Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses

Presenter: Michael Grant, University of South Carolina It can be a real bear sometimes when you teach online. It can seem like you're always “on.” The recent interest in online courses for underserved populations, such as accelerated programs and MOOCs, and blended learning approaches, such as flipped classrooms and weekend formats, has higher education faculty implementing teaching strategies that may in fact replicate stale classroom pedagogy. Worse yet, these strategies may not be tested, research-based, or well-designed. The purpose of this fast-paced session is to offer tried, tested, and researched strategies to teaching in blended and online courses.

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Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses

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Presenter: Michael Grant, University of South Carolina It can be a real bear sometimes when you teach online. It can seem like you're always “on.” The recent interest in online courses for underserved populations, such as accelerated programs and MOOCs, and blended learning approaches, such as flipped classrooms and weekend formats, has higher education faculty implementing teaching strategies that may in fact replicate stale classroom pedagogy. Worse yet, these strategies may not be tested, research-based, or well-designed. The purpose of this fast-paced session is to offer tried, tested, and researched strategies to teaching in blended and online courses.
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  1. Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses

    Slide 1 - Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses

    • Michael M. Grant
    • University of South Carolina
  2. Michael M. Grant

    Slide 2 - Michael M. Grant

    • The University of South Carolina
    • http://viral-notebook.com
    • @michaelmgrant
  3. 4 Things to Tackle

    Slide 3 - 4 Things to Tackle

    • Course Planning & Organization
    • Setting Student Expectations & Encouraging Engagement
    • Grading & Assessment
    • Synchronous/Web Conferencing
  4. Course Planning & Organization

    Slide 5 - Course Planning & Organization

    • 2015 Cengage Learning Computing Conference
    • 1
  5. Online teachers clearly organize and structure content.(DiPietro, et al., 2008)Many institutions use a course design template for online courses because it provides students a standardized web navigation experience.(Collins, Weber & Zambrano, 2014)

    Slide 6 - Online teachers clearly organize and structure content.(DiPietro, et al., 2008)Many institutions use a course design template for online courses because it provides students a standardized web navigation experience.(Collins, Weber & Zambrano, 2014)

    • 2015 Cengage Learning Computing Conference
  6. Course Planning

    Slide 7 - Course Planning

    • 2015 Cengage Learning Computing Conference
  7. Online Course Organization

    Slide 8 - Online Course Organization

    • 2015 Cengage Learning Computing Conference
    • Introduction or overview
    • Provide a brief introduction or overview of the unit or topic. Provide your own voice here. Emphasize your personality. Use media (e.g., slideshows, videos, graphics, graphic organizers) to gain the learner’s attention. Reference the media in your introduction. Use links.
    • Standards or Objectives/SPIs
    • Share the objectives/standards: “At the end of this unit, YSBAT…”
    • This is helpful for accreditation.
    • Readings & Media
    • List here the texts and other media you would like the learners to digest. Be sure you’ve considered how these KSAs will be embedded within other learning activities. (Use other media beyond the text. Embed others’ content.)
    • Additional Learning Resources
    • Consider adding a section for additional learning (i.e., differentiation). For example, bookmarks to tools and instruments, participation in a blog conversation, links to relevant sites or examples.
    • Activities
    • List here the activities learners will engage in to apply and process the KSAs from the Readings & Media (e.g., projects, discussions, interviews, assessments, summaries). Consider a cafeteria plan option.
    • Developed in collaboration with Lee Allen, Trey Martindale & Clif Mims.
  8. 2015 Cengage Learning Computing Conference

    Slide 9 - 2015 Cengage Learning Computing Conference

  9. 2015 Cengage Learning Computing Conference

    Slide 10 - 2015 Cengage Learning Computing Conference

  10. 2015 Cengage Learning Computing Conference

    Slide 11 - 2015 Cengage Learning Computing Conference

  11. Use a Modular Syllabus

    Slide 12 - Use a Modular Syllabus

    • 2015 Cengage Learning Computing Conference
  12. Only post due dates in one place (probably, the course schedule); separate due dates from requirements.

    Slide 13 - Only post due dates in one place (probably, the course schedule); separate due dates from requirements.

    • (Smith, 2015)
    • 2015 Cengage Learning Computing Conference
  13. Setting Student Expectations & Encouraging Engagement

    Slide 14 - Setting Student Expectations & Encouraging Engagement

    • 2015 Cengage Learning Computing Conference
    • 2
  14. Setting Expectations

    Slide 16 - Setting Expectations

    • Letting students know at the beginning of a course what to expect will curtail the anxiety they might feel.
    • Consider specifying email response times.
    • Consider specifying when grading & feedback will be posted/available.
    • (Hoffman, 2010)
    • 2015 Cengage Learning Computing Conference
  15. Expectations for Access

    Slide 17 - Expectations for Access

    • Setting Student Expectations
    • 2015 Cengage Learning Computing Conference
  16. Specify expectations for professional communications.

