Tried & TestedMore Grounded Pedagogies for Online & Blended Courses

2016 Cengage Learning Computing Conference
Michael M. Grant, University of South Carolina
Charles B. Hodges, Georgia Southern University
Tried & Tested
More Grounded Pedagogies
for Online & Blended
Courses

Michael M. Grant
The University of South Carolina
http://viral-notebook.com
@michaelmgrant

Charles B. Hodges
Associate Professor
Instructional Technology
chodges@georgiasouthern.edu
Follow me on Twitter: @hodgesc

Whatthissessionis…
Image
from
h+p://upload.wikimedia.org/wikipedia/commons/5/5d/Minnesota_State_Capitol_Woodworkers_Toolbox_Historical_Society.jpg

By the way,
feel free to
plagiarize the
heck out of
anything we’re
sharing with
you today!

Learning
Theories
&

Learning

Management

Systems

1

Assignment
Dropbox
&
Rubrics

Organizing
&

Managing
Online
or

Blended
Courses

2

Many
insOtuOons
use
a
course
design

template
for
online
courses
because
it

provides
students
a
standardized
web

navigaOon
experience.

(Collins,
Weber
&
Zambrano,
2014)

2016 Cengage Learning Computing Conference19

Online
Course
OrganizaOon

IntroducOon
or
overview
Provide
a
brief
introducOon
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
a+enOon.

Reference
the
media
in
your
introducOon.

Use
links.

Standards
or
ObjecOves/
SPIs

Share
the
objecOves/standards:
“At
the
end
of
this
unit,
YSBAT…”

This
is
helpful
for
accreditaOon.

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
acOviOes.

(Use
other
media

beyond
the
text.

Embed
others’
content.)

AddiOonal
Learning

Resources

Consider
adding
a
secOon
for
addiOonal
learning
(i.e.,

diﬀerenOaOon).

For
example,
bookmarks
to
tools
and
instruments,

parOcipaOon
in
a
blog
conversaOon,
links
to
relevant
sites
or

examples.

AcOviOes
List
here
the
acOviOes
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

opOon.

Developed
in
collaboraOon
with
Lee
Allen,
Trey
MarOndale
&
Clif
Mims.

Using
a
screen
and
video
capturing
program,
I
post
a

short
weekly
video
announcement
to:
(1)
let
students

see
me
and
recognize
that
I
am
a
real
person;
(2)

conduct
housekeeping
acOviOes,
such
as
reminders
of

upcoming
assignments
and
due
dates;
(3)
provide

“just-‐in-‐Ome”
comments
and
discussion
about
topics

that
need
further
explanaOon
or
clariﬁcaOon;
and
(4)

discuss
current
events.
These
weekly
video

announcements
reinforce
…
that
I
am
here,
acOve,
and

enthusiasOc
about
the
course.

(Hoﬀman,
2010)


PhonecasOng
with
AudioBoom

https://audioboom.com/boos/2565201-task-analysis-at-percy-kent

Introductory
Email

CollaboraOon
with
Lee
Allen,
Trey
MarOndale
&
Clif
Mims.

Image
from
~FreeBirD®~
at
ﬂickr.com

Flipped
Classroom

Screen
recording
to
embed/link

•  Don't
have
to
ﬂip

everything,
all
the
Ome,

all
at
once.
Do
a
day
or

two
where
you
have

good
content/media
for

outside
of
class.

•  Also,
don't
worry
too

much
about
the
quality

of
your
video.

•  If
you
make
your
own

video,
it
won't
be

perfect,
studio
quality.


h8p://www.slideshare.net/andreasdewanto/

8th-‐ipsg-‐20160127-‐57677124

Use
groups
or
teams

Image
from
~FreeBirD®~
at
ﬂickr.com

Students
should
be
required
to
complete

an
orientaOon
to
online
learning
as
a

prerequisite
for
enrolling
in
an
online

course,
followed
by
a
course
navigaOon

skills
quiz.

(Collins,
Weber
&
Zambrano,
2014)


Consider
the
use
of
outside
guest
speakers.

"That
was
something
the
instrucOonal
designers

pushed
me
to
do,"
recalled
Mills.
"I
thought,
I'm

the
expert.
Why
am
I
doing
this?"

(Shaqauser,
2015)


Through
quick
quizzes
an
instructor
can

uncover
what
isn’t
fully
understood
by

the
students.

(Shaqauser,
2015)


Encourage
student
interacOon
with
the

content
by
oﬀering
mulOple
self-‐
assessment
opportuniOes
(e.g.,
short

quizzes,
exercises,
acOviOes).

