objectives."(2011, p. 10)
    5. Standard 5.1 "The learning activities promote the achievement of the stated learning objectives."( 2011, p. 12)
    6. Standard 6.1 "The tools and media support the course learning objectives."(2011, p. 14)
    In a nut shell, everything included in the course should be reflective of the learning outcomes. There should be no materials included that do not meet the learning outcomes.All materials should be designed around the learning outcomes including media, images, and audio.
    As a best practice, review the course description of your course and write your course outcomes to incorporate everything listed in the course description. It would also be a good idea to consult your outcomes with your Chair or Dean before proceeding with the design of your course. Next, decide which outcomes you want to be covered in each week or module of your course. Using this process ensures all materials are developed around the course outcomes.

    Reference
    Affective Domain Mind Map [image]. Retrieved July 31, 2014 fromhttp://www.biggerplate.com/mapImages/xl/72f4a928-8d88-4aa2-85da-8fa21ba5cf30.png(Links to an external site.)

    Atkinson, S. (2011)Taxonomy of Educational Objectives Psychomotor Domain [image]. Retrieved July 31, 2014 fromhttp://spatkinson.wordpress.com/2012/10/17/visualising-outcomes-domains-taxonomies-and-verbs/(Links to an external site.)

    PCSelemliteracy (2012)Bloom's Taxonomy Revised [image]. Retrieved July 31, 2014 fromhttp://pcs2ndgrade.pbworks.com/f/1318607148/RBT.PNG(Links to an external site.)

    Quality Matters (n.d.) QM logo [image]. Retrieved July 31, 2014 fromhttp://usfspdistancelearning.files.wordpress.com/2013/05/qm-logo.jpg(Links to an external site.)

    Quality matters rubric workbook for higher education(2011-2013 Edition) . (2011) Baltimore, MD: MarylandOnline Inc.


    Assessments and Activities

    Assessments and activities should align with the course objectives, be engaging, and utilize technology.Assignments should not just be included to be "busy work." They should be meaningful, facilitate learning, and possibly even fun. They should also vary throughout the course to allow students multiple assessment opportunities.
    According to the Quality Matters Standard 3, "assessments strategies are designed to evaluate student progress by reference to stated learning objectives; to measure the effectiveness of student learning; and to be integral to the learning process."
    The learning objective can be referenced within the assignment instructions to ensure student's are aware of the exact objective they are obtaining by completing the assignment.

    Types of Assessments and Activities:

    • Play educational games.
    • Research and write papers.
    • Complete polls and surveys.
    • Participate in discussions
    • Traditional Quizzes and Exams.
    • Answer questions in a shelf-check.
    Students can also demonstrate their knowledge by creating the following for an assessment or activity:
    • ePortfolios - can use a free app (Weebly/Yola site, or a blog) or one that is built into the eLearning environment.
    • Create flash cards - using StudyMate or one of the many apps available:http://www.flashcardapps.info(Links to an external site.)
    • Compose drawings, sketches, mind maps, or math equations with a digital white board -http://www.teachthought.com/apps-2/7-apps-to-turn-your-ipad-into-a-digital-whiteboard/(Links to an external site.)
    • Develop quiz and test questions - students can create their own quiz and test questions that can then be incorporated into a test bank.
    • Create a group or individual presentations using free or inexpensive web applications such as Animoto, Prezi, Screencast-o-matic.
    • Design polls and surveys to send to their fellow classmates using SurveyMonkey or other survey apps.
    • Write their own discussions for their classmates to answer.
    • Create forms and documents either individually or as a group.
    • Produce videos and podcasts as a means to complete their assignment. For example, instead of writing a short story and submitting a word document, students could write a short story and record it as a video or as a podcast. Audacity is free audio software.
    • Interview someone using audio or video.
    • Publish ebooks - students (or anyone for that matter) can publish their own ebook:http://www.myebook.com/index.php?option=take_tour(Links to an external site.)
    Examples of an ePortfolio:

    Example Presentations:
    Global Warming Presentation

    (GreenandSustainable, 2010) Global Warming. Animoto presentation created by Amber Olson for the University of Colorado.

