Online Syllabi Using Google Calendar

Time management has always been a critical skill for a student to poses in order to effectively balance their academic and personal lives. Students must constantly be aware of their agenda for each class and how much time to set aside to complete assignments and prepare for exams. Syllabi have always been around to dictate the pace of each course and alert students of upcoming deadlines. But is there a more effective and innovative way?

After numerous discussions with my colleagues and students, I have come to the realization that there definitely is. Professors due their best to remind students about upcoming deadlines and students use their own daily planners and online tools to keep up-to-date. However, there is a more cohesive and technologically friendly way to accomplish these goals.

Professors should consider creating a Google Calendar in the form of their syllabus for each of their class sections. Exam blocks should be scheduled out in addition to project reminders, suggested group meeting times, and most importantly, class times. By then sharing the Google calendar with their students’ - every student would have an extremely useful calendar to keep them up-to-date with everything going on in the class. More importantly, this calendar can be accessed from any computer and most mobile devices 24/7/365.

If all professors employed this method at their institution, each student would have a calendar of their personal appointments and agenda in addition to an overlay of all their classes, assignments, and tasks. Professors often change their syllabi throughout the semester and hand out additional hard copies or upload another online version which can be confusing and inaccurate for some students. This Google- approach scheme allows professors to make modifications to their curriculum on the fly and insures that every student is always up-to-date with latest agenda. A bonus to the student is that each student only has to reference one online file for all their classes and avoid having to sort through multiple hard copies and online syllabi for each class.

To learn more – go to: http://support.google.com/calendar/

Benefits and Challenges of Using Tablets in Classrooms

The incorporation of digital devices for students and instructors is becoming a major trend in education. The recent appearance and early adoption of tablets by young people is pushing the acceptance of these devices into the classrooms which, in turn, have been broadly presented (at least by the media) as the “next step” or the “natural evolution in the wave of future education.” Even though there are potential promises of educational impacts of tablets, educators should weigh the potential challenges as well before utilizing tablets into teaching and learning. Below is the list of some of the benefits and challenges of using tablets in classrooms with the resources where they were discussed.

Benefits:

1. Tablet computers, like the iPad, are interactive communicator and book-reader tools. They are also an imminent second wave of “must-have” technology for students. Their large screens (about 10 inches diagonally) and large memory (16 GBytes minimum) and similar processing power to Netbook PCs differentiate them from mobile phones and give them a different IT dimension: they are not just communicators, or toys, they are computers. http://www.bsrlm.org.uk/IPs/ip31-1/BSRLM-IP-31-1-20.pdf

2. A Tablet’s functionality potentially allows it to behave as a paperless combined textbook/notebook/test-paper/progress-record. A textbook may be downloaded and stored for use as needed. The Tablet’s interactive property allows the textbook to function as a notebook- meaning the user can make notes, highlight, and even look up the meaning of words. The progress/recorder allows attempted work to be automatically logged and all marks awarded to be automatically entered from the instructor’s machine. http://www.bsrlm.org.uk/IPs/ip31-1/BSRLM-IP-31-1-20.pdf

3. An Extensive library of apps are available either free or reasonably priced, as compared to computer software which is usually quite costly, allowing the student experience to be easier and more affordably accessed. http://www.pcmag.com/reviews/software

Challenges:

1. Drawbacks of usage. A seven-week-long study by the University of Notre Dame found that students did indeed like learning with the tablet computers, but that they used the devices differently than was expected. The students also identified some drawbacks of bringing iPads into the classroom, such as the difficulty of taking notes on the tablet. The auto correct typing function can create very interesting passages as well as frustrations. In the study, more than half the students reported feeling frustrated when highlighting text and taking notes within e-books on the iPad. Another drawback was the fact that multiple “windows” or files couldn’t be kept open, side-by-side, on the iPad, unlike a full-fledged computer. http://www.forbes.com/sites/elizabethwoyke/2011/01/21/pros-and-cons-of-ipads-in-the-classroom/

2. Monitoring use.  Though tablets allow students to learn at their own pace, some educators are worried about how to handle a classroom full of independent learners.  Many educators expressed concern about monitoring students while they use their tablet. The biggest problem with tablets is students’ visiting sites other than those for learning. http://www.digitalbookworld.com/2013/top-3-problems-with-tablets-in-the-classroom/

3. Incompatible Applications - Until all tablets can use all applications/websites there are limits to how well the tools can be used in the classroom. (http://chronicle.com/article/iPads-for-College-Classrooms-/126681/). As faculty, we must select tools that are compatible with the greatest number of devices – especially if one allows a BYOD environment.