(Hoﬀman,
2010)


Undergrads
cared
most
about
these
teacher

behaviors
in
an
online
class
(Hodges
&
Cowan,
2012)

•  Makes
course
requirements
clear

•  Creates
a
course
that
is
easy
to
navigate

•  Provides
clear
instrucOons
on
how
to
parOcipate
in
course
learning

acOviOes

•  Clearly
communicated
important
due
dates/Omeframes
for
learning

acOviOes

•  Clearly
communicates
important
course
topics

•  Clearly
communicated
important
course
goals

•  Sets
clear
expectaOons
for
discussion
parOcipaOon

•  Always
follows
through
with
promises
made

•  Provides
Omely
feedback
on
assignments
and
projects

•  Lets
me
know
how
I
am
doing
in
the
course


Providing
Feedback
with
Rubrics

•  Developing
rubrics
and
lerng
them
evolve

from
class-‐to-‐class
is
worth
the
Ome

•  You
may
need
to
teach
students
how
to

interpret
the
rubric
before
they
start
the

assignment

•  And
to
understand
that
the
scored
one

probably
gives
them
a
good
idea
what
they

did
wrong.


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
InteresOng
in
the

reading?

•  What
was
something
you
found
Confusing
in
the

reading?

(Curry
&
Cook,
2014)


Include
a
model
or
example
of

typical
discussion
responses
and
ﬁnal

products.

(Kerr,
2011)


SeRng
Expecta-ons

When
responding
to
someone
with
whom
they

disagree,
students
are
instructed
to

(1)
state
the
person’s
name
to
create
some

inOmacy,

(2)
paraphrase
the
other
person’s
point
to

demonstrate
understanding
the
post,
and
then

(3)
provide
an
alternaOve
perspecOve
or

construcOve
criOcism.

(Collins,
Weber
&
Zambrano,
2014)

Assign
roles
to
students
(e.g.,
QuesOoner,

Responder,
Reviewer)
for
online

discussions
that
would
require
students
to

facilitate
and
monitor
course
discussions.

(Kerr,
2011)

Use
online
role
play
with
diﬀerent
points
of
view

(e.g.,
Sage,
Devil’s
Advocate,
Supporter,
etc.)

And
consider
debates
from
diﬀering
POVs
(e.g.,

Manager,
Developer,
End
User,
Client,
etc.)

(Bonk,
2015;
McGee
&
Reis,
2012)


Peer,
Instructor
&

Content
InteracOons
4

Each
type
of
interacOon
had
a
significantly

posiOve
average
effect
size:

§ Student-‐Student
=
0.49

§ Student-‐Instructor
=
0.32

§ Student-‐Content
=
0.46

Student-‐student
and
student-‐content

interacOons
were
significantly
higher
than

student-‐instructor
interacOon.

(Abrami
et
al.,
2011,
p.
85-‐86)


In
computer-‐supported
learning
—
122
studies

—
small
group
learning
had
signiﬁcantly
more

posiOve
eﬀects
than
individual
learning
on

student
individual
achievement.

(Abrami
et
al.,
2011)


Small
group
learning
was
enhanced
when

a)  students
had
group
work
experience
or

instrucOon

b)  speciﬁc
cooperaOve
learning
strategies
were

employed,
and

c)  group
size
was
small.

(Abrami
et
al.,
2011)


Group
work
can
leverage:

1)  Goal
interdependence
(shared
group
learning
and

product
goals)

2)  Resource
interdependence
(each
group
member

provides
porOons
of
the
learning
resources
necessary
to
the

group
learning
outcomes),
and

3)  Role
interdependence
(each
group
member

performs
an
assigned
role
to
achieve
the
learning
outcome

or
product).

(Collins,
Weber
&
Zambrano,
2014)


Games
&
Gamifica-on
Terminology

•  Games
&
gaming
disOnguished
by
their
original
purposes

of
entertainment.

•  Serious
games,
which
are
most
akin
to
simula-ons,
are

designed
to
educate
first
(Michael
&
Chen,
2005).

•  Gamifica-on
applies
game
design
elements
or

mechanics,
parOcularly
those
engendering
moOvaOon,
to

non-‐game
processes
(Kapp,
2012),
like
courses
&

instrucOonal
units.


Games

h+p://www.thiagi.com/resources/#/games-‐3/

h+p://depaulwimba.pbworks.com/

f/SynchronousGames.pdf

Drs. Sivasailam “Thiagi” Thiagarajan
& Marie Jasinski
Just
found!

C3PO

Challenge,

Pool,
Poll,
Predict,

Outcome

h+p://www.ascilite.org/
conferences/coﬀs00/papers/
marie_jasinski.pdf

Course
ideas
based
on
…

•  Kenneth
Pierce
at
The
University
of
Texas
at
San
Antonio

•  Craig
Shepherd
at
the
University
of
Wyoming,

•  David
Gibson
&
Chris
Haskell
at
Boise
State
University


•  Content
modules
designated
as

“core
levels”

•  Assignments
idenOﬁed
as
quests

&
opOonal
modules
as
“upgrade

quests”

•  Player
Omelines

•  Player
discussions

•  Grades
converted
to
experience

points
(XP)

•  Badges
awarded
for
compleOon

of
speciﬁc
levels
or
acOviOes

References

•  Abrami,
P.
C.,
Bernard,
R.
M.,
Bures,
E.
M.,
Borokhovski,
E.,
&
Tamim,
R.
M.
(2011).
InteracOon
in
distance
educaOon
and
online
learning:
Using
evidence
and
theory
to
improve
pracOce.