    Slide 18 - Specify expectations for professional communications.

    • 2015 Cengage Learning Computing Conference
  17. Secondary students’ writing in discussion board posts, journals, and blogs showed severe misuse of grammar.

    Slide 19 - Secondary students’ writing in discussion board posts, journals, and blogs showed severe misuse of grammar.

    • (Kerr, 2011)
    • 2015 Cengage Learning Computing Conference
  18. Students felt courses that emphasized text-based content, individualized learning, and limited interaction with others were less helpful than those that were more interactive and incorporated the use of multimedia.

    Slide 20 - Students felt courses that emphasized text-based content, individualized learning, and limited interaction with others were less helpful than those that were more interactive and incorporated the use of multimedia.

    • (Boling et al., 2012)
    • 2015 Cengage Learning Computing Conference
  19. Embed Media

    Slide 21 - Embed Media

    • 2015 Cengage Learning Computing Conference
  20. Write more frequent, descriptive group email announcements for the whole class, summarizing and drawing conclusions from online discussions, providing overarching feedback for an assignment, and/or offering reminders of upcoming projects and deadlines.

    Slide 22 - Write more frequent, descriptive group email announcements for the whole class, summarizing and drawing conclusions from online discussions, providing overarching feedback for an assignment, and/or offering reminders of upcoming projects and deadlines.

    • (Cerniglia, 2011)
    • 2015 Cengage Learning Computing Conference
  21. Image from Stephen Poff at flickr.com

    Slide 23 - Image from Stephen Poff at flickr.com

    • CSMs
    • Leverage email
  22. Instructors must consider how they will infuse themselves into the course materials throughout the semester

    Slide 24 - Instructors must consider how they will infuse themselves into the course materials throughout the semester

    • (Hoffman, 2010)
    • 2015 Cengage Learning Computing Conference
  23. Video Overviews

    Slide 25 - Video Overviews

    • 2015 Cengage Learning Computing Conference
  24. https://www.youtube.com/my_webcam

    Slide 26 - https://www.youtube.com/my_webcam

    • 2015 Cengage Learning Computing Conference
  25. Consider mini-lectures, videos that last 2 to 5 minutes and introduce a particularly difficult topic or provide background.(Shaffhauser, 2015) Record video descriptions of individual assignments to help students better understand expectations. (Cerniglia, 2011)

    Slide 27 - Consider mini-lectures, videos that last 2 to 5 minutes and introduce a particularly difficult topic or provide background.(Shaffhauser, 2015) Record video descriptions of individual assignments to help students better understand expectations. (Cerniglia, 2011)

    • 2015 Cengage Learning Computing Conference
  26. Video descriptions

    Slide 28 - Video descriptions

    • 2015 Cengage Learning Computing Conference
    • Talking through individual assignments
  27. Narrated slideshows to embed/link

    Slide 29 - Narrated slideshows to embed/link

    • iSpring Free as a plugin to Powerpoint on Windows
  28. Screen Recording to embed/link

    Slide 30 - Screen Recording to embed/link

  29. Strategies for Meaningful Discussions

    Slide 31 - Strategies for Meaningful Discussions

    • Use guiding questions.
    • Tips for Asynchronous Discussion
  30. MANIC Discussion Strategy

    Slide 32 - MANIC Discussion Strategy

    • What was the Most important thing in the reading?
    • What was something you Agree with in the reading?
    • What was something you do Not agree with in the reading?
    • What was something you found Interesting in the reading?
    • What was something you found Confusing in the reading?
    • (Curry & Cook, 2014)
    • 2015 Cengage Learning Computing Conference
    • Strategies for Meaningful Discussions
  31. Strategies for Meaningful Discussions

    Slide 33 - Strategies for Meaningful Discussions

    • Use guiding questions.
    • Provide students with guidelines on how to write quality postings.
    • Tips for Asynchronous Discussions
    • 3
  32. Setting Expectations

    Slide 34 - Setting Expectations

    • 2015 Cengage Learning Computing Conference
  33. Setting Expectations

    Slide 35 - Setting Expectations

    • When responding to someone with whom they disagree, students are instructed to (1) state the person’s name to create some intimacy, (2) paraphrase the other person’s point to demonstrate understanding the post, and then(3) provide an alternative perspective or constructive criticism.
    • (Collins, Weber & Zambrano, 2014)
    • 2015 Cengage Learning Computing Conference
    • Tips for Asynchronous Discussions
  34. Strategies for Meaningful Discussions