In sum, it is worth experimentation and identifying whether or not a tablet will help your students consume course content and learn. Even though there are potential promises of educational impacts of tablets, educators should weigh the potential challenges as well before utilizing tablets into teaching and learning. At the end of the day, if using a table is helpful to facilitate student success, we should embrace it to the extent it facilitates the learning process and causes no harm.

Peer-led Learning and Reading Groups - Theory and Practice

How might we help students gain a better understanding of course material, structure a learning community, seize responsibility for learning, and promote valuable affordances? We might consider peer-led Learning. What is peer-led learning?

Peer-led learning approaches vary significantly and have been used for decades. With the popularity of MOOCs we see many new approaches to peer learning and crowd sourcing that are effective and innovative yet build upon long-held principles. In the face-to-face classroom, we might think about peer learning that involve student cohorts or triads taking responsibility for presenting chapters in the textbook or presenting theoretical frames. We might think of it as flipping a classroom or structuring the learning activities to expound the power of peer-to-peer learning and group process. In essence, when students work together, they build bonds that add to the student’s sense of belonging and invite opportunities to learn from one another. Moreover, when students are provided power and responsibility to direct the learning process, they gain numerous affordances that facilitate the evolution and growth of the person. Utilizing a more concrete example of peer-led learning one might explore the interteaching model (Boyce & Hineline 2002).

The interteaching model is a pedagogical method that shifts student responsibility from passive reception to active engagement, while transferring the instructor’s role to organizing and guidance (Saville 2006). The paradigm can be traced back to behavioral scholarship (Keller 1968),cooperative learning (Halpern 2004), and reciprocal peer tutoring (Griffin and Griffin 1998).

An example of how this method works involves Instructors preparing instructional guides in advance of class sessions which consist of a series of factual and conceptual questions. In the online class, these are posted in the modules. Students work collectively outside of class to grapple with the questions and make sense of the factual information. Students work in groups to discuss and deliberate the topic and questions, while the instructor provides prompts and feedback to support active learning. After student-led discussions have exhausted the topic or issue, students are asked to complete an assessment that provides feedback to the instructor about the student’s level of comprehension. Any misunderstandings or weak points may be addressed by the instructor during the next class period, posting, or video lecture. The theoretical framework that supports the interteaching model is well documented.

For example, David Kolb’s work on adult learning (known as “Kolb’s Cycle”) describes how adult learners traverse experiences and make sense of them. In his 1916 book, Democracy and Education, Dewey wrote, “Education is not an affair of ‘telling’ and being told, but an active and constructive process.” Soviet psychologist Lev Vygotsky, who developed the concept of the Zone of Proximal Development, was another proponent of “constructivist” learning theory. His 1962 book, Thought and Language, is a seminal work that provides evidence to support collaborative, socially meaningful, problem-solving activities over solo exercises.

In the 1980′s, Edwin Hutchins developed the theory of Distributed Cognition (Dcog). His findings suggest that knowledge lies not only within the individual but is situated in the individual’s social and physical environment. Distributed cognition refers to activities whereby cognitive resources are socially shared, extending individual cognitive resources, and allowing groups to accomplish some things individuals cannot achieve alone. This also fuels affordance theory.

The theory of affordances was introduced in the field of cognitive psychology during the late seventies (Gibson 1977). In short, it refers to measurable and independent benefits that flow from action, association, interaction, and presence.

The interteaching model envelops a behaviorist, cognitive, procedural and constructivist approach. It places the student at the center of learning and the instructor in the role of facilitating. This power shift, allows students to express their opinions, engender mature group dynamics, and creates a sense of independence, autonomy and responsibility.