Journal
of
Compu-ng
in
Higher
Educa-on,
23,
82–103.
h+p://doi.org/10.1007/s12528-‐011-‐9043-‐x

•  Allen,
I.
E.,
&
Seaman,
J.
(2014).
Tracking
online
educa-on
in
the
United
States.
Babson
Park,
MA.
Retrieved
from
www.onlinelearningsurvey.com/reports/gradechange.pdf

•  Boling,
E.
C.,
Hough,
M.,
Krinsky,
H.,
Saleem,
H.,
&
Stevens,
M.
(2012).
Curng
the
distance
in
distance
educaOon:
PerspecOves
on
what
promotes
posiOve,
online
learning
experiences.

Internet
and
Higher
Educa-on,
15(2),
118–126.
h+p://doi.org/10.1016/j.iheduc.2011.11.006

•  Bonk,
C.
(2015,
March
18).
Adding
some
TEC-‐VARIETY
for
online
mo-va-on.

Paper
presented
at
the
20th
annual
Cengage
Learning
CompuOng
Conference,
Phoenix,
AZ.

•  Cerniglia,
E.
G.
(2011).
Modeling
best
pracOce
through
online
learning
building
relaOonships.
Young
Children,
66(May),
54–59.

•  Collins,
D.,
Weber,
J.,
&
Zambrano,
R.
(2014).
Teaching
business
ethics
online:
PerspecOves
on
course
design,
delivery,
student
engagement,
and
assessment.
Journal
of
Business
Ethics,

125,
513–529.
h+p://doi.org/10.1007/s10551-‐013-‐1932-‐7

•  Crews,
T.,
&
Bu+erfield,
J.
B.
(2014).
Data
for
flipped
classroom
design:
Using
student
feedback
to
idenOfy
the
best
components
from
online
and
face-‐to-‐face
classes.
Higher
Educa-on

Studies,
4(3),
38–47.
h+p://doi.org/10.5539/hes.v4n3p38

•  Curry,
J.
H.,
&
Cook,
J.
(2014).
FacilitaOng
online
discussions
at
a
MANIC
pace:
A
new
strategy
for
an
old
problem.
The
Quarterly
Review
of
Distance
Educa-on,
15(3),
1–11.

•  DiPietro,
M.,
Ferdig,
R.
E.,
Black,
E.
W.,
&
Preston,
M.
(2008).
Best
pracOces
in
teaching
K-‐12
online:
Lessons
learned
from
Michigan
Virtual
School
teachers.
Journal
of
Interac-ve
Online

Learning,
7(1),
10–35.
Retrieved
from
h+p://search.proquest.com/docview/233293907?accounOd=14723

•  Eng,
N.
(2015).
K-‐12
MOOCs
must
address
equity.
Educa-on
Week.
Retrieved
from
h+p://www.edweek.org/ew/arOcles/2015/02/04/k-‐12-‐moocs-‐must-‐address-‐equity.html

•  Hodges,
C.
B.,
&
Cowan,
S.
F.
(2012).
Preservice
teachers’
views
of
instructor
presence
in
online
courses.
Journal
of
Digital
Learning
in
Teacher
Educa-on,
28(4),
139–145.

•  Hoffman,
S.
J.
(2010).
Teaching
the
humani-es
online:
A
prac-cal
guide
to
the
virtual
classroom.
Armonk,
NY:
M.E.
Sharp
Inc.

•  Kapp,
K.M.
(2012).
The
gamificaOon
of
learning
and
instrucOon:
Game-‐based
methods
and
strategies
for
training
and
educaOon.
San
Francisco,
CA:
Pfeiffer.

•  Kerr,
S.
(2011).
Tips,
Tools,
and
Techniques
for
Teaching
in
the
Online
High
School
Classroom.
TechTrends,
55,
28–31.
h+p://doi.org/10.1007/s11528-‐011-‐0466-‐z

•  McGee,
P.,
&
Reis,
A.
(2012).
Blended
course
design:
A
synthesis
of
best
pracOces.
Journal
of
Asynchronous
Learning
Networks,
16(4),
7–22.

•  Michael,
D.,
&
Chen,
S.
(2005).
Serious
games:
Games
that
educate,
train,
and
inform
(1st
ed.).
Course
Technology
PTR.

•  Schaqauser,
D.
(2015).
8
best
pracOces
for
moving
courses
online.
Campus
Technology.
Retrieved
from
h+p://campustechnology.com/arOcles/2015/02/11/8-‐best-‐pracOces-‐for-‐moving-‐
courses-‐online.aspx

•  Smith,
C.
(2015).
GeXng
started:
The
online
course
development
toolkit.
Paper
presented
at
FantasTech
2015,
Online
conference.

•  Wei,
H.,
Peng,
H.,
&
Chou,
C.
(2015).
Can
more
interacOvity
improve
learning
achievement
in
an
online
course?
Effects
of
college
students’
percepOon
and
actual
use
of
a
course-‐
management
system
on
their
learning
achievement.
Computers
&
Educa-on,
83,
10–21.
h+p://doi.org/10.1016/j.compedu.2014.12.013


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