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Produce thing 4 5 6
- 1. 7 Things youneed to know: Things 4, 5, & 6 Content Delivery © Created by Glenna Decker @ Grand Valley State University
- 2. Where did weleave off? We’ve discussed The difference between traditional in-seat and online/hybrid course delivery. Planning your course and introduced some of the technology tools that you might use The importance of thinking through and communicating with detail Including Syllabus Additions Have you left feedback on the discussion board for others on their syllabus revision? Has anyone left comments or questions for you?
- 3. An overarching topic:Content Delivery Let’s state the obvious: Identify the content that you need to deliver!
- 4. Backward Design 1. You begin with your course objectives. 2. You next look at how you will know if your students meet the objectives – that is through assessment. 3. You choose your assessment methods. 4. Last you develop the content. 1. (Okay, there’s a little more involved in the process than this….I know where there are great resources if you’d like to learn more!)
- 5. Assessment Assumptions You know your course objectives You have established means for assessing their learning You likely practice both formative and summative assessment Methods for online/hybrid delivery How do you currently assess your students’ learning? How much formative assessment do you practice? What about summative? High stakes? Low stakes?
- 6. High or LowStakes High Stakes Example: Midterm & Final Midterm = 30% Final = 40% Paper/Project = 20% Incidentals = 10% Can you identify some reasons this might not be the best approach for an online course? (a hybrid course?)
- 7. Community Security Take advantage of what an online delivery adds to your possibilities What are some alternatives?
- 8. Low Stakes! Still want to use online tests? 4, 6 or even 8 smaller quizzes “Open Book” Weekly quizzes on assigned reading/modules to check for understanding (and reading!) Example: Thirteen quizzes during the semester, dropping the lowest score, cumulatively worth 20% of the course total
- 9. Other alternatives Wikis Essays Journals/Blogs Projects Portfolio Application/ Presentation Demonstration Case Studies Other ideas? Resources…
- 10. Thing 4 andThing 6 Content Delivery & Building Community
- 11. Organizing your content What you are teaching How you are teaching An often reported frustration for students is when a course appears disorganized and they have difficulty knowing what to do and where to find it. This costs them time that they could otherwise spend actually attending to the content and their frustration may impede the attention they give when they finally find what they need. The confusion and back-tracking limits student engagement.
- 12. Suggestions Structured andConsistent Into Learning Modules By Theme By Week
- 13. Considerations Chunking This is described in the (re)Designing Content learning module. Readability Review the document “Readability Statistics.” (A one-page handout.)
- 14. Interaction interaction betweenthe student and the content material; interaction between the student and you; and interaction among students in the class.
- 15.
- 16. Community of Inquiry Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter- personal relationships by way of projecting their individual personalities.” (Garrison, 2009) Teaching Presence is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes (Anderson, Rourke, Garrison, & Archer, 2001). Cognitive Presence is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson and Archer, 2001). Garrison, D. R., & Vaughan, N. (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
- 17. Develop Community through: Active interaction Course content Personal communication Collaborative learning Socially constructed meaning evidenced by questioning, reflection and agreement Comments directed primarily student to student rather than student to faculty Peer evaluation Sharing of resources among students For community to develop, faculty and students have to sense the presence of each other and build trust. Palloff and Pratt (2007)
- 18. Methods Lecturing Text Podcast Video Synchronous Learning Objects Web sites Video Problem Based Learning/ Case Study / Critical Incident Discussion / Dialogue / Discourse / Debate What else??
- 19. Communication Content Assessment Announcements Post documents Online quizzing Email Learning units Surveys Discussion Board Adapted release Pronto Web resources Blogs Group pages RSS Feeds Wiki Journals Blogs/Wikis Submit assignments Grade Center Library Resources Collaboration Scholar Grade Center Wimba Voice Podcasting Turnitin Telephone Wimba Classroom Wiki iTunes U Track Statistics
- 20. Next: Please go through the (re)Designing Content learning unit. You will be asked to begin the development of an individual unit of content and post it (or the outline) on the discussion board. This should include the following: Identify your organization structure Outline the content List the “how” Include the assessment