    Slide 36 - Strategies for Meaningful Discussions

    • Use guiding questions.
    • Provide students with guidelines on how to write quality postings.
    • Consider 3-7 different questions for each discussion topic.
    • Tips for Asynchronous Discussions
    • 3
  35. Strategies for Meaningful Discussions

    Slide 38 - Strategies for Meaningful Discussions

    • Use guiding questions.
    • Provide students with guidelines on how to write quality postings.
    • Consider 3-7 different questions for each discussion topic.
    • Push for deeper discussions.
    • Tips for Asynchronous Discussions
    • 3
  36. Assign roles to students (e.g., questioner, responder, reviewer) for online discussions that would require students to facilitate and monitor course discussions.

    Slide 39 - Assign roles to students (e.g., questioner, responder, reviewer) for online discussions that would require students to facilitate and monitor course discussions.

    • (Kerr, 2011)
    • 2015 Cengage Learning Computing Conference
  37. Strategies for Meaningful Discussions

    Slide 41 - Strategies for Meaningful Discussions

    • Use guiding questions.
    • Provide students with guidelines on how to write quality postings.
    • Consider 3-7 different questions for each discussion topic.
    • Push for deeper discussions.
    • Remember what it means to be a student.
    • Tips for Asynchronous Discussions
    • 3
  38. Use a Wednesday to Wednesday schedule so that students could maximize the weekend after receiving instruction.

    Slide 42 - Use a Wednesday to Wednesday schedule so that students could maximize the weekend after receiving instruction.

    • (Boling et al., 2012)
    • 2015 Cengage Learning Computing Conference
    • 42
  39. Grading & Assessment

    Slide 43 - Grading & Assessment

    • 2015 Cengage Learning Computing Conference
    • 3
  40. Provide opportunities for student choice to present their understanding. Teachers use multiple strategies to assess student learning, based on the content area of the course.Encourage student interaction with the content by offering multiple assessment opportunities (i.e., short quizzes, exercises, activities).

    Slide 44 - Provide opportunities for student choice to present their understanding. Teachers use multiple strategies to assess student learning, based on the content area of the course.Encourage student interaction with the content by offering multiple assessment opportunities (i.e., short quizzes, exercises, activities).

    • (DiPietro, et al., 2008; Hoffman, 2010; Kerr, 2011)
    • 2015 Cengage Learning Computing Conference
  41. Students did not like it when they received little to no feedback from their instructors.(Boling et al., 2012) Include rubrics for assessment.(Kerr, 2011)

    Slide 45 - Students did not like it when they received little to no feedback from their instructors.(Boling et al., 2012) Include rubrics for assessment.(Kerr, 2011)

    • 2015 Cengage Learning Computing Conference
  42. Project Page Template

    Slide 46 - Project Page Template

    • Collaboration with Lee Allen, Trey Martindale & Clif Mims.
  43. 2015 Cengage Learning Computing Conference

    Slide 47 - 2015 Cengage Learning Computing Conference

  44. An instructor who requires students to engage in online discussions should take the time to provide guidelines regarding both the expected quality and quantity of student participation.

    Slide 48 - An instructor who requires students to engage in online discussions should take the time to provide guidelines regarding both the expected quality and quantity of student participation.

    • (Hoffman, 2010)
    • 2015 Cengage Learning Computing Conference
  45. Grading Discussions

    Slide 49 - Grading Discussions

    • Clarify in advance how students will be graded.
    • Quantity of information or posts is/is not a criterion for discussion grades.
    • Both quantity and quality of student posts will be graded.
    • 2015 Cengage Learning Computing Conference
    • Discussion Posts
  46. Grading Discussions

    Slide 50 - Grading Discussions

    • 2015 Cengage Learning Computing Conference
    • Discussion Boards
    • (Wei, Peng, & Chou, 2015)
  47. Synchronous Meetings/Web Conferencing

    Slide 51 - Synchronous Meetings/Web Conferencing

    • 2015 Cengage Learning Computing Conference
    • 4
  48. To help foster a personal connection between instructors and students, every online course developed internally at U of Southern California includes a one-hour real-time session.

    Slide 52 - To help foster a personal connection between instructors and students, every online course developed internally at U of Southern California includes a one-hour real-time session.

