Strategies for Facilitating Online Learning in Engineering Courses

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1 5 TH AFRICAN REGIONAL CONFERENCE ON ENGINEERING EDUCATION Strategies for Facilitating Online Learning in Engineering Courses Jennifer DeBoer

2 Workshop objectives Gain general knowledge and comfort with structures and activities in online learning Design a concrete plan and articulate how you can use online learning Develop a network of other educators with whom to share feedback as you implement online learning environments

how you can use online learning Develop a network of other educators

3 Workshop structure 1.Introductions 2.Some best practices 3.Brainstorming 4.Action plans 5.Group feedback 6.Sharing out

4 Intros What do you do? Used online in some capacity before? What are some of the learning principles that you employ in your classroom?

5 Best Practices - In general "... the same design principles that promote learning in traditional environments are likely to promote learning in electronic environments." Mayer, Richard E. Elements of a Science of E-Learning, Journal of Educational Computing Research, 29(3): , 2003.

environments are likely to promote learning in electronic environments.

6 Best Practices - in general Identify Intended Learning Outcomes (ILOs) Design Teaching and Learning Activities Design Assessments - how will attainment of ILOs be measured? Biggs, J. & Tang, C. (2011), Teaching for Quality Learning at University: What the Student Does, 4th ed., Society for Research into Higher Education: Open University Press, Philadelphia.

7 Questions to ask Why do I want to incorporate an online component in my class? How will it align with my other course materials? What are my expectations and my students expectations?

8 Best Practices - Feedback Provide: Immediate and targeted feedback ŸScaffolding ŸCorrect solutions with domain knowledge

9 Best Practices - Asynchronous Discussion ŸModerate moderately ŸBreak students into subgroups of ~ 15 ŸAvoid the build-up of a large number of postings on the same topic ŸMake expectations and ground rules clear

ŸAvoid the build-up of a large number of postings on

10 Best(Prac- ces(3(synchronous( Best Practices - Synchronous Discussion( Discussion ŸUse for online office hours, group meetings/discussions ŸLimit chat groups to 4 or 5 ŸUse crowd control ( hand raising ) functions ŸDirectly address participants when someone is typing (slows down conversation)

ŸLimit chat groups to 4 or 5 ŸUse crowd control ( hand raising )

11 Modularity

12 Modularity ŸProvide students with frameworks for how concepts relate to main idea of course and to each other ŸProvide students with advance organizers

13 Collaboration Ÿ2-4 member group is optimal for collaborative learning ŸTask should be ill-defined and a true group task ŸToo much direct instruction from faculty will hinder groups talking/working together ŸCollaboration should be embedded within assessment practices ŸUtilize team building software to create project teams or discussion groups

hinder groups talking/working together ŸCollaboration should be embedded within

14 Human support for/interaction with technology ŸSet high expectations for all students ŸAttend to affective and social, as well as cognitive, domains ŸSet norms and climate for online experience early

15 Video (any context) Animation and narration better if no onscreen text ŸPresent narration and animation simultaneously not successively ŸNarration should be conversational

16 Animations, simulations, and games Consider learning objectives, content, learner characteris-tics, settings, and curriculum in creating animations/ simulations ŸAlign materials to cognitive resources of students

settings, and curriculum in creating animations/

17 Questions? Reactions to the overall points? What is one way you might incorporate online learning in your classroom? Think-pair-share

18 Example recipe: the flipped classroom Class meetings preceded by reading assignments Class meetings entailed interactive discussion of reading feedback In-class concept questions answered by student computer feedback system Section meetings and labs as small interactive group sessions Online discussion forums Traditional homework and exams (open-book)

questions answered by student computer feedback system Section meetings and labs as

19 Example recipe: Transitioning to partially online Face-to-face FRIDAY 5-10 pm Two intensive weekends Powerpoint presentations SATURDAY 8:30 am - 4:30 pm Presenta/ons and in-class Discussions SUNDAY Discussion and project work Researching projects online Reading assignments between weekends Blended modification FRIDAY 5-9 pm Two intensive weekends SATURDAY 8:30 am 4:30 am Presentations and in-class discussions ONLINE Assignments due every 3 days Discussion posts and readings Investigating websites and presenting projects online Interaction before next intensive weekend

weekends Blended modification FRIDAY 5-9 pm Two intensive weekends SATURDAY 8:30 am 4:30 am Presentations and in-class discussions ONLINE

20 Specific component examples: COLLABORATION Vanderbilt course blog o Two groups of students Vanderbilt University and Dhaka University o Posts on questions/comments, responses to each post Google Docs student survey o Simultaneous group editing o Survey of participants

University o Posts on questions/comments, responses to each post

22 Specific(component(examples:( Specific component examples: Visualiza- on( Visualization Star.mit.edu/biochem

23 Common pitfalls Barriers to entry Barriers to engagement Barriers to achievement May be present for all stakeholders

24 Barriers to entry Technology background of students, professors, administrators Required hardware/software Student engagement/sense of community Not making use of resources Re-inventing the wheel Introducing before ready

25 Barriers to engagement Impersonal environment Ambiguous relationship to learning objectives, face-to-face spaces Time management and self-regulation Keeping track of multiple moving parts

26 Barriers to achievement Making a course-and-half Assessment validity Institutional/cultural change Constraints-driven decisions rather than pedagogy-driven decisions

27 Implementation checklist Practical considerations as you move forward with your course Do not have to use everything, but may use some components Think about one thing you can change

28 BRAINSTORMING At the end of this brainstorming, you should be able to vocalize a problem statement and solution : What is one aspect of blended learning that you would like to apply in your classroom?

29 Action plans: definition Roadmap for moving from concept to implementation How will you take this idea and make it happen? Detailed blueprint Helps you as the implementer to have a clear picture of the different puzzle pieces START WITH A GOOD PROBLEM

30 Action plans: creation 1. Problem/motivation a. Identify the problem b. Describe the broader impacts 2. Proposed solution (overview) a. LOGIC MODEL b. Name/title c. Solution description 3. Stakeholders a. Your team b. Outside stakeholders 4. Budget a. Approximate amount b. Potential funding sources 5. Timeline a. Proximal outcomes b. Distal outcomes 6. Deliverables a. Outcomes b. How to measure them

31 Action plans 1. Problem/motivation 2. Proposed solution (overview) 3. Stakeholders 4. Budget 5. Timeline 6. Deliverables

Online Teaching and Learning

Online Teaching and Learning Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,