In addition to learning the core concepts and struggling with conceptual questions, students gain soft-skill affordances. As students communicate with one another, they inevitably assume leadership roles, acquire conflict-managing skills, and as they discuss and clarify concepts they unravel the complexities of human relationships within a given context. In sum, peer-led learning should be incorporated as pedagogy in courses or programs to facilitate intentional integration, an attachment to the learning process, and the facilitation of a sense of belonging in order to best promote deep learning.

Resources

Davies, Bill., and Maya Barak. 2013. “Peer-led Reading Groups Boost Engagement and Retention” in Faculty Focus, February 18. < http://www.facultyfocus.com/articles/teaching-and-learning/peer-led-reading-groups-boost-engagement-and-retention/>

Boyce, Thomas E., & Hineline, Phillip N., 2002. “Interteaching: A Strategy for Enhancing the User-Friendliness of Behavioral Arrangements in the College Classroom.” The Behavior Analyst, 25:215-226.

Gibson, James. 1977. “The Theory of Affordances.” In Robert Shaw and John Bradford Perceiving, Acting, and Knowing, (Eds.), Hillsdale, NJ: Erlbaum.

Griffin, M.M., and Griffin, B.W. 1998. “An investigation of the effects of reciprocal peer tutoring on achievement, self-efficacy, and test anxiety.” Contemporary Educational Psychology, 23: 298-311.

Halpern, D.F. 2004. “Creating cooperative learning environments.” In B. Perlman, L.I. McCann, and S.H. McFadden (Eds.), Lessons learned: Practical advice for the teaching of psychology. 2:149-155. Washington DC, American Psychological Society.

Keller, F.S. 1968. “Good-bye teacher…” Journal of Applied Behavior Analysis. 1:79-89.

Kolbs Learning Cycle http://www.utexas.edu/student/utlc/learning_resources/learning/Kolbs_Learning_Cycle.pdf

Nelson, C. 1999. “Critical Thinking and Collaborative Learning.” Tomorrow’s Professor Msg. #173. Center for Teaching and Learning, Stanford University. http://ctl.stanford.edu/Tomprof/postings/173.html (last accessed: 23 June 2003).

Saville, B.K. 2006. From sage on the stage to guide on the side: An alternative approach to teaching research methods. Paper presented at the Annual Teaching Institute, Association for Psychological Science, New York, NY.

Applying the Seven Principles for Good Practice to the Online Classroom

Repost: Faculty Focus

By Oliver Dreon, PhD

Almost 25 years have passed since Chickering and Gamson offered seven principles for good instructional practices in undergraduate education. While the state of undergraduate education has evolved to some degree over that time, I think the seven principles still have a place in today's collegiate classroom. Originally written to communicate best practices for face-to-face instruction, the principles translate well to the online classroom and can help to provide guidance for those of us designing courses to be taught online.

1. Encourage contact between students and faculty. Students need to know how to contact their online instructors and should be encouraged to communicate with us when needed. In my online courses, I identify multiple means of contacting me (email, Skype, Twitter, etc) and clearly post times when I'll be available to chat during online office hours. While few students utilize the online office hours I provide, offering this time communicates to students that I am available if they need assistance and that I value this interaction.

2. Develop reciprocity and cooperation among students. For those of us who believe that people learn through socially constructing their understanding based on their experiences, this principle is critical. Online courses should not be independent study classes. Online instructors need to build collaborative structures into their courses to promote student-to-student interaction. In my experience, I find that students who feel isolated in an online course have difficulty being successful. In my online courses, I incorporate collaborative and interactive ventures early on. I also try to foster discussions where students communicate with one another, share ideas, and debate concepts. While interacting with the instructor is important in an online class, it is also important that students have a space where they can discuss concepts with one another as well.

