Pivoting to remote learning and online instruction
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The document discusses strategies for transitioning to remote and online instruction, emphasizing course redesign, student support, and effective content delivery. It highlights the importance of aligning assessments with learning objectives and managing workload while promoting empathy and flexibility. The document also presents various instructional practices, learning activities, and assessment techniques to enhance student engagement and success in online learning environments.
Pivoting to remote learning and online instruction
- 1. Pivoting to remote and online instruction Tanya Joosten, Ph.D. National Research Center for Distance Education and Technological Advancements (DETA) @ University of Wisconsin – Milwaukee (UWM) tjoosten@uwm.edu | @tjoosten
- 2. Aycock, A., Mangrich, A., Joosten, T., Russell, M., & Bergtrom, G. (2008). Faculty development for blended teaching and learning: A Sloan-C certificate program. Sloan Consortium, Needham, MA. Pivoting to online 2 Transforming your course Redesigning Your Course Evaluating Your Course Developing Activities Delivering Content Assessing Students Managing Workload Supporting Students
- 3. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? Online Learning, 23(4). Pivoting to online 3 Transforming your course Supporting Students Redesigning Your Course Delivering ContentDeveloping Activities Assessing Students Evaluating Your Course Managing Workload
- 4. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? Online Learning, 23(4). Joosten, T., & Cusatis, R. (2020). Online learning readiness. American Journal of Distance Education, 34(3). Retrieved from: https://www.tandfonline.com/toc/hajd20/0/0. Supporting your students 4 E M P A T H Y | C A R E | F L E X I B I L I T Y | C L A R I T Y Communication Orientation Expectations Technology Accessibility Supporting Students
- 5. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? Online Learning, 23(4). Pivoting to online 5 Transforming your course Supporting Students Redesigning Your Course Delivering ContentDeveloping Activities Assessing Students Evaluating Your Course Managing Workload
- 6. What is the task? What type of delivery is “best”? What technology is available to me? What skills do I have? Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? Online Learning, 23(4). Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta- analysis and review of online learning studies. Delivering content 6 Delivering Content
- 7. audio+motion Video content Use when: • action/motion is needed in order to understand the content • the discussion refers to video clips audio+visual content Use when: • the content needs both auditory and visual cues in order to convey the meaning successfully audio-only content Use when: • the content needs auditory cues (tone, paralanguage, emphasis, etc.) in order to decrease the ambiguity of a piece of content • the activity refers to audio sources such as music, language, or sound text+image content Use when: • the content already exist as text-only • the material can be conveyed successfully as text-only text-only content Use when: • the discussion refers to images • images can supplement, contextualize or clarify the material Joosten, T., (2012). Social media for educators. Wiley. Content delivery
- 9. Sample Module Monday Wednesday Friday Sunday Week 1 -Agenda posted -Reading available -Lecture available -Quiz on reading and lecture due Week 2 -Discussion post due -Discussion responses due
- 11. Pivoting to online 11 Transforming your course Supporting Students Redesigning Your Course Delivering ContentDeveloping Activities Assessing Students Evaluating Your Course Managing Workload
- 12. Questions? 12
- 13. Learning activities Tanya Joosten, Ph.D. National Research Center for Distance Education and Technological Advancements (DETA) @ University of Wisconsin – Milwaukee (UWM) tjoosten@uwm.edu | @tjoosten
- 14. Aycock, A., Mangrich, A., Joosten, T., Russell, M., & Bergtrom, G. (2008). Faculty development for blended teaching and learning: A Sloan-C certificate program. Sloan Consortium, Needham, MA. Pivoting to online 14 Transforming your course Redesigning Your Course Evaluating Your Course Developing Activities Delivering Content Assessing Students Managing Workload Supporting Students
- 15. List of Possible Activities Content Delivery • Comprehensions • Reading • Lecture Module • Expert guests Active Learning • Simulations • Role-Playing • Case Study • Video Analysis • Research Modules • Individual Presentations Team Activities • Debating teams • Brainstorming • Structure group projects (final research project) • Collaborative exams Discussion Activities • Collaborative discussion • Student led discussions • Instructor-led group discussions
- 16. Sample Module Monday Wednesday Friday Sunday Week 1 -Agenda posted -Reading available -Lecture available -Quiz on reading and lecture due Week 2 -Discussion post due -Discussion responses due Large class discussions
- 18. Sample Module Monday Wednesday Friday Sunday Week 1 -Agenda posted -Reading available -Lecture available -Quiz on reading and lecture due -Individual project task due Week 2 -Discussion post due -Discussion responses due -Group task due Sample module
- 19. Learning activities and backwards design Tanya Joosten, Ph.D. National Research Center for Distance Education and Technological Advancements (DETA) @ University of Wisconsin – Milwaukee (UWM) tjoosten@uwm.edu | @tjoosten
- 20. Aycock, A., Mangrich, A., Joosten, T., Russell, M., & Bergtrom, G. (2008). Faculty development for blended teaching and learning: A Sloan-C certificate program. Sloan Consortium, Needham, MA. Pivoting to online 20 Transforming your course Redesigning Your Course Evaluating Your Course Developing Activities Delivering Content Assessing Students Managing Workload Supporting Students
- 21. Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? Online Learning, 23(4) Backwards design 21 Redesigning Your Course
- 22. Identify Desired Results: Students need to be able to analyze and critique decision making processes Acceptable Evidence: Students when given a decision making situation are able to apply theories and concepts from the chapter and/or lecture in determining what was effective and what was ineffective in the decision making process. Learning Activity: Students view video clips from Apollo 13 Students post analysis that integrates concepts from reading and lecture Activity Evaluation Students and I reflect on the analyses Students receive grade for work Example 1: Video Analysis
- 23. Apollo 13
- 25. Identify Desired Results: Students need to be able to analyze, critique, and evaluate organizations to identify ineffective team processes and provide solutions to improve team processes Acceptable Evidence: Students when given organizational details are able to apply theories and concepts from the chapter and/or lecture to find solutions to enhance team effectiveness Learning Activity: Collaborative analysis to encourage building of community Case studies enable students to apply their theoretical knowledge to a real-world situation. Case study could be completed in synchronous or asynchronous environment. Students are given case study with questions that they need to address in analyzing the case study. Activity Evaluation Students and I reflect on the findings of the case study analysis Students receive grade for work Collaborative Case Study
- 26. Lovitt International is a medium-sized electronics manufacturer. Although it is located in the Midwest, the French-English conglomerate Sagem-Lucas owns it. Lovitt uses multinational work teams to design world-market parts for electronic ignition systems. Recently, it has experienced some problems attributed to communication issues, such as difficulty in coordinating its team-based operations and meeting customers’ deadlines. Lovitt has also introduced a new program, called "total empowerment" (TE), which is aimed at creating self-directed work teams. However, team members have received little or no training in how to accomplish the objectives of the new TE program. The TE program, though designed to empower Lovitt employees, has instead led to a number of unexpected problems. Difficulties between employees from different cultures, for example, have emerged. American workers believe that their non-native counterparts neglect to share negative information with teams and facilitators, while Latino, Cambodian, and South African employees feel that their American co-workers neglect to convey information clearly and tend to express a "superior attitude" in general. Case Study
- 27. Collaborative teams would post in asynchronous forum for feedback from peers and instructor. In your analysis of the situation at Lovitt, what are the key problems? How can you best address those problems in a series of workshops directed at improving interpersonal relationships in the workplace? What solutions will you propose? How can you design the workshops to encourage team members’ commitment to the TE program? What kinds of experiences will team members need to have in order to understand and learn from the empowerment process? What multicultural and diversity issues need to be addressed? What responsibility must upper management assume in instituting change? Case Study Discussion Questions
- 28. Questions? 28
- 29. Assessment Tanya Joosten, Ph.D. National Research Center for Distance Education and Technological Advancements (DETA) @ University of Wisconsin – Milwaukee (UWM) tjoosten@uwm.edu | @tjoosten
- 30. Aycock, A., Mangrich, A., Joosten, T., Russell, M., & Bergtrom, G. (2008). Faculty development for blended teaching and learning: A Sloan-C certificate program. Sloan Consortium, Needham, MA. Pivoting to online 30 Transforming your course Redesigning Your Course Evaluating Your Course Developing Activities Delivering Content Assessing Students Managing Workload Supporting Students
- 31. Assessment plan checklist: http://professorjoosten.blogspot.com/2009/11/assessment-plans-for-online-and-blended.html?q=assessment+plan Assessment 31 Assessing Students Align with learning objectives Move beyond exams Provide clear grading & expectations Use rubrics Scaffolding
- 32. Sample Module Monday Wednesday Friday Sunday Week 1 -Agenda posted -Reading available -Lecture available -Quiz on reading and lecture due Week 2 -Discussion post due -Discussion responses due
- 35. Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? Online Learning, 23(4) Assessment 35 Assessing Students
- 36. Questions? 36
- 37. Joosten, T., & Cusatis, R. (2019). A Cross-Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? Online Learning, 23(4). Impacting student success 37
- 39. 39 Tanya Joosten, Ph.D. National Research Center for Distance Education and Technological Advancements (DETA) @ University of Wisconsin – Milwaukee (UWM) tjoosten@uwm.edu | @tjoosten