    • (Shaffhauser, 2015)
    • 2015 Cengage Learning Computing Conference
  49. What I’ve Learned & Researched

    Slide 53 - What I’ve Learned & Researched

    • Video adds little instructionally.
    • Switching students wastes time.
    • Tips for Synchronous Meetings/Web Conferencing
  50. 2015 Cengage Learning Computing Conference

    Slide 54 - 2015 Cengage Learning Computing Conference

  51. What I’ve Learned & Researched

    Slide 55 - What I’ve Learned & Researched

    • Video adds little instructionally.
    • Switching students wastes time.
    • Use the text-based chat, too.
    • Tips for Synchronous Meetings/Web Conferencing
  52. Image from http://idesweb.bc.edu/ides/website/teaching_tools/wimba/voice_direct

    Slide 56 - Image from http://idesweb.bc.edu/ides/website/teaching_tools/wimba/voice_direct

    • Using Chat, too.
  53. Slide 57

    • Analyze learners
    • Analyze context
    • Define performance gap
    • POLL
    • Enter in Chat.
    • Quick Poll
    • Task E is dependent on which task(s)?
  54. Slide 58

    • Analyze learners
    • Analyze context
    • Define performance gap
    • POLL
    • Enter in Chat.
    • Quick Poll
    • In this example, Task E might be what task for instructional design?
  55. What I’ve Learned & Researched

    Slide 59 - What I’ve Learned & Researched

    • Video adds little instructionally.
    • Switching students wastes time.
    • Use the text-based chat, too.
    • Video costs more.
    • Tips for Synchronous Meetings/Web Conferencing
  56. Only 64 percent of African-Americans, 53 percent of Hispanics, and 54 percent of lower-income Americans overall … have broadband access at home.

    Slide 60 - Only 64 percent of African-Americans, 53 percent of Hispanics, and 54 percent of lower-income Americans overall … have broadband access at home.

    • (Eng, 2015; Pew Research Internet Project, 2013)
    • 2015 Cengage Learning Computing Conference
  57. What I’ve Learned & Researched

    Slide 61 - What I’ve Learned & Researched

    • Video adds little instructionally.
    • Switching students wastes time.
    • Use the text-based chat, too.
    • Video costs more.
    • Fast finger questioning makes it fun.
    • Tips for Synchronous Meetings/Web Conferencing
  58. Images from http://daves-stuff.pyriform.co.uk/WWTBAM/images/first_fastest_finger_2.JPG & http://www.distantcreations.com/blog/wp-content/uploads/2009/07/milllogo3101finalcl.JPG.

    Slide 62 - Images from http://daves-stuff.pyriform.co.uk/WWTBAM/images/first_fastest_finger_2.JPG & http://www.distantcreations.com/blog/wp-content/uploads/2009/07/milllogo3101finalcl.JPG.

    • Fast Finger Questions
  59. Directions: Type your answer into the chat box but do not hit “Enter” until Dr. Grant says to. This is like Scattergories. Try not to name the same one as someone else.

    Slide 63 - Directions: Type your answer into the chat box but do not hit “Enter” until Dr. Grant says to. This is like Scattergories. Try not to name the same one as someone else.

    • FAST FINGER
    • QUESTION
  60. Name one reason elearning projects fail.

    Slide 64 - Name one reason elearning projects fail.

    • Directions: Type your answer into the chat box but do not hit “Enter” until Dr. Grant says to.
    • FAST FINGER
    • QUESTION
  61. What I’ve Learned & Researched

    Slide 65 - What I’ve Learned & Researched

    • Video adds little instructionally.
    • Switching students wastes time.
    • Use the text-based chat, too.
    • Broadcasting is better but …
    • Video costs more.
    • Fast finger questioning makes it fun.
    • Calling on students makes them better prepared.
    • Handouts are helpful to focus students.
    • A web conference can eliminate a flurry of emails.
    • Make students complete the diagnostic test.
    • Tips for Synchronous Meetings/Web Conferencing
  62. Image from http://idesweb.bc.edu/ides/website/teaching_tools/wimba/voice_direct

    Slide 66 - Image from http://idesweb.bc.edu/ides/website/teaching_tools/wimba/voice_direct

    • Diagnostics
  63. What I’ve Learned & Researched

    Slide 67 - What I’ve Learned & Researched

    • Video adds little instructionally.
    • Switching students wastes time.
    • Use the text-based chat, too.
    • Broadcasting is better but …
    • Video costs more.
    • Fast finger questioning makes it fun.
    • Calling on students makes them better prepared.
    • Handouts are helpful to focus students.
    • A web conference can eliminate a flurry of emails.
    • Make students complete the diagnostic test.
    • Build in extra time the first time. Begin broadcasting early with a window to check in.
    • Tips for Synchronous Meetings/Web Conferencing
  64. Questions?michaelmgrant@sc.edu

    Slide 68 - Questions?michaelmgrant@sc.edu

  65. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License.

    Slide 69 - This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License.

    • Michael M. Grant, PhD 2015