    OER Mindmap
     (Mayse, 2014) Benefits of using OERs mindmap.

    Reference
    Graham, T. (2012)Screen capture of a student portfolio from Clemson University [image].Retrieved July 31, 2014from:http://www.clemson.edu/academics/programs/eportfolio/images/gallery/graham.jpg
    Olson, A. (2010)Global Warming [video]. Retrieved July 31, 2014fromhttps://www.youtube.com/watch?v=01aLyBOnbBg&index=3&list=UUpLCpsOX4eIXn1F4jGhbAZA
    Mayse, A. (2014) Benefits of using OERs mindmap [image]. Retreived November 4, 2014 from:http://www.mindmeister.com/457936286/benefits-of-using-open-education-resources-oers
    Tomas, L. (2009) Screen capture of a student portfolio from LaGuardia Community College Nursing Program [image].Retrieved July 31, 2014 from: https://s3.amazonaws.com/files.digication.com/M2ae96bfd7ade07a6bccbe4ae533f7184.png

    Interaction in Online Learning Environments

    Classroom Interaction
    In order for interaction to occur in an online environment, students need opportunities to connect to both their fellow classmates and their instructor. These opportunities include group projects, discussion forums, social learning sites, and virtual meeting areas. These items can be designed into the course to encourage interaction and make the learning environment more engaging.

    A discussion forum is one of the most common opportunities an online student has to interact with their fellow classmates. It also provides an opportunity for the instructor to become more involved in their learning in addition to providing feedback on assessments. Students can otherwise feel isolated, alone, and not on track. Discussion forums allow for students to feel reassured that they are correct in their thinking and understanding. When the instructor responds to students post in a discussion forum, wiki, blog etc., the instructor can ask additional questions to guide the learning and verify that the student is correct in their assumptions so they feel reassured.
    Discussions can also be redundant and boring. To avoid boring and redundant discussions, try requiring the discussion to be a video or audio discussion. Other methods for discussions can be using live chat, social networking, a web app such as Voice Thread, or conference tool.

    Web Conferencing
    There are many web conferencing software/apps available to have live session with your students.
    Google Plus can be used to host a private live session in a Hangout or create a private community for you and your learners to use as a social networking space.



    Faculty Feedback
    Additional Opportunities for a faculty member or part time instructor to provide feedback to their students includes when grading or reviewing assignments and quizzes or tests. Quizzes or tests need to be designed to provide feedback on if the question is correct or incorrect and information on why the answer is correct or not correct.

    Creating an Engaging Learning Environment

    Tips for making the learning environment more engaging:
    • Try to keep the design of the course simple and elegant through the use of instructional design concepts. See Module 9: Structure and Design for additional information.
    • Break up text with videos, images, and audio files. To many paragraphs without a visual can overwhelm students. Reinforce the material with instructional images.
    • Don't regurgitate a textbook. Assign reading from the textbook and reinforce interesting aspects from the text. You can include a quiz on the text to insure students are reading.
    • Design materials around learning outcomes instead of the textbook. What is the most interesting aspects related to the materials?
    • How does this material apply to "real life?" Creating this connection will allow students to see the value in the information.
    • Do not include death by slideshow presentations (PowerPoint, Slideshow, Prezi).
      Watch the following funny video: Life After Death by Powerpoint 2010 by Don McMillan