3. Encourage active learning. Learning is not a passive activity. For students to learn, they must actively engage with the content in thoughtful, purposeful ways. As you develop your online course, consider ways to build active learning into the course content. This can include utilizing tools with a course management system (discussions, for instance) or other tools (GoAnimate, Animoto). But active learning isn't limited to technological avenues in online courses. Someone teaching science online could utilize hands-on lab activities developed with common everyday items. Someone teaching psychology or sociology online could have students conduct observational work at a park or at the mall.

4. Give prompt feedback. This can be tricky, especially with instructors teaching larger online classes. While grading hundreds of papers can be overwhelming, students need to receive prompt feedback to know whether they are being successful or what they need to do to improve. If you have a few larger assignments in your class that you know will take more time to provide quality, constructive feedback, communicate this to your students. You should also include some smaller assignments that will not take as long to assess. While some experienced online instructors use the course management system to build automated responses into their courses, I believe that some students still need personalized feedback on their work that comes directly from their instructor.

5. Emphasize time on task. Learning takes time. Students and faculty working in online spaces need to realize this. Just because an online course may be more flexible schedule-wise does not mean that it won't require a significant time commitment. It's important for instructors to communicate expected time commitments but also be realistic with their expectations. Assigning students to read a 500 page book in a day may not be completely realistic. Have high expectations but respect students' need to have time to interact with the content and learn.

6. Communicate high expectations. While it's important to have high expectations for students, it is also critical that these expectations are clearly communicated to students. Likewise, it is helpful to communicate clear expectations for participation and for interaction. Do you want your students to log on daily? Do they need to submit assignments in a certain format? Is it okay for them to use emoticons in their discussion posts? These are just a few of the areas that online instructors need to consider as they develop an online course for the first time.

7. Respect diverse talents and ways of learning. Students learn in a variety of ways. While there will undoubtedly be some text-based content in an online course, it cannot be the only mode of delivery or assessment. Draw on the host of multimedia options available online to deliver content to students and to assess them. Instead of typing out some long lesson on the Middle Ages, check out YouTube or Vimeo for some available videos. Or better yet, use a screencasting tool like Jing to record a customized lesson. Instead of assigning a ten-page paper, have students create a video where they demonstrate what they've learned.

Dr. Oliver Dreon is the director of the Center for Academic Excellence at Millersville University.

Source: http://www.facultyfocus.com/articles/online-education/applying-the-seven-principles-for-good-practice-to-the-online-classroom/

Baking Bread: Five Essential Ingredients To Online Education

Suzan Harkness Ph.D., Director of the Center for Academic Technology,

University of the District of Columbia and ACE Fellow, Mount St. Mary’s University Class of 2012-2013

No matter how endowed or respected the institution, there are five essential elements of equal importance that bind together to affect the functioning of the other in a successful online initiative. Successful online initiatives require a basic understanding of how core elements work together and separately to create a sound and successful online education program or college. Building a successful online model is much like baking bread – there are really five key ingredients that make or break the recipe.

Flour – Flour provides the foundation for all other ingredients – Colleges and universities need a sound strategic plan, supportive infrastructure, policies and procedures, and dedicated budget to support the strategic initiative.

Yeast – Yeast is a living organism that grows and reproduces – Colleges and universities need their strategy and key administrators, faculty and staff to grow the initiative through peer review, peer-to-peer learning, collegial collaboration, collaborative support structures and shared services, vision, and continual improvement. A program, staff, faculty, and vision in the technological paradigm that does not grow and stay current will rapidly become out-of-date and insignificant.

Liquid – When liquid is added to the flour it causes the gluten to form long elastic strands with kneading. This represents a commitment to student success across a comprehensive learning environment that begins when a student shows initial interest in the college or university by visiting its webpage all the way through graduation and alumni relations. How institutional employees who come in contact with the student population support students, is fundamental to student success, time to degree, matriculation, career preparedness, well-being, and learning.

Salt – Salt provides balance and flavor, it also slows down the yeast process and controls the way the bread will rise. Dedicated faculty and instructional designers are the introspective salt in any successful online initiative. Faculty and instructional designers balance actions to safeguard high quality course design and delivery. Their work is to ensure that the best interests of student learning and institution integrity are at the forefront of every step. Moreover, the diversity of faculty, majors, programs and sharp thinking, provide ample opportunity to thoughtfully and with great purpose, implement online delivery strategies in collaboration with administrators.

Fat – Fat coats and tenderizes the gluten and gives bead the elasticity it needs to reach its full potential. Without fat, the gluten would keep expanding to a breaking point and collapse. As much as some look with animosity toward the administration and finance/budget office, without a fiscal plan, oversight, and careful financial planning, any initiative could easily grow out of control, expand in areas without a return on investment, and undermine an otherwise successful model.

Keeping these five key elements in mind and attending to the manner in which each is added, supported, recognized, and rewarded will help ensure a successful online initiative.

© Harkness 2013: To contact the author, email: sharkness@udc.edu

Six Tips for online efficiency in the distance learning environment that will earn you praise

S. Suzan J. Harkness, ©2011

Presence: Be present on the days leading up to the start of your online class and every day the first week. Have a FAQ document posted on the course site and direct students to this memo to address common questions. Have some answers penned in advance for commonly asked questions and paste them into a reply. No need to create the wheel each time a student asks the same question as another.

Recycle: Use free resources to support your content and drive learning. Check out MERLOT (http://www.merlot.org); YouTube (http://youtube.com); C-SPAN Video Library (http://www.c-spanvideo.org/videoLibrary); Wisconsin Online (http://www.wisc-online.com); Khan Academy (http://www.khanacademy.org); MIT Open Courseware (http://ocw.mit.edu/index.htm); Carnegie Mellon Open Courses (http://oli.web.cmu.edu/openlearning/); and The Open University UK (http://openlearn.open.ac.uk).

Attendance: Take attendance several times during the first week of class to document student presence. Have discussion postings that are due such as a check-in or an introduction posting. This activity alerts you up-front who has checked-in and who has not. This documentation may be required by the registrar’s office for financial aid reasons and quickly tells you who you may need to contact.

Instructor’s schedule: Set up a schedule of when you will go online and respond to student’s questions and when you will hold virtual office hours. Set up assessments to be self-grading when appropriate, track student progress, and set-up dashboards that will alert students to their status.

Syllabus Quiz: Require students to read, ask questions, and take a quiz on the syllabus. This exercise provides students a chance to review and ask questions on the syllabus and exposes them to the assessment tools to be used later in the course, i.e. quizzes and assessments.

Expectations: Establish clear expectations and go over rules of engagement and conduct. This should be thought of as a pathway to success. Provide students with clear and concise information on policies, extra credit, how and where to get technical help, when and how to contact the professor, how assignments should be submitted, how to navigate the course site, appropriate and inappropriate postings, netiquette, how to use any mobile learning platforms, institutional resources such as online tutoring, a writing lab, disability services, and the instructors policy on submitting late work.

Quality Course Design

Good course design is essential to effective online learning. At the University of the District of Columbia, we follow the QualityMatters (QM) nationally benchmarked design standards. QM is a leader in quality assurance for online education and has received national recognition for its peer-based approach and continuous improvement in online education and student learning. The QM design standards utilize a rubric that is based in national standards of best practice, the research literature, and instructional design principles. The rubric and peer-review process are designed to assess courses with an eye to ensure that online and hybrid courses promote student learning.

The simplicity of the QM Rubric is that it follows eight key areas that guide the development of effective course design. The eight areas include: 1. Course Overview and Introduction; 2. Learning Objectives (Competencies); 3. Assessment and Measurement; 4. Instructional Materials; 5. Learner Interaction and Engagement; 6. Course Technology; 7. Learner Support; and 8. Accessibility.

The successes of Quality Matters have resulting in more than 500 institutions from around the world subscribing and implementing the review process. Simply put, the standards are easy to follow, logical, and effectual.

When instructors think about designing an online or hybrid course, we urge them to come to the Center for Academic Technology (CAT) to learn more about the QM design standards. Moreover, many of the standards are effective in designing a collaborative and well aligned face-to-face course. Several instructors have commented that after learning how to apply the standards, they implement many of the design principles into their traditional courses and have a deeper understanding of alignment and assessment.