INTERACTIVE STRATEGIES GUIDE FOR ONLINE CLASSES

Transcription

1 Eastern Illinois University INTERACTIVE STRATEGIES GUIDE FOR ONLINE CLASSES Learner-Learner Discussion forum Chat Blog Asynchronous discussion of issues/topics started by instructor; often used for assignments; can create private forums for group work Synchronous short, fastpaced discussion to spark interest, develop decisionmaking skills (through practice), negotiate course decisions, demo or model examples; can also create private ones for small group project work Frequently updated website consisting of dated entries arranged in reverse chronological order; typically personal and informal Built into Desire2Learn Consider having a "lounge" (not run by instructor) or Q&A area in addition to structured forums Built into Desire2Learn Archived for later review An option for Desire2Learn discussion. Rubric specifies criteria for quality, frequency, size of posts, spelling, grammar, timing (e.g., initial post by Tuesday, all replies to others posted by Sunday) & sometimes quantity Not often assessed other than attendance; rubric can identify such things as responding to each other, good netiquette Rubric may specify quality (& quantity) of postings expected There are many variations of the discussion forum. Limit group size to 4-5 to avoid confusion; address replies to learners by using their first name for easier tracking of topics; limit to 45 minutes; if brainstorming, follow up with ranking & averaging Unthreaded May work well for "reflections" OCDi Training Course Interactive Strategies Guide for Online Classes Page 1

2 Learner-Learner Wiki Team Projects Resource Sharing Peer Review Web pages designed to allow others to contribute and modify content. Teams work independently and then collaboratively Users post information to discussion board; others ask questions Learners review work of others Google Site Rubrics can be used for team projects listed below Offer private discussion board areas to work on projects; allow sufficient time Google Apps can be used for collaborative projects. Learners post list of annotated Web resources on selected topics. Others explore, ask questions, respond. Desire2Learn has peer review option. Rubric provided upfront; faculty provide help with process and feedback after several "deliverables" are done. Rubric or checklist Rubric, rating scale and comments Sometimes, several teams each work on separate parts and other team pulls it all together. Groups submit work plan for project, document research process used (and lessons learned), and keep a design journal of all ideas related to project. Instructor provides structure, clear deadlines for feedback to peers, prompts and models to guide learners on effective critiquing OCDi Training Course Interactive Strategies Guide for Online Classes Page 2

3 Learner/Instructor Getting started survey Class Orientation Online office hours Content Questions Web Conferencing Anonymous suggestion box or Classroom Assessment Techniques Reaction paper Announcements Survey students on key concepts of the class (what prior knowledge or misconceptions do they have?) Dialogic approach to introducing course Hold weekly office hours to field questions, help with projects/ papers, and interact with students informally Provide a forum to "Ask the Prof" on discussion board Live collaboration between expert and learners Learners can make suggestions for the course, provide feedback on specific lessons, and share perspectives on course decisions Learners submit responses to assigned reading, posted issue or topic via paper Instructor sends announcements, reminders, instructions for all students Anonymity is reassuring to students; can use as a basis for first discussions Audio or video podcast Archive when used for tutoring or classes. Public questions could serve as FAQ Use for demos, lectures, interviews, Q&A, press conference, oral exams. Use survey tool in Desire2Learn for anonymous responses and data reporting Desire2Learn Assignment dropbox News tool in Desire2Learn Self-assessment in survey tool Not usually assessed Not usually assessed. Rubric Can be recorded session in Elluminate Elluminate can be used. Elluminate Have Suggestion Box available all term; poll students on other matters as needed OCDi Training Course Interactive Strategies Guide for Online Classes Page 3

4 Learner/Instructor Practice quizzes/exercises Coaching/mentoring Learner/Content Performance Support Tools for optional access Performance Support Tools built into lessons (Online guidance/ Scaffolding) Instructor provides feedback (automated or customized) Instructor responds to weekly journaling posted while students are doing projects, internships, observations Desire2Learn self-test feature Can create individual discussion journal for each student to post journals and other work; make it private or open to others to add their comments. Automated or customized feedback Rubric for project requirements; customize feedback Consider using archived feedback from prior semesters if common errors are seen Available help items accessible as needed Built-in support strategies for providing anticipated, ongoing help with work. Help, FAQ, Job Aids/Templates, Documentation, Reading List ("more info"), video or audio "show me," schedule of synchronous help/coaching/etutoring sessions, What's New?, How to instructions for using Desire2Learn tools or library or Web searching, Ask a Question to peers/experts/instructor or e-consultant, rubrics Objectives, sample paths, breadcrumbs, selfassessments with feedback, orientations, advice, demo's, illustrations, Ask a Question feature can be useful if content changes frequently, if topics are complex, if material is used infrequently, whether learners are working with others often or not Anticipate what kind of questions learners will have or what kinds of help they will need with selected topics OCDi Training Course Interactive Strategies Guide for Online Classes Page 4

5 Learner/Content Images with annotations Drill and practice Games Guided discovery via cases, scenarios, problem-based learning Simulations Off-site Interviews, site visits, service learning, internships Tie explanations of images closely to explanations Activity that allows the learner to practice new skills or knowledge Treasure hunt, crossword puzzles, flashcards, drag and drop, adventure games, scavenger hunt Often case studies or scenarios combined with problem-based learning Activities that simulate real situations that might be too expensive or dangerous or far away to gain direct experience Hands-on assignment or activity followed by a written reflection, log or other integrated report of experience samples/examples, documentation, help link, consistent organization of modules, CAT at end of each module Label images; provide rollover or popup explanations Desire2Learn discussion journal or assignment dropbox Automated feedback or consequences Various, but basically, see outcomes of game; or design other self-assessment Compare solutions to model efforts based on criteria specified in rubric. Outcomes built into simulation itself. Reflection paper, log, integrated report of the experience tied to course objectives Provide adequate performance support tools such as info links, "how to" tips, models, FAQ OCDi Training Course Interactive Strategies Guide for Online Classes Page 5