      (McMillan, 2010)
    • Instead, try creating materials that include emotional connection by using video, images, and stories.
      Story, Imagery, and the Art of 21st Century Presentation- Garr Reynolds at TED x Kyoto
      (TEDx Talks, 2012)
    • Encompass stories describing personal and professional experiences and analogies. Encourage students to reflect on their experiences and share their stories.
      Example Digital Story by Yukkiko Nishimura
    • Facilitate a community of learning or encourage social learning. There are many apps that can be used for education.
    • Include discussions each week where students can connect to each other. Within the discussion, instructors can encourage related ideas and interesting facts.
    • Encourage and inspire your students. Help students visualize of the rewards of learning this materials, finishing the course, obtaining the degree, and the doors that will open to them as a result.
    • Challenge students with technology and application of knowledge. Present challenges that get your students thinking.
    • Provide affirmation to your students. Reward their ideas. Remember to praise in public but discuss negatives in private.
    References
    Nishimura, Y. (2013) Adapting to a new cuture. [video] Retrieved November 5, 2014 from: http://digitalstorytelling.coe.uh.edu/view_story.cfm?vid=411&otherid=featured&d_title=Featured%20Digital%20Stories

    McMillian, D. (2010, November 9) Life after death by powerpoint 2010. [video] Retrieved November 5, 2014 from: http://youtu.be/KbSPPFYxx3o

    TEDxTalks. (2012, October 17) Story, Imagery, & the Art of 21st Century Presentation: Garr Reynolds at TEDxKyoto 2012 [video] Retrieved November 5, 2014 from http://youtu.be/zQpGf1gPY7M

    Teaching and Learning with Technology

    According to the ISTE Position Statement on The Common Core State Standards: “Technology, used effectively, can help all students meet and exceed the rigorous learning goals embedded in the Common Core State Standards by providing access to tools and resources that personalize instruction and creating rich, engaging and relevant learning environments.”

    https://www.youtube.com/watch?v=ulb4jl3xqs8
    Many people use technology in their everyday lives whether its for social or professional networking, including examples of their work in a professional blog, reading or researching, checking a bank account, or playing games for fun. Weaving technology throughout your course will make it more engaging and fun. According to Schmidt and Hawkins "Demographers and social researchers have banged on endlessly about gen Y and their rapid embrace of new technology but gen Z is the first generation born into a digital world." Generation Y are people born from 1977-1994, while people born between 1995-2012 are considered Generation Z. (Schroer, n.d., pg. 3) Generation Z students are just starting college and have used technology their entire lives (digital natives).

    Adding More Technology to Online Classrooms
    Using multiple methods for delivering educational materials to your students can be an engaging and effective way for your students to digest information. In addition to text, create videos, interactive presentations with voice-over and images (see Module 5 - Presentation: Tips for Creating an Engaging Learning Environment), screen casts on how to use software or complete tasks, include funny images, and digital stories. It could also be a good idea to create an online learning community using free educational applications.

    Try to encourage students to use technology as much as possible. You can have students use web apps and media as part of completing assignments, projects, discussions, and group work. Consider incorporating social networking, tweeting, journal blogs, presentations, podcating, videos (students can record videos using their Smart Phones), screencasts, digital storytelling, eBooks, images, and web conferences.Many web apps are free and allow students to create fun, interesting assignments which provides another opportunity for students to measure their own learning (QM Standard 3.5).

    New web applications are being developed everyday. It's best to search for current and new web apps.

     Technology for Teaching and Learning
    The following are free tools unless otherwise specified.
    Including web apps for both providing the learning and as a method for students to complete assignments, projects, increases engagement and provides experience in using these tools. Graduates may be required to create digital materials in their profession and have experience in using web apps will provide them with the skills they need to succeed.

    Resources:

    References
    ISTE (2014).ISTE Position Statement on theCommon Core State Standards. Retrieved December 22, 2014 fromhttp://www.iste.org/standards/common-core
    Schmidt, L. and Hawkins, P. (2008 July 15). Children of the tech revolution. The Sydney Morning Herald. Retrieved December 18, 2014 from http://www.smh.com.au/news/parenting/children-of-the-tech-revolution/2008/07/15/1215887601694.html(Links to an external site.)
    Schroer, W. (n.d.). Generations X,Y, Z and the Others. Retrieved December 22, 2014 fromhttp://www.socialmarketing.org/newsletter/features/generation1.htm


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