Deeply engaging students through collaboration is one of the hardest parts of designing and teaching online. Whether your course is fully online, blended, or just flipped, social learning has been difficult build into online activities.
When students are engaged in online activities, they learn, but too often at-risk students are disengaged and unsuccessful. Strategies that address the unsuccessful online learner are of critical significance to ISTE members, to the instructional technology field, and to teachers and schools. Specific strategies incorporate instructor presence, presenting bite-sized content through short videos, online team projects, peer review/editing, publishing student work, making content relevant to learners, fostering relationships, using “brain rules,” and evaluation through creative application of content. For each strategy, the technology serves as a pedagogical multiplier of student achievement because of the ways it supports engagement and collaboration. Participants will select two-to-four of the strategies to build into a personal engagement plan to share with the workshop participants. This plan is designed to foster replication of the shared strategies. Increasing student engagement is of the highest value to participants who want even their most disadvantaged students to succeed. The presenter has successfully used each of these strategies over his career with disadvantaged and online students. He shares strategies like these in ISTE and PETE&C sessions.
Technology serves as a pedagogical multiplier of student achievement because of the ways it supports engagement and collaboration.
PURPOSE & OBJECTIVES:
The primary purpose of this workshop is to address student engagement, a core problem in education today. A few specific tools will be addressed like ZOOM, Google Apps, Medium, and YouTube, but no commercial or little-known tools will be used. The models are primarily pedagogical models that fit well in the online, blended, and flipped environment. Ideally participants will implement their personal engagement plan in their online design and teaching. Each of the strategies has been studied formally and informally, and they are chosen because of the success seen by the presenter in his teaching.
- 10 min – introductions, schedule, context (CMAP)
- 50 min – six strategies with examples and case studies
- 15 min – break
- 50 min – six strategies w/ examples and case studies
- 15 min – break
- 20 min – develop personal engagement plan (2-to-4 strategies)
- 20 min - share strategies & discuss
- instructor presence
- build relationships
- live web conferences & presentations
- brain rules
- visual images
- make relevant connections
- creative application of content
- featuring student work online
- peer review/editing/grading
- team projects
- public presentation/publishing
1. Instructor Presence
The most powerful feeling I’m left with after the course is how close the instructor and students "felt". The media and technology allowed us to collaborate in a way that I’ve never experienced before in an online or distance learning class. To be honest, I always thought that on-line classes were contrived and not authentic; distance simply did not allow for the same level of collaboration as that in a classroom setting. This experience has proven to me that authentic and powerful learning experiences can indeed occur on-line. (Brian, Dhahran, Saudi Arabia, personal communication, 2003)
- Scott Page: best-known instructor in world?
- award-winning MOOC instructor Dr. Barbara Oakley
- UC Irvine bio MOOC instructor Adrienne Williams' vid setup
- MIT math instructor using Lightboard
- Udacity' Physics MOOC with "magic pen"
- example from one of Scott's courses
2. Build Relationships
Is it YOUR class or OUR class? How do students get to KNOW each other? How are they required to WORK TOGETHER (meaningfully, of course!).
- class directory to foster international graduate connections
- forum post: share one thing that few people know about you!
3. Live Web Conferences & Presentations
- Zoom.us example - student presence
- Zoom.us example - large window focus
- Fatma's interactive Arabic class
- student team web conferences (define roles)
- Make it happen -- it ain't easy -- students can figure it out.
- Pick controversial topic: Be provocative!
- Facilitate only as needed: allow students to discuss & argue
- Reflect and debrief, involving other class members
- Should be more structured than you think
5. John Medina's Brain Rules
6. Visual Images
- Vision is your DOMINANT sense (not "learning styles")
- Research: relevant image increases learning
by DOUBLING info encoding networks
- images evoke attention/interest/EMOTION
- example image cave restaurant
- example image lava street
-- 'Bout Time for a BREAK (if that's OK)--
7. Make Relevant Connections
- Brain attentive to personally-meaningful information
- All assignments need a student-understandable purpose
- Connect all new content to personal meaning?
- Use concept mapping system like CMAP: https://www.ihmc.us/cmaptools/
New 3 R's: Rigor — Relevance — Relationships
8. Creative application of content
CREATIVE APPLICATION, like "personal meaning," requires student (brain) to RE-ENCODE content in novel patterns and connections. The more connections, the easier to retrieve the content. The more connections, the more "transferrable" the content. Creativity PERSONALIZES content.
How to evaluate or grade creative application? Student's job is to DEMONSTRATE UNDERSTANDING in ways that they choose. Must still be consistent with course.
9. feature student work online (internal)
- LMS folder of assignments/projects
- course-accessible forum attachments
10. peer review/editing/grading
... thank you to my partners in peer reviews and collaborative Thoughtful Questions! I appreciated your thoughtful feedback and support throughout the semester.
- STRUCTURED peer review/editing stories & lessons (stable peer team?)
- Peer grading (middle of Daphne Koller talk at Columbia U.)
11. Team Projects
12. Public Presentation/Publishing (external)
- wikibooks: Directing Technology, 1-to-1 Schools, Assistive Technology
- respected blog/publication: http://medium.com
- conference/grant proposal:
- grant proposal example: Tech Planning (Farah, Kevin)
- example conference: regional PETE&C Conference RFP
Thank you for providing such an innovative learning opportunity in this course. Using audio and video conferencing was not only contextual and appropriate, but delightful! I also appreciated your timely feedback on papers and your flexibility with scheduling.
And, thank you to my partners in peer reviews and collaborative Thoughtful Questions! I appreciated your thoughtful feedback and support throughout the semester.
Finally, to everyone in the class: I've enjoyed reading your Thoughtful Questions and hearing your voices! What a wonderful international community of learners!
— Lynn from Nagoya, Japan (just